Problem-solving styles of accounting students: Are expectations of innovation reasonable?

In response to input from the profession, accounting programs are attempting to increase the innovative problem-solving skills of their students. However, they have done so without data on what the problem-solving styles of their students are, and without an understanding of the capacity for innovation by different problem-solving styles. This study compares the problem-solving styles of accounting students with other business majors and business minors. Results indicate that accounting students are predominantly adaptive in problem-solving style. Statistical analysis shows a significant difference in the problem-solving style of accounting students and other business majors, with other business majors more likely to be innovative. Implications of these findings for changes in the accounting curriculum and for the profession are discussed.     

Students' beliefs,attitudes and intentions to major in accounting

This study extends the literature that uses the theory of planned behaviour in examining the factors that impact on students' intentions to major in accounting and non-accounting disciplines. A survey of a sample of business students enrolled in an introductory accounting course in a New Zealand University was conducted to gather data about their intended academic majors, and their beliefs and attitudes towards majoring in accounting and non-accounting. The results show that three factors (personal, referents, and control) are determinants of students' intention to major in accounting or other business disciplines. Further analysis revealed that the students' major intentions are influenced by important referents' perceptions. In particular, parents appear to have a stronger influence on students' intentions to major in accounting. Comparisons of differential personal perceptions by accounting and non-accounting majors revealed that accounting majors hold positive perceptions of some of the qualities of the study of accounting and the accounting profession. Significant differences were also found in the control perception between accounting and non-accounting major students.     

The aftermath of public attention on accounting improprieties: Effects on securities class action settlements

This research examines the effect on securities case settlements from the public focus on accounting fraud immediately following Enron and other large accounting debacles. In addition, to the extent that an ‘Enron-effect’ occurred, behavioral theory suggests that such an effect would likely dissipate over time. Therefore, I also investigate whether in very recent years an impact from the prior attention on accounting fraud diminishes with the passage of time. Results indicate that following the increased media and public attention upon accounting fraud, characteristics of securities cases that were the focus of this increased attention are associated with incrementally higher settlement amounts - specifically large cases involving financial restatements and cases involving intentional misstatements, i.e., accounting irregularities.Findings regarding whether an ‘Enron-effect’ has dissipated with the passage of time are mixed. Overall, results contrast with prior research, which did not find support for an ‘Enron-effect’ on securities case settlements, and suggest that future events that capture public attention may cause defendants in certain securities cases to pay higher amounts, not necessarily because of their own culpability.     

Perceptions of master of accountancy graduates concerning their job search and employment experiences with public accounting firms

The public accounting profession has been calling for a 150-hour education requirement for new entrants to the profession for over two decades. The rationale for increasing the entry-level education requirement is that since the business world is more dynamic and complex than ever before, new professionals need broader knowledge and skills to be able to cope. Graduates of master of accountancy (MSA) programs would appear to be the type of students that public accounting firms are seeking since they often have intellectual breadth gained through undergraduate degrees in areas other than accountancy, current technical competence in accountancy, and frequently have work experience. This paper reports the results of a study undertaken to determine the perceptions of MSA graduates concerning: (1) how recruiters from public accounting firms viewed their non-accounting academic backgrounds and work experience; (2) how well prepared they were for their first jobs in public accounting as compared to traditional undergraduate accounting majors; and (3) any bias they experienced during the hiring process. The results of this study indicate that although a majority of the respondents who desired careers in public accounting were able to secure jobs in the field, they believed it was harder for them to get jobs in public accounting than their peers with just undergraduate degrees. The majority did not feel that public accounting firms viewed their non-accounting academic backgrounds and work experience favorably. Although more than half believed that they were paid more than their peers who held only undergraduate degrees, less than half felt that they were given more responsibility. The results also indicate that older MSA graduates believed that they were subject to age bias during the interview process.     

Student Perceptions of the Insurance Profession

To attract students to the risk management and insurance profession, strategies need to be developed to overcome biases in their perceptions of the profession. This study attempts to determine some of those perceptions of students—specifically a group of business career high school students and a group of college students enrolled in an introduction to business course—about the personality traits of insurance professionals. A Personality Factor Questionnaire previously used extensively in other research was used to measure differences in student perceptions of personality profiles of different professions. We also measured how student characteristics such as age, sex, and expected college major influence student perceptions of these traits. The overall general conclusion was that perceptions of the profession are not as negative as many imagine, but do require some substantive work to improve, even among students seeking business careers.     

Ethics education in accounting: An investigation of the importance of ethics as a factor in the recruiting decisions of public accounting firms

In recent years, significant attention has been directed to the role of ethics in the business environment and to the ethical development of business students. This study explores the importance of ethical behavior as a factor in the recruiting decisions of public accounting firms. Factors related to the ethical behavior of entry-level employees were compared with other personal characteristics that are traditionally viewed as important to public accounting firms (e.g., personality, appearance, academic performance, etc.). Recruiters from both Big-Six and non-Big-Six firms indicated strong views on the importance of the students' ethical propensities. In fact, ethics received the highest rating by the public accounting firms regardless of their size. The results of this study provide strong evidence for accounting educators to continue to stress to their students the importance of ethical behavior and to continue their efforts to more fully integrate ethics education into the accounting curriculum.     

A factor analysis on knowledge and skill components of accounting education: Chinese case

Accounting education reform is being called upon by the profession and business communities in many countries under new business environment with high-tech production, economic globalization and intensified market competition. This study, by applying the factor analysis research method, has empirically-developed 6 latent constructs about the desirable knowledge and skill components that should be emphasized in accounting education in order to meet the challenges stemming from the changing business environment, i.e., business/management skills, business/management knowledge, core accounting knowledge, personal characteristics, general knowledge, and basic techniques. The structural order of, or the interrelationship among, these six dimensions of the knowledge and skill requirements in accounting education is also elaborated based on the analysis of factor loading results. The findings of this study should assist various groups of stakeholder (e.g., accounting practitioners, educators and students) to gain a better understanding of needed changes in accounting education and provide input for redesigning accounting curriculum to promote a smooth progress of accounting education reform in China and other countries.     

An investigation of the emerging trend towards a laptop requirement for accounting majors in the USA

The dramatic technological revolution that has taken place in the last decade makes it imperative for students to emerge from their undergraduate education technologically proficient, comfortable with technology, and ready to pursue their chosen fields. Computers, like pencils and notebooks, have become an integral part of the college experience. In the last five years there has been an emerging national trend to require laptop computers for accounting majors as well as in other disciplines. A laptop computer requirement can be extremely beneficial to accounting majors. While courses in accounting information systems have typically required students to gain hands-on experience using software such as Microsoft Access, Peachtree, QuickBooks, Great Plains and others, incorporation of technology into the other accounting courses has generally been more limited and has varied from programme to programme. The implementation of a laptop requirement necessitates a thorough analysis of the entire accounting curriculum and should result in the incorporation of information technology in all accounting courses. This also requires that faculty become technologically proficient and thus able to incorporate the laptop use into the curriculum so that the value of the laptop computer is realized. This paper: (1) examines the laptop requirement trend for accounting majors and the related aspects/characteristics in a sample of US institutions accredited and not accredited by AACSB International, and (2) provides a case study of the implementation of a laptop requirement for undergraduate accounting majors in an AACSB-accredited institution and feedback based on student evaluations of the requirement over a two-year period.     

Identifying Fraud in Online Auctions: A Case Study

According to the FBI (IC3, 2011), losses as a result of auto‐auction fraud exceeded $8.2 million dollars in 2011. How can one detect deception in online auction transactions? The authors use a comprehensive case to teach students about deception detection processes, detection cues, and the e‐commerce environment. Students are challenged to make a professional judgment about whether the transaction under consideration is an attempt to deceive. The case is based on a real‐life situation and provides a valuable exercise for business students, educating them in the reality of online auction markets and developing their critical thinking skills. The case may be used with undergraduate accounting majors in Accounting Information Systems classes and with graduate students in an e‐commerce course either as an in‐class assignment or as a term project. Students provided favorable responses as to the value of the case.     

Academic Dishonesty: An Exploratory Study Examining Whether Insurance Students Are Different From Other College Students

This exploratory study compares academic dishonesty scores for insurance students in one insurance program to those for other college students using survey data from business and nonbusiness students at two universities. Academic dishonesty was measured using a modified version of a scale developed by McCabe and Trevino , with a higher score indicating greater academic dishonesty. The average score on total academic dishonesty was significantly higher for insurance students than for other business students and lower, but not significantly so, than the scores for nonbusiness students. Regression analysis indicates that a significant predictor of academic dishonesty for both insurance students and other business students is the perceived relevance of the work to the student's major coursework. There were some differences, however, in the other significant predictors for insurance students versus other business students. Specifically, year in school was significant only for insurance majors, while membership in a Greek social organization and a belief that there was a low risk of getting caught were significant only for other business majors. Furthermore, the significant predictors of academic dishonesty were different for insurance students and nonbusiness students. Overall, the results indicate that insurance students are more likely to engage in academically dishonest behavior than other business students, and the motivation for academic dishonesty differs for insurance students and other students (both nonbusiness and other business). This suggests a need for insurance educators to address academic dishonesty using an approach that is somewhat different than that used for other students.     

Performance in first year university accounting: Quantifying the advantage of secondary school accounting

Considerable research has been conducted into the relation between students' level of previous accounting knowledge and their subsequent performance in first year university-level accounting. This study considers variables for academic performance and previous accounting knowledge in an attempt to quantify the advantage that high school accounting gives students entering tertiary business courses. The results indicate that for students entering tertiary courses with similar academic ability, i.e., obtained the same entrance score, the first year tertiary accounting result obtained by a student who studied accounting previously is between one and two grades higher than that of a student who did not study accounting at high school.     

Fraudulent financial reporting in China: Evidence from corporate renaming

Using a sample of listed Chinese companies during 2010–2019, we examine whether corporate renaming is associated with fraudulent financial reporting. We find that companies that change their corporate names without making underlying changes to business fundamentals are more likely to commit financial reporting fraud. The positive association between corporate renaming and financial reporting fraud is more pronounced for non-state-owned enterprises and companies with a lower ownership concentration. There is further evidence that corporate renaming is more likely to be associated with disclosure-related fraud (e.g., failure to disclose or delayed disclosure) and that the likelihood of fraudulent behavior increases with the frequency of corporate renaming. Overall, the findings of this study provide evidence of a new red flag for regulators and investors investigating financial fraud. This study is timely and has policy implications for market regulators hoping to establish and improve emerging capital markets in which the information environment is generally considered weak and opaque.     

An Analysis of Accounting Frauds and the Timing of Analyst Coverage Decisions and Recommendation Revisions: Evidence from the US

This paper provides a comprehensive exploration of the types of accounting fraud committed by firms over the period 1995–2009. Using detailed data from US SEC Accounting and Auditing Enforcement Releases (AAER), we examine the likelihood and timing of analyst coverage decisions and recommendation revisions related to fraud firms versus firms without accounting fraud. We find that analysts have a higher probability of taking the more severe action of dropping coverage rather than only revising down recommendations for firms with any type of accounting fraud and also for specific egregious types of accounting fraud. Through the use of competing hazards models, we also find that accounting frauds and their egregiousness are positively (negatively) associated with the timeliness of the analysts’ action to drop coverage (revise only). Overall, we find that analysts’ actions may be useful in determining the occurrence of accounting fraud prior to the public announcement of the fraud.     

Accounting in the fifth grade—is it too early?

This paper describes a project that teaches principles of accounting and Microsoft Excel to gifted and talented fifth graders. The course material was adapted from a college course usually taught at the sophomore level. Students learned about business transactions, financial statements, and business decision-making. Score differences on pretests and posttests showed learning at a statistically significant level (P<0.01). Fifth graders’ posttest scores were not statistically different (P>0.05) from college sophomores who took the same test. The importance of this project is that elementary age students can form very favorable impressions of accounting, which may be beneficial to the students and to the accounting profession. Almost all of the fifth grade students desired to learn more about accounting. This project is also an excellent opportunity to involve Beta Alpha Psi in a rewarding service experience.     

What actions can be taken to increase whistle-blowing in the classroom?

This study surveyed undergraduate business students on various issues concerning the potential of students whistle-blowing when they observe other students cheating. Developing the courage of one's conviction in our accounting students is important to accounting educators as we are also emphasizing traits such as integrity, skepticism, and professionalism to our accounting students. As the data were gathered in the first introductory-accounting course, students’ cheating and whistle-blowing attitudes were already established. We found that, while students who had cheated in the past were more likely to suggest incentives and cash rewards, students who had never cheated were more concerned with increased confidentiality. Consequently, the need for assuring strict confidentiality is as important to our accounting students as it was to our former accounting clients in developing the trust necessary for the disclosure of sensitive information.     

Factors affecting classroom participation and how participation leads to a better learning

The purpose of this paper is twofold. First, we analyze various course- and student-related factors that affect participation grades within several college accounting classes. The second purpose is to determine whether in-class participation grades have an effect on exam performance in these classes. We find that, unlike in liberal arts and sciences courses, in accounting courses, participation grades for female students do not differ from participation grades for their male counterparts, regardless of class level. Overall, course level and student major have no direct effect on participation grades; however, the accounting majors and students in the lower level courses have better attendance than do non-accounting majors and students in more advanced courses. We observe that class schedule, in particular class duration and semester, affects students’ participation performance. Lastly, we find that students who participate more in classroom discussions perform 25% better on exams than do those with lower participation grades. This relationship holds for the three elements of participation grading: frequency of participation, consistency of participation, and attendance.     

An Exploratory Examination of the Relationship between a Short Form of the Keirsey Temperament Sorter and Success in an Introductory Accounting Course: A Research Note

This Research Note examines the relationship between specific questions in the Keirsey Temperament Sorter personality preferences test and performance in an entry level accounting course. It develops a structural equation model linking specific questions in the Keirsey Temperament Sorter personality preferences test to grades obtained by majors in business disciplines other than accounting enrolled in an introductory accounting course at one mid-sized, public university located in the USA. The results indicate that six (6) questions in the Keirsey Temperament Sorter may be associated with success in the introductory accounting course. Those teaching an introductory accounting course may elect to take a few minutes to administer these six questions at the beginning of their first class period. Students who, through their responses to these six questions, do not demonstrate a predisposition for accounting could then be counseled as to what steps they may need to take in to succeed in the course.     

Go before the whistle blows: an empirical analysis of director turnover and financial fraud

This study investigates whether outside directors are aware of financial fraud. Our analysis focuses on the abnormal turnover of these directors during the fraud committing period, before fraud is discovered and before lawsuits are filed. Our empirical analysis shows that, during the fraud committing period, outside directors in fraud firms exhibit an abnormal level of turnover. Examining the characteristics of outside directors and boards at these fraud firms, we find strong evidence that female directors, directors who have greater stock ownership in the firm, and directors with multiple directorships at other firms are more likely to depart fraud firms. We also find some evidence that board size, number of meetings, and fraction of financial experts are related to abnormal turnover in fraud firms during the fraud committing period. We show that abnormal director turnover is significantly higher for fraud that is considered more egregious (i.e., involving fictitious transactions and disclosure problems). Lastly, directors are more likely to depart fraud firms with more serious fraud, as proxied by higher ex-post settlement amounts and longer fraud duration.     

Reporting accountant appointments and accounting restatements: Evidence from UK private companies

In recent years, regulators have exempted an increasing number of companies from the requirement to appoint auditors, yet little is known about the role of the accounting profession in preparing and validating the financial statements of unaudited companies. In this paper, we examine empirically the factors associated with the appointment of reporting accountants. We then provide novel evidence on whether unaudited UK small private companies are less likely to restate their annual accounts when they have been prepared by an external accountancy firm (i.e., a reporting accountant). Based on a cross sectional analysis of a large sample of small private unaudited UK companies, we find that, in accordance with the ‘confirmation hypothesis’, larger companies that voluntarily disclose more financial information are more likely to appoint a reporting accountant. We also find that the accounts of companies with a reporting accountant are significantly less likely to be restated than those without. This result is more pronounced for companies disclosing more financial information and for those employing a larger accounting firm. Given the dwindling number of private companies opting for audits, our findings contribute to debates on the role of the accounting profession in enhancing private company financial reporting quality.     

Tax Aggressiveness and Accounting Fraud

There are competing arguments and mixed prior evidence on whether firms that are aggressive in their financial reporting exhibit more or less tax aggressiveness. Our research contributes to resolving this issue by examining the association between aggressive tax reporting and the incidence of alleged accounting fraud. Relying on several proxies for tax aggressiveness to triangulate our evidence, we generally find that tax aggressive U.S. public firms are less likely to commit accounting fraud. However, we caution that our results are sensitive to how tax aggressiveness is measured. More specifically, four (two) of the five (three) proxies for firms’ effective tax rates (book‐tax differences) load positively (negatively) during the 1981–2001 period, implying that fraud firms are less tax aggressiveness. Our inferences persist when we isolate the 1995–2001 period in which accounting impropriety steeply rose and corporate tax compliance steeply fell. Moreover, we continue to find that tax aggressive firms are less apt to fraudulently manipulate their financial statements when we apply factor analysis to identify tax avoidance with a common factor extracted from the underlying proxies and match on propensity scores to ensure that the fraud and nonfraud samples have very similar nontax characteristics.