Bridging knowing and learning: a suggestion for accounting education

This teaching note describes an exercise which appears to prompt students to reflect on their learning. The exercise is based on five pairs of words concerned with knowing and learning: (1) learn/study, (2) educate/train, (3) know/understand, (4) teach/tutor, and (5) student/pupil. The exercise may appear trivial, even frivolous, but when successful, it can compel students to reflect, often for the first time, on the meaning and purpose of their educational experience. Frequently, students make explicit previously unarticulated views and feelings about the process and content of their educational programmes.     

High school accounting and student performance in the first level university accounting course: A UK study

This article contains the results of a UK study on the effect of high school accounting on student performance in a first level university accounting course. In addition to replicating previous research, it extends the scope of previous work by examining a wider range of assessments and also investigates the question of numerical ability as an additional differentiating factor in student performance.     

Preparation for a first level university accounting course: The experience in New zealand

This study seeks to extend the work of Baldwin and Howe (1982) in three ways: first, to differentiate between the different levels of accounting in high school; second, to take into account the level of previous study in economics and mathematics; and third, to examine the effects of these previous levels of study on three different parts of the first level university accounting course. The results are in agreement with the majority of earlier research in that the level of previous study of accounting had no association with the performance in any part of the course. The study of economics showed a positive association with performance in the course, with the major benefit in management accounting.     

Phoenix rising: Legal reforms and changes in valuations in Finland during the economic crisis

Finland experienced an extremely severe economic depression in the early 1990s. As a part of the government's crisis management policies, significant new legislation was passed that increased supervisory powers of financial market regulators and reformed bankruptcy procedures significantly decreasing the protection of creditors. We show that the introduction of these new laws resulted in positive abnormal stock returns. The new laws also lead to increases in firms’ Tobin's q, especially for more levered firms. In contrast to previous studies, our results also suggest that public supervision of financial markets fosters rather than hampers financial market development.     

Monetary and financial stability in the euro area: Pro-cyclicality versus trade-off

This paper investigates the nexus between monetary stability and financial stability. We examine, in the experience of EMU between 1994 and 2008, first, the response of the term structure of interest rates, share prices, exchange rates, property price inflation and the deposit–loan ratio of the banking sector (our proxies for financial stability) to changes in the consumer price level and ECB policy rate (our proxies for monetary stability); second, whether and to what extent lower inflation has caused share price stability and how ECB policy rate has reacted to inflation. Using a sign-restriction-based VAR approach, we find that there is a pro-cyclical relationship between monetary and financial stability in the long-run. With a positive inflation shock, we find on average a 2% estimated decline in share prices. This suggests that the interest rate instrument used for inflation targeting is conducive to financial stability.     

The role of cognitive learning styles in accounting education: developing learning competencies

The potential for cognitive learning style (CLS) to develop students' learning competencies is limited by the variety of conceptualizations, constructs and instruments. This paper contrasts two models for operationalizing CLS: Furnham's [Furnham, A. (1995). The relationship between personality and intelligence to cognitive style and achievement. In D. H. Saklofske, M. Zeidner (Eds.), International handbook of personality and intelligence (pp. 397–413). New York: Plenum Press.] conceptualization of the roles of CLS, and Ramsden's [Ramsden, P. (1992). Learning to teach in higher education. London: Routledge.] contextual model of student learning. The origins of CLS, its fundamental dimensions, and methods of assessment are also reviewed. Five propositions suggesting ways accounting educators can make use of CLS and associated measures to help students ‘learn how to learn' are developed and recommendations for future research are offered.     

经济高质量发展阶段的中国货币调控方式转型

中国经济已由高速增长阶段转向高质量发展阶段,中国货币政策调控方式应该从以货币数量调控为主转向货币价格调控为主。对货币调控方式理论、国际经验和中国间接货币调控转型的全面梳理表明,随着利率市场化的加速推进和基本完成,由于金融创新和脱媒迅猛发展,我国传统数量为主货币调控有效性日益下降,亟须转向价格型调控方式。西方国家和西方经济学有关货币数量与货币价格调控方式的争论,都是针对相对成熟和稳定的经济体系而言的,而我国仍属于转型过程中的不发达经济体,经济结构也不稳定,货币调控方式选择和转型须服从和服务于高质量发展转变,属于全新实践而且更为复杂。中国二十多年间接货币政策实践始终面临着政府过度关注经济增长和预算软约束部门、金融监管体制不健全、金融市场深度不够等因素制约,仍需深化发展金融市场微观基础、制度保障和产品功能等金融市场体系。为及时有效应对流动性冲击和利率扰动,货币价格调控下中央银行的利率决策空间和政策操作自主性也亟待提高,并在制度上予以保证。今后应在协调改革、发展和稳定关系基础上,加快各项深化改革措施,有效缓解各项约束条件,大力培育金融市场基准利率体系,推进货币价格调控方式转型,更好地促进新常态下经济金融的高质量发展。     

中国货币政策区域效应研究

本文以货币政策传导机制理论为基础,通过构建面板模型,对货币政策的区域效应进行定量分析,研究结果表明,中国货币政策存在明显的区域效应差异。从贷款投放对经济增长的刺激作用来看,中部、东北和东部地区省份的效果比较明显,而西部地区的效果较差。对于资本投入相对不足的西部地区,要加快实施西部大开发战略、调整区域经济结构、推动产业转移;对于资本积累充足的东部地区,要提高资本的边际产出率,提高经济效率。     

Exploring the role of learning style research in accounting education policy

The purpose of this paper is to introduce and describe the Experiential Learning Model and the Learning Style instrument developed by Kolb [1976]. Further, it is postulated that learning style may be a useful concept in making the accounting education process more effective and efficient.As a preliminary test of the concept, the Learning Style Inventory (LSI) was administered to accounting student samples of N = 172 and N = 187, respectively. Six hypotheses were tested using data obtained from the instrument. It is concluded that the LSI shows promise for generation of information useful in helping students and instructors understand the differing cognitive processes in accounting learning.     

中国商业银行的风险承担与效率——货币政策视角

本文利用无效率项非单调变化且存在异方差的随机前沿模型测算了我国商业银行1994-2013年的效率,并从货币政策的角度,分析了我国银行风险承担与效率的关系。如果把没有扣除不良贷款的总贷款作为产出,会系统性高估成本效率、低估利润效率;如果不考虑资本投入,成本效率和利润效率均会被高估;年均成本效率和利润效率的走势基本一致,且与我国银行制度改革、宏观经济周期波动较为吻合。我国不仅存在银行风险承担渠道,而且具有连续性和顺周期性;货币政策不仅直接影响银行风险承担与效率,而且通过风险承担渠道间接影响效率。我国银行风险承担对效率的影响并非单调,而是存在倒u型关系,从提升银行效率的角度来看,存在最优的风险承担。风险承担的增加有利于利润效率的提升,同时利润效率的提升反过来促使银行承担更多的风险。     

The introductory financial accounting course: Its role in the curriculum for accounting majors

This paper reports a study that addressed two related research questions. The first concerns the proper emphasis in teaching introductory financial accounting in terms of the conceptual and procedural aspects of the subject. The second deals with the adequacy of introductory courses in preparing accounting majors for their intermediate and advanced accounting courses. Professors who had recently taught intermediate and/or advanced accounting responded to a questionnaire designed to answer the above questions. A recent study of the curriculum for accounting majors helped provide a framework for part of the questionnaire. The responses provide some evidence favoring a more conceptual emphasis, although it is not conclusive. There is a clear indication that these professors perceive the preparation received by accounting majors to be inadequate. A related finding is that more study of the accounting curriculum is needed, especially in terms of when the various topics should be taught.     

我国货币政策框架转型中货币市场基准利率体系构建研究

随着利率市场化的推进以及货币政策框架由数量型向价格数量型并重转型,当前我国急需尽快培育有效的基准利率,以疏通货币政策传导渠道,提高货币政策调控效果。本文通过理论分析和实证研究,得出如下结论：我国货币政策框架转型中构建的基准利率,必须是个包含长短期利率的组合基准利率体系;我国货币市场利率虽然还不完全具备基准利率的要素,但是在基准利率体系中具有重要地位;当前我们可以7天回购作为政策利率、以shibor作为货币市场基准利率,同时,应加快完善市场和政策环境以培育shibor的基准性。     

University - profession partnership in accounting education: the case of Sri Lanka

This paper analyses accounting education in Sri Lanka with particular reference to the university-profession partnership. In terms of the establishment of the Institute of Chartered Accountants in Sri Lanka (ICASL) in 1959, the availability of accounting degree programmes in the university, and the on-going British influence in accounting, one might expect to find a vigorous accountancy profession in place, actively seeking to produce highly competent accounting professionals in adequate numbers suitable for its country's economic needs. However, such a situation would be misplaced. Over the past four decades ICASL has produced only 1800 qualified accountants in a country of 18 million population. Drawing upon a theoretical framework of professional accounting education, this paper explains the lack of a proper partnership between the university and the professional body over the last four decades in Sri Lanka, and speculates as to whether ICASL purposely exerts control over the supply of accountants by limiting the membership only to those who complete its own examinations.     

我国货币政策有效性的实证研究

本文选择有关变量对我国2002-2007年间货币政策进行实证分析,发现2002年来我国的货币政策存在一定程度的失效.导致货币政策部分失效有诸多因素,主要有体制和政策两方面的原因.从体制方面来看,银行上市带来信贷扩张压力;从政策方面看,利率和汇率机制不够完善导致货币政策失效.针对失效原因,作者从加强政府体制建设、完善货币政策体系、搭配运用财政与货币政策、完善货币政策传导机制等四个方面提出了相应的政策建议.     

Exemptions from first semester accounting and performance in the second semester course: an emperical study

This study investigates the impact on second semester results of an exemption from first semester university accounting. It is concluded that, prividing students have achieved an ‘A’ in high school accounting, they will not be disadvantaged if they do not undertake first semester accounting.     

Institutional changes in university accounting education in post-revolutionary China: From political orientation to internationalization

Since the formation of the Peoples’ Republic of China (PRC) in 1949, the broad field of accounting education in China has undergone many changes in the context of a dramatically changing sociopolitical environment. The institutional mechanisms in Chinese university accounting education are examined in this paper, principally through a re-reading of the historical experience since 1949. We utilize an institutional theory frame to examine how action in the regulative, normative, and cultural-cognitive pillars have shaped accounting education from its heavily political orientation in the early years of the PRC to a more internationalized university accounting education system that has begun to take shape in contemporary China. We seek to contribute a contextualized understanding of contemporary China's accounting education, while adapting and extending the role of institutional theory in explaining education changes more broadly.     

货币政策的利率效应：来自中国过去20年的实证

运用方差分解方法考察利率对中国货币政策最终目标的贡献度,运用脉冲响应函数考察利率对中国货币政策传导机制相关经济变量的影响,并深入分析这种利率效应的产权制度原因,可以得出以下几点结论:(1)利率目前在中国货币政策中的作用非常有限,对货币政策的影响集中于短期;(2)传统的国有产权制度是利率在中国货币政策中表现欠佳的制度原因。(3)要充分发挥货币政策中的利率效果,必须先进行彻底的产权改革。     

Accounting Community of Practice pedagogy: a course management invention for developing personal competencies in accounting education

This paper reports the findings of an exploratory qualitative study using the implementation of Wenger’s [(1998). Communities of practice: Learning, meaning, and identity. Cambridge, MA: Cambridge University Press; Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225–246] Theory of Communities of Practice to develop an Accounting Community of Practice (ACOP) pedagogy. Students from eight accounting courses who participated, in the120 narratives and 280 surveys used as data, practice and develop critical real-world professional accounting competencies by linking three structural foundations: (1) accountability to joint enterprise, (2) mutual engagement, and (3) shared repertoire of communal resources. Competencies promoted by the AICPA [(1999). Core competency framework of entry into the accounting profession. Retrieved from http://www.aicpa.org/edu/corecomp.htm; AICPA. (2006). Core competency framework of entry into the accounting profession. Retrieved from http://www.aicpa.org/edu/corecomp.htm); International Federation of Accountants (IFAC). (2003). International education standard No. 3, professional skills. Retrieved from www.ifac.org; IFAC. (2015). Meeting future expectations of professional competence: A consultation on the IAESB’S future strategies and priorities. Retrieved from www.iaesb.org; ICAEW. (1996). Added value professionals: Chartered accountants in England and Wales. London: Author], and other professional bodies include problem-solving, leadership, project management, and interaction. ACOP strategy is effective in maintaining dynamic learning environments, increasing students’ awareness of trust, open communication, and creative thinking. Meaning and knowledge are owned in ACOP where the focus of the class shifts from instructor to students. This study adds to limited empirical research in communal forms of learning in accounting.     

Fostering deep and elaborative learning and generic (soft) skill development: the strategic use of case studies in accounting education

It is vital that accounting educators take responsibility for the development of students' generic (soft) skills in conjunction with, discipline-specific skills. Research indicates that the typical learning styles of accounting students are not suited to the acquisition of generic skills. In this paper learning theory is used to provide a framework to support the use of case studies as a tool to promote appropriate learning styles and thereby enhance generic skill development. The paper details a number of strategies that may be implemented with case studies to achieve these goals. The implications for accounting educators, which are significant, are discussed.     

Perceptions of the learning context and learning approaches: Implications for quality learning outcomes in accounting

This study analyses learning approaches, course perceptions and learning outcomes of a group of second year accounting students at an Australian university using qualitative data analysis techniques. The research method involves the development of a series of matrices linking types of motives and strategies used by students in their study, together with their perceptions of the learning context associated with learning outcomes. The study focuses on assessing the links between learning approaches and a qualitative assessment of students' conceptual understanding of aspects of financial accounting studied at the undergraduate level. The results confirm how individual differences in the perceptions of the learning context relate to study motives and strategies. The findings show how different forms of memorisation relate to study strategies and how the completion of accounting tasks link to students' perceptions of course requirements. There was also some evidence that, in terms of learning outcomes, students with sophisticated levels of understanding of concepts, tended to have consistent deep and achieving approaches to learning. This result was compared with students' academic performance as a measure of learning outcome. Discrepancies between these two measures of learning outcome are highlighted in the conclusions. The findings strengthen the case for further investigation of the use of measures other than academic performance in examining relationships between learning approaches and learning outcomes.