An historical perspective on governmental accounting education

This paper presents a senior governmental accounting educator’s perspectives on how governmental accounting education has changed over the past 35 years and what we can expect for the future. Having begun my academic career during the 1970s, a period of turmoil and debate about the deficient state of governmental accounting, I look at how events of this period influenced my personal decision to specialize in governmental accounting education and how those events led to a path of dramatic improvement in governmental accounting standards, practice, and education. Key trends in governmental accounting education are discussed along with major changes in practice guidance over the years that have challenged textbook authors and faculty in staying abreast of change. The paper identifies many governmental accounting educators who have made significant contributions to governmental accounting and auditing policy and encourages current educators to seek ways to participate in the policy-making process. Finally, the paper discusses the future outlook for governmental accounting education and concludes that governmental accounting educators are well positioned to contribute to achieving the recently released recommendations of the Pathways Commission (2012).     

Awareness of the public versus private accounting divide,and its impact on the career path preference of accounting students

This research assesses what knowledge upper-level accounting students possess about the distinctions between the public and private branches of accounting, as well as the influence such knowledge might have on their accounting branch choice. Overall, the study concluded that, before they were aware of the pros and cons of each career path, students preferred a career in public accounting over private accounting. But upon learning the pros and cons of each career path, however, students showed a slight preference toward private accounting. The study suggests research on accountant personality be supplemented by research on the impact of practical knowledge about private versus public accounting work environments on accounting career choice. It suggests greater importance be placed in accounting education on instilling such knowledge.     

ATTRACTING AND RETAINING MAORI STUDENTS IN ACCOUNTING: ISSUES,EXPERIENCES AND WAYS FORWARD

The literature of social and educational research reflects the significance that issues of culture and ethnicity have gained in such research. This is evident, for example, in concerns to analyse and redesign social practices and to elaborate a critique of dominant Western institutions. In the research literature upon the accounting focus, evidence of such concerns has been comparatively scarce. While some research has been done@8ifor example, researchers have pointed to the Eurocentric character of accounting and critically analysed ethnic minority experiences of accountancy@8ithere is much more to do. Particularly scarce in the accounting literature have been studies concerned to focus upon accounting from an indigenous cultural perspective or to promote multicultural accounting education. Such a silence is of significance in the light of increasing worldwide concerns to learn from and to protect the cultures of indigenous peoples and to question the universal validity of Western practices, notably such as those of Eurocentric education. In this paper we focus upon Maori, the indigenous people of Aotearoa New Zealand, and critically assess and explore their participation in and experiences of accounting education. We concentrate upon university accounting education which is central to the process of gaining admission into the accountancy profession of Aotearoa New Zealand. We provide a historical and contextual analysis which elaborates upon the oppression and marginalisation of Maori people. The study reflects our concern that, in inquiring into why particular ethnic groups, including indigenous peoples, are under represented and lack influence in particular social activities and occupations, we need to give consideration to the role of cultural as well as socioeconomic factors. And in this respect we need to critically analyse the very institutions and practices of Western accountancy and Western accounting education as forms of insensitive cultural imperialism. These forms can change rather than the culture of peoples. For us, increasing the participation of Maori in accounting education and accounting practice and changing the character of these practices so that they are more reflective of Maori indigenous culture are two dimensions of the struggle for change which can be mutually reinforcing. We are supportive of such change and seek to bring this about in the Eurocentric institutions of Aotearoa New Zealand. Our contention is that a deeper critical analysis of issues of ethnicity in Western society can help to inform a critique of Eurocentric practices and institutions including in the sphere of accounting. In brief, we explore a range of interconnected themes: the complex character of the marginalisation and oppression of Maori; focusing in, the position respecting accounting education and the very practice of accounting; how this relates to ways forward and connects up with wider issues.     

Software reviews

In this paper we focus on the choice that accounting doctoral students from the German-speaking area make, between a future career either in academia or business practice. Based on the results of an online survey, we show that prospective scholars exhibit certain characteristics of passionate researchers more pronouncedly than do future practitioners. The latter group, however, shows more interest in considering practical concerns in their research for the PhD. Furthermore, we show that the impact of institutional incentives is more widespread among future academics. Some implications are drawn for the relationship between research and practice and the future of the accounting academy.     

Managerial career concerns and the content of corporate disclosures: An analysis of the tone of earnings press releases

This study examines how the narrative content of corporate disclosures is affected by managers’ career concerns, measured by the enforceability of noncompete provisions in employment contracts. We provide empirical evidence that career concerns lead managers to manipulate the content of corporate disclosures by inflating the tone of earnings press releases to convey a more optimistic picture about the firm’s financial performance. We ensure the causality of our findings by exploiting changes to noncompete enforceability following court rulings. We also show that tone inflation is stronger when CEOs are younger, less capable and less experienced, as well as for managers of firms with more independent boards, more analysts following and better governance.     

Social cognitive career theory and the goal of becoming a certified public accountant

A primary goal for professors in academia is to facilitate the career success of their students by providing them with the necessary subject knowledge, skills, experience, and confidence. In this paper, we propose the Social Cognitive Career Theory (SCCT) model as a useful tool to explain how accounting students’ career interests, goals, and intentions are related to their self-efficacy beliefs and outcome expectations. Results showed that the goal to become a certified public accountant (CPA) was significantly and positively correlated with the independent variables of self-efficacy and outcome expectations. These findings are further interpreted and pedagogical recommendations are provided for educators to utilize in their curriculum to enhance students’ accounting self-efficacy and outcome expectations. These recommendations may be used to help boost students’ interests and intentions to major in accounting and pursue a career as a CPA.     

An Essay on Accounting's Social Complexity and the Fairness Challenge/ESSAI SUR LA COMPLEXITÉ SOCIALE DE LA COMPTABILITÉ ET LE DÉFI DE LA FIDÉLITÉ DE L'INFORMATION

We are honoured to contribute our ideas to the tribute to Ross Skinner, stimulated by his 1995 CA Magazine article “Judgment in Jeopardy". Our effort is titled “An Essay” because we want to suggest an approach to the problem of judging fairness in financial reporting that Skinner raised and to explore some consequences of that approach. We include no literature references other than to “Judgment in Jeopardy", and occasionally to Homer, because we have developed the ideas in this essay specifically for this tribute and have not relied on others in doing so. There has been an enormous amount of writing about accounting standards, professional judgment, fairness, and other related topics, but rather than exploring all that, we have focused directly on Skinner's concerns and have tried to develop some consequences of those concerns. One of the issues Skinner's article raised is the possibility that a solution to the judgment problem will forever be elusive. Another is the enormous challenge that “fairness” presents in an increasingly complex world. To explore the implications of Skinner's call for judgment, we use a framework based on the relevance, reliability, and validity of accounting information as a means of addressing this challenge and the demands on social consensus that result. Since Skinner was concerned about the application of judgment to real problems, we illustrate our analysis by considering four contemporary accounting debates: principles versus rules, global convergence of accounting standards, the need for a stand‐alone Canadian standard‐setter, and accounting for stock options. We argue that ideological choices, competition among parties in society, and fundamental measurement problems support Skinner's prediction that a solution will remain elusive.     

CAP Forum on Forensic Accounting in the Post‐Enron World: Education for Investigative and Forensic Accounting*/FORMATION ET JURICOMPTABILITÉ

Recent financial scandals have raised the awareness that accountants should be alert to potential fraud and other economic disputes and can provide significant assistance in preventing, investigating, and resolving such matters. Forensic accountants provide these services with knowledge of court requirements and proceedings so that effective legal action is possible, even though most actions are concluded without the involvement of the courts. Although forensic accounting was growing in importance even before Enron and the Sarbanes‐Oxley Act, the ensuing tightening of the securities regulations in both Canada and the United States triggered recognition that accounting students and professionals need a fuller understanding of fraud and other economic crimes, and how to find, prevent, and resolve them, as well as the career choices that could be involved. While some of this material is covered in auditing texts and courses, emerging expectations will require the enhancement and restructuring of forensic accounting education within university programs, and will encourage more interest in graduate specialist professional designations. This paper has two objectives: to offer insights into the design and delivery of forensic accounting programs, and into the availability of professional programs; and to provide some exploratory evidence on the type of services currently rendered by investigative and forensic accountants in Canada.     

Thinking Outside the Block: Projected Phases of Blockchain Integration in the Accounting Industry

This paper aims to propound a thorough and circumspect analysis of the implications of blockchain technology in the accounting profession and its broader industry. The analysis begins with a summary of early developments by first movers and how they are harnessing blockchain technology to improve business practices. Concomitantly, the paper will go on to discuss how this technology will streamline accounting processes, specifically as the technology approaches critical mass. Finally, a discussion of its long‐term implications will follow through a more philosophical and conceptual dialogue. Throughout the paper, criticisms will be raised to address concerns regarding blockchain's widespread use.     

The Impact of Australian Accounting Education on Repatriates' Career Development

The aim of this article is to explore the impact of Australian accounting education on the career development of Chinese self‐initiated repatriates (SIRs) in different business settings. It is acknowledged in the literature that international education has an impact on the career development of SIRs. However, in this study, we explore the impact in terms of professional knowledge, qualifications and international exposure. A multi‐case study was conducted with Chinese SIRs in different industries in an effort to understand the specific impacts and potential adverse effects across different types of enterprises in China. Our research found that international accounting knowledge has a positive influence on individuals’ careers, especially in foreign enterprises. Skills obtained from international experience are highly valued in the foreign financial industry, while the CPA qualification is highly valued in accounting firms. Readjustment, competition from local counterparts and employers’ unreasonable expectations do have adverse effects. By analysing how SIRs’ professional knowledge in accounting disciplines has impacted their job performance in different industries, this article not only contributes to contemporary literature from a direct perspective but also presents practical recommendations regarding Chinese and Australian professional education.     

Knowing the unknowable and contested terrains in accounting

Creating visibilities and breaking silences are powerful legacies of critical accounting research and education. This paper, promoting that we further develop our understandings of how ideas are created, reveals how language is nuanced, power is embed in accounting technology, and accounting education crafts and restricts meaning. Particular ways of knowing in accounting education are appraised as well as emerging approaches to critical and ethical accounting education in order to deliberate: how can we foster a truly critical framework by which educators and students can “think different” and what can be done to promote sustainable, principled, and nuanced business practices? Our views of the morality of our world, how social structures affect ways of knowing, and what disrupts and challenges the status quo are particularly of concern to promote social transformation and justice.     

Pedagogic metaphors and the nature of accounting signification

This paper concerns three metaphors for financial statements associated with accounting education: lenses, photographs, and the board game, Scrabble. These metaphors not only describe financial statements but also affect our interpretations of them and our behavior towards them. The lens metaphor has many implications that accounting cannot live up to; however, that does not mean that it is an inappropriate metaphor to express our aspirations for accounting and to inspire our students. The Scrabble metaphor is a somewhat pejorative metaphor that we may cynically apply to accounting, but it may also be an effective means of criticizing mindless manipulation of financial statement elements. The photographic metaphor, occupying a middle ground, might be the most intriguing of the three. At an elementary level, it captures some simple truths about accounting, or at least some simple statements we would like to be true. But as the complexities of the metaphor are explored, they reveal a variety of intriguing ontological issues that concern financial statements.     

Doing missionary work: The World Bank and the diffusion of financial practices

This study uses the metaphor of a financial mission to explore how World Bank lending practices contribute to the globalization of financial practice. Through the use of interviews with key participants and archival documents pertaining to a World Bank education project in Latin America, we analyze how financial/accounting practices came to be diffused to this particular site. The study highlights not only how Bank lending practices attempt to implant accounting practices and discourses into distant fields but also the slippage, accommodation and resistance that is inherent in these attempts to change the habitus of such fields.     

Developing critical thinking: An examination of contemporary practices in accounting

Employers and professional bodies call for higher education accounting courses to emphasise the importance of critical thinking skills. This study provides an in-depth assessment of how critical thinking is currently taught and assessed across an entire accounting degree. Our study contributes to our understanding of how teaching and assessment can support students in developing their critical thinking. Using a case study approach, we identify resource restraints and disruptions to traditional forms of engagement as key challenges to developing critical thinking skills in accounting education. We conclude with suggestions for teaching practice, such as formative scaffolds and teacher-led discussions.     

Skinner's Thoughts on Professional Judgment and Recent Developments in Canadian Financial Reporting*/ LES RÉFLEXIONS DE SKINNER QUANT AU JUGEMENT PROFESSIONNEL ET LES RÉCENTS DÉVELOPPEMENTS DE L'INFORMATION FINANCIÈRE AU CANADA

In this commentary, we examine recent developments in Canadian financial reporting related to (1) the conceptual framework, (2) accounting standards, and (3) corporate governance issues, in light of Skinner's (1995) thoughts on professional judgment. We consider how effective these developments are in addressing several questions and concerns raised by Skinner.     

Enhancing Students' Enabling Competencies: Student Perspectives and Recommendations for Educators*

Employers continue to express concern that accounting graduates lack the necessary competencies when they enter the workplace. These concerns have been addressed in part by periodic revisions to Chartered Professional Accountants of Canada's (CPA Canada) CPA Competency Map, which is used to define competencies for entry into the profession. The CPA Competency Map has recently been revised to include a new set of enabling competencies (often called generic or soft skills). However, the accounting literature highlights a concern that time and resources spent on the expanding set of enabling competencies could take valuable resources away from teaching technical accounting skills. In addition, the education literature indicates that student motivation plays a key role in learning. If students are motivated to learn enabling competencies, then educational efforts could be more efficient and effective. Conversely, a lack of student motivation could reduce student engagement and learning. To address these concerns, we investigated the student's perspective on the importance of enabling competencies as well as on how and where enabling competencies should be learned. We surveyed 380 students enrolled in the CPA Canada Professional Education Program (PEP). We investigated the three new enabling competencies that are most distinct from the previous set of competencies and that may be the most difficult for accounting educators to teach: adaptability and resilience; creativity and innovation; and active listening. We asked students about the importance of these new enabling competencies for their future careers and whether the competencies should be taught in PEP or in the workplace. Our results indicate that students believe that the new enabling competencies are important and should be learned in both the classroom and the workplace. Moreover, student responses to open-ended questions provide educators with suggestions on how to incorporate enabling competencies into the classroom by blending activities that could simultaneously enhance enabling competencies with technical competencies.     

Using technology and library resources in financial accounting courses

Accounting practitioners and academics have raised concerns about the need to develop accounting students' critical thinking and communication skills, as well as their computer literacy. This paper presents two intermediate accounting projects that address these concerns. The first project is structured to familiarize students with accounting resources available electronically. The second project requires students to use an electronic database to research and analyze the effect of asset impairment on the financial statements of companies within a specific SIC code. This project can readily be adapted to any financial accounting topic, not just asset impairment. Both projects have writing components and involve the use of groups and technology; the second project also involves critical analysis of the financial statement impact of asset impairments. The results of student surveys requesting feedback on the effectiveness of the projects are also presented.     

Ethical evaluations and behavioural intentions of early career accountants: the impact of mentors,peers and individual attributes

This study examined how mentoring support, peer influence and individual attributes of early career accountants (ECA) influence their ethical evaluations and behavioural intentions. Respondents indicate that their evaluation of the seriousness of the ethical conflict is affected by the perceived standard of ethical conduct of their peers, their personal ethical orientation, the extent of ethics education at university, and gender. ECAs’ evaluation of a senior colleague's unethical behaviour is affected by mentoring support and the perceived standard of ethical conduct of peers. In terms of ECAs’ willingness to contact accounting professional bodies for ethical advice, the size of the accounting firm and the extent of their ethics education at university are significant factors. Furthermore, the likelihood of respondents choosing a more ethical decision is correlated with his or her individual ethical orientation and the extent of ethics education at university.     

Faculty perceptions of online homework software in accounting education

Emerging technologies are providing a variety of tools for accounting educators. One of these tools is Online Homework Software (OHS). This study collects survey data from accounting faculty in the U.S.A. who were queried as to the utilization and perception of OHS in undergraduate accounting courses. Analysis of the survey data indicated five differences between OHS users and nonusers: (1) years of teaching, (2) number of course sections taught, (3) Accounting AACSB accreditation status, (4) faculty rank, and (5) courses taught by the respondents. Faculty indicated the tool is helpful when teaching in the online format and that OHS saves faculty time by reducing the time spent grading and processing student work. Users of OHS raised concerns about whether and how the tool helps students learn, how the students view the tool, and the cost of OHS. The data reported in this study are relevant to educators who have never used OHS as well as those who are currently using OHS. The data collected is important in promoting dialog concerning OHS usage and developing recommendations for continued improvements in the software.     

Tests of time: organizational time-reckoning and the making of accountants in two multi-national accounting firms

There has been remarkably little study of the recruitment, training and socialization of accountants in general, much less the specific case of trainee auditors, despite many calls to do so. In this paper, we seek to explore one key aspect of professional socialization in accounting firms: the discourses and practices of time-reckoning and time-management. By exploring time practices in accounting firms we argue that the organizational socialization of trainees into particular forms of time-consciousness and temporal visioning is a fundamental aspect of securing and developing professional identity. We pay particular attention to how actors consciousness of time is understood to develop, and how it reflects their organizational and professional environment, including how they envision the future and structure their strategic life-plan accordingly. Also of particular importance to the advancement of career in accounting firms is an active engagement with the politics of time: the capacity to manipulate and resist following the overt time-management routines of the firms. Rather than simply see trainees as passive subjects of organizational time-management devices, we noted how they are actively involved in ‘managing’ the organizational recording of time to further their career progression.