The use of on-line summative assessment in an undergraduate financial accounting course

According to the Quality Assurance Agency [QAA (2006). Section 6: Assessment of students, Code of practice for the assurance of academic quality and standards in higher education. <http://www.qaa.ac.uk/>. Accessed 14.03.2007] “Assessment describes any processes that appraise an individual’s knowledge, understanding, abilities or skills” and is inextricably linked to a course or programme’s intended learning outcomes. Assessment also has a fundamental effect on students’ learning where it serves a variety of purposes including evaluation, feedback and motivation. Assessment also provides a performance indicator for both students and staff. Computer-aided assessment (CAA) offers an option for “sustainable assessment” and provides opportunities for creating innovative assessment practices that help engage students and increase their motivation for learning. This paper reports the findings of a qualitative study where a series of on-line summative assessments were introduced into a first-year financial accounting course. Feedback from students obtained from an evaluative survey and focus group interviews indicates that assessment played a significant role in the teaching/learning process. That is, students perceived a beneficial impact on learning, motivation, and engagement.     

Teaching ideas for the commencement of the governmental accounting source

Many undergraduate accounting students enter their first course in governmental accounting with a negative attitude about the subject. This is due, in part, to the fact that after several courses in “accounting,” the governmental course presents methods and procedures which are quite different and are, therefore, suspect. This paper encourages an approach to the course which can overcome this bias by providing an appropriate context from which to commence the course.     

A writing intervention for the accounting classroom: dealing with the problem of faulty modifiers

Good communication skills continue to be viewed as critical for success in accounting. This paper demonstrates a writing-skills “intervention” that deals with faulty modifiers, a grammatical problem that can inhibit accounting students and professionals from achieving the clarity and conciseness widely regarded as essential in the accounting profession. The intervention consists of a handout distributed to students – fashioned to sensitize them to the pervasiveness of faulty modifiers and help them avoid the problem – and an in-class discussion of the handout. By design, this intervention is both inexpensive and unobtrusive. For the accounting instructor, we provide in the body of the paper a technical, but unpedantic and informal, analysis of faulty modifiers, including numerous examples of the problem, accompanied by alternative corrections. To date, few papers in the accounting education literature that deal with writing problems present direct assessment evidence. To assess the efficacy and perceived value of our learning intervention, we collected assessment data – both direct (i.e., a set of three diagnostic tests) and indirect (i.e., feedback from a student questionnaire) from two institutions at which our learning intervention was tested. These data suggest than an intervention of the sort described here can be valuable in remedying discrete weaknesses of student writing. In a larger sense, we believe our paper can be used as a model for the development of similar “interventions” that cover other grammatical problems, and that can serve either as stand-alone entities (similar to the method proposed by Reinstein and Houston (2004) [Using the Securities and Exchange Commission’s “plain English” guidelines to improve accounting students’ writing skills. Journal of Accounting Education, 22, 53–67]) or as complementary resources to more comprehensive and formal writing programs.     

A Critical Theory and Postmodernist approach to the teaching of accounting theory

This paper outlines my teaching philosophy for the Accounting Theory subject. A Critical Theory and Postmodernist approach is recommended, which makes full use of non-accounting “tangential” material [Boyce G. Critical accounting education: teaching and learning outside the circle. Critical Perspectives on Accounting 2004;15(4/5):565–86] and material from popular culture [Kell P. A teacher's tool kit: an introduction to social theory. In: Allen J, editor. Sociology of education: possibilities and practices. 3rd ed. Southbank, Melbourne: Social Science Press; 2004. p. 29–51 [chapter 2]; Nilan P. ‘Reality TV’? School students and popular culture. In: Allen J, editor. Sociology of education: possibilities and practices. 3rd ed. Southbank, Melbourne: Social Science Press; 2004. p. 306–21 [chapter 14]]. The paper discusses some classroom interactive activities, as well as interview results from interviews conducted with 11 international students and one Australian student at Charles Sturt University. The teaching approach proposed in this paper is to conduct classroom interactive activities which study theories and research results from a range of disciplines in order to illustrate key points that apply equally as much to accounting theories and the accounting research process, e.g. the Positive/Normative dichotomy. Classroom interactive activities are discussed in class using the “dialogical approach” to education recommended by Freire [Freire P. Pedagogy of the oppressed. London: Pelican; 1996], Kaidonis [Kaidonis MA. Teaching and learning critical accounting using media texts as reflexive devices: conditions for transformative action or reinforcing the status quo? Critical Perspectives on Accounting 2004;15(4/5):667–73], Boyce [Boyce G. Critical accounting education: teaching and learning outside the circle. Critical Perspectives on Accounting 2004;15(4/5):565–86], and Thomson [Thomson I, Bebbington J. It doesn’t matter what you teach? Critical Perspectives on Accounting 2004;15(4/5):609–28]. Once students gain experience in studying material from outside accounting, the interview results suggest that they are then better motivated [Wynder M. Creative management accountants: short case studies to promote creativity in the classroom. In: Paper presented at the Accounting and Finance Association of Australia and New Zealand annual conference; 2006] and better equipped to study and evaluate accounting theories.     

Undergraduate student research programs: Are they as viable for accounting as they are in science and humanities?

This paper reviews a recent thrust in academia to stimulate more undergraduate research in the USA, including a rapidly growing annual conference. The paper also describes programs in which significant foundation grants have been received to fund undergraduate research projects in the sciences and humanities. In particular, selected humanities students working in teams in a new “Philosophy Lab” are allowed to embark on long-term research projects of their own choosing. Several completed projects are briefly reviewed in this paper.In April 1989, Trinity University hosted the Third National Conference on Undergraduate Research (NCUR) and purposely expanded the scope of the conference to include a broad range of disciplines. At this conference, 632 papers and posters were presented representing the research activities of 873 undergraduate students from 163 institutions. About 40% of the papers were outside the natural sciences and included research in music and literature. Only 13 of those papers were in the area of business administration; none were even submitted by accounting students. In 1990 at Union College, 791 papers were presented; none were submitted by accountants. In 1991 at Cal Tech, the first accounting paper appeared as one of 853 papers presented.This paper suggests a number of obstacles to stimulating and encouraging accounting undergraduates to embark on research endeavours. These impediments are somewhat unique to accounting, and it appears that accounting education programs are lagging in what is being done to break down obstacles in science, pre-med, engineering, humanities, etc. This paper proposes how to overcome these obstacles in accounting. One of the anticipated benefits of accounting student research, apart from the educational and creative value, is the attraction of more and better students seeking creativity opportunities in addition to rote learning of CPA exam requirements. This, in part, might help to counter industry complaints that top students are being turned away from accounting careers nationwide.     

Meta programmes for identifying thinking preferences and their impact on accounting students’ educational experience

Meta programmes are a way of indicating unconscious thinking preferences that influence how a person perceives the world, and how that person behaves and communicates with others. Meta programmes provide an easily understood language that can facilitate an understanding on the part of accounting students and faculty, of metacognitive processes, an important pre-requisite to developing the skill of learning to learn. This paper reports the results of an interview-based study which identifies 11 meta programmes important to the specific context of students’ educational experience. Meta programmes are found to affect the ability/inability of certain students to manage the educational process, a result that improves our understanding of why some students are better at coping with the demands of higher education than others. Since meta programmes are considered to operate at an unconscious or metacognitive level, raising awareness of their thinking and learning styles offers students the opportunity to influence, or change, their own cognitive processes involved in learning and therefore to enhance that learning. An increased understanding on the part of accounting faculty of their own and their students’ meta programmes offers potential for improving communication with students and designing more effective teaching and feedback strategies.     

Time and space in income accounting

Inspired by the work of DR Scott, we explore the formation of an internal logic of income accounting that bestows upon the income accounting system an institutional status. As large scale modern corporations emerged in the market, imaginative ways of doing income accounting were developed and exercised in the 19th century. Creative accounting practices of the time were eventually evolved into what is now known to be the accrual process. A distinctive feature of the accrual accounting system, that has the accrual process as its essential part, is that it creates internal space demarcated (de-marketed) from the external world. In the demarcated space of the accrual accounting system, “the Emptying-out of Internal Transaction Time” takes place. Internal transactions enable the accrual accounting system to generate smoothed income series out of cashflow chaos, which function as an “attractor” in the complex relationships between managers and stakeholders. Creative accounting practices induced phase transition so as to establish the accrual accounting system as a legitimate social institution.     

Constructing, persuading and silencing: the rhetoric of accounting standards

Members of the Financial Accounting Standards Board (FASB) and its staff are continuously engaged in a variety of efforts to persuade individuals that the work of this entity is valuable, appropriate, useful and correct. In this paper, I focus upon the persuasive efforts that are employed in “official” accounting standards. These documents do more than simply detail new technical accounting requirements. The texts have been shaped to express a particular point of view about the significance of events and activities that occurred during the standard-setting process and contain numerous efforts to persuade readers to accept this perspective. In particular, I argue that the FASB employs rhetorical strategies in its accounting standards that construct (and attempt to persuade us) that a specific standard is “good”, that silence alternatives and possible criticisms of the standard and that construct the FASB as a “good” standard-setter. These strategies help to construct standards as technical products and thereby also work to maintain the myth of accounting objectivity.     

Offering a globally-linked international accounting course in real time: a sharing of experiences and lessons learned

This article reports the experiences from offering an online international accounting course that involved students from Japan, Spain, Switzerland, and the USA participating in real time via both audio and video links. In addition to interacting among themselves, students also interacted with accounting practitioners and standard setters from these countries. The latter attended class either in person or “virtually” via audio and video links. The paper also discusses the major benefits from the course, as identified by student feedback and direct faculty observations. A number of challenges in offering a course of this type also are identified. These insights can assist accounting educators interested in implementing a similar international accounting course at their institutions. They also have implications for applying distance-learning approaches in courses with a domestic focus.     

Inflation accounting in a theory of calculation

How should we conceptualize the issue of inflation accounting? This is the problem raised and discussed in this paper. It represents a case study of the recent U.K. inflation accounting debate, but tries to set this within the context of how financial calculation more generally is organised and its social determinants. Two particularly distinctive features of the analysis are the ways in which this debate is related to the idea of financial calculation as “sign”, and the non-reduction of the “interests” located in the debate to expressions of some pre-given social position. Finally the wider implications of this non-orthodox approach are assessed.     

Participation and purpose: Boilermakers to bankers

This paper focuses upon two divergent examples of employee participation in the 1980s in Britain. In contrasting the experiences of participation in the Co-op bank and shipbuilding group the paper seeks to question the characterization of employee involvement as either a neutral but progressive “tool” of management or a strategy for total control through diminuation of trade union power at work. Rather it is suggested that the meaning of participation at work will vary with the context both in terms of the objective form of the labour process, e.g. manual, non-manual, etc., and it will also depend upon the meta-contexts of wider social structures. A parallel is drawn between the forms of rationality implied in the practice of employee participation and that of management accounting where in both cases the “neutrality” of the practice is invalidated once placed with in the real terrain of social relationships at work and within wider society.     

Strategy and accounting in a U.K. conglomerate

This paper sets out to explore various aspects of the relationship between the use of accounting information for performance reporting and control and the formulation and implementation of business and corporate strategy. It does this by means of a case study of the acquisition and subsequent management of “ELB Ltd” by “Conglom Inc.” The case gives an account of the structuring of relationships both between the Corporate centre and ELB senior management, and within ELB itself. A very complex picture of the relationship between strategy and accounting emerges. Although accounting results are often taken as a proxy for the relative success of strategy, the case suggests that in this respect accounts typically conceal as much as they reveal. Especially with a conglomerate structure it is quite possible for corporate financial “success” to be realized at the expense of the long term strategic positioning of individual unit companies. The paper illustrates how the sharing and integration of market knowledge required for the successful formulation and implementation of strategy can conflict with the conformity and distorted communication encouraged by the hierarchical use of accounting controls. It also describes some of the positive effects that can be realized from deliberate attempts to integrate strategic decision making with routine accountability.     

Using multiple choice test items to improve classroom testing of professional accounting students

The paper develops support for multiple choice testing as an alternative to the traditional “problem” or essay test used for evaluation of academic achievement in accounting courses. Basic measurement concepts are discussed and defined. The relationships between test reliability and validity are explained. The reader is encouraged to develop objective test items for use in the classroom.     

Reclaiming ‘Sense’ from ‘Cents’ in Accounting Education

Abstract

This essay adopts an interpretive methodology of relevant literature to explore the limitations of accounting education when it is taught purely as a technical practice. The essay proceeds from the assumption that conventional accounting education is captured by a positivistic neo-classical model of decision-making that draws on economic rationale to inform and report on corporate activities and make value judgements about accounting. Accounting with its emphasis on transactions and recording makes little sense unless accountability and stewardship objectives are effective. This essay calls for an increased use of active learning strategies (experiential and in-context activities) to connect students to the social realities of accounting. Cognitive dissonance, as an explicit objective of accounting education, provides the means to challenge accounting as a rational stage of endeavour through critical and dialogical perspectives in accounting. Two types of learning pedagogies based on ‘in’ and ‘out’ of classroom activities were discussed and analysed.     

The accounting of interpretations and the interpretation of accounts: The communicative function of “the language of business”

The objectivistic philosophical assumptions which underlie contemporary research in accountancy, as well as economics and elsewhere, are challenged and an interpretive alternative is proposed. A “hermeneutical” view of decision-making is examined, first with regard to science in general, and then concerning the human sciences in particular, and finally with regard to economics. Human decisions are not seen as objective, mechanical or behavioristic but as meaningful utterances of minds, as part of a bidirectional communicative process. That is, scientific decisions, like everyday decisions, are mutually interpretive processes of communication in language. Although it is true that much of mainstream neoclassical economics is incompatible with this interpretive approach, the “Austrian” school can be seen as an interpretive version of neoclassicism. This school of economics indicates a way to understand the communicative function the accounting “language” itself serves in the economic process. The professional judgments made by both accounting researchers and practicing accountants, then, are treated as “matters of interpretation,” but as not, thereby, arbitrary.     

Intertopical sequencing of examination questions: An empirical evaluation

This research examines whether the ordering of topics within an accounting examination influences either (a) the time necessary to complete the examination, or (b) examination scores. Further, these effects are examined on both introductory students (n=83) and on more advanced accounting students (n=84).Six hypotheses concerning examination time and examination score were tested via two three-factor ANOVAs. It was found that “better” students are disadvantaged by random sequencing of multiple-choice questions and score significantly lower than on an ordered format. Poorer students appear not to be affected. No differences were found relating to time necessary to complete the exam.     

CRITICAL THEORY AND ACCOUNTING HISTORY: CHALLENGES AND OPPORTUNITIES

This paper briefly examines the contributions that postmodern (critical) research has made to the historical accounting literature and the opportunities that this new body of literature has created for traditional historical researchers. I suggest that the “new history” that has rendered the “familiar strange” has provided new understanding of our discipline that should be welcomed by all historians. The paper briefly examines two areas, the emergence of double entry bookkeeping and cost accounting, to demonstrate the new insights that critical historians have provided to what has been considered a settled agenda. I conclude by noting that the diversity critical research has added to the accounting history research should be celebrated, but caution that we not engage in the modernist strategy of trying to find a “certified path to knowledge.” Accounting history will be enhanced if our community adopts the values–tolerance, willingness to listen, and respect for alternative views–ithat have enabled researchers in other disciplines to flourish.     

An active learning strategy for the classroom—“who wants to win … some mini chips ahoy?”

Skillfully presenting technical accounting material has been identified as an important dimension of effective teaching [Issues in Accounting Education (1993) 8(2), 436]. Faculty may more effectively present material by modifying the traditional lecture approach to incorporate visual-based instruction and increase student involvement through active learning exercises. One approach to presenting accounting material more effectively is described in this article. A “Who Wants to Win…?” game, similar to that seen on television, is constructed with the instructor in the role of master of ceremonies and one class member, a group, or the entire class in the role of contestants. The method described can be adapted and used to present a variety of accounting topics. Anecdotal evidence from two very different college classroom settings indicates a high level of student enjoyment, increased class participation, and an increased level of advance preparation on the part of the students. While a significant amount of material is presented in a concise, novel, and effective manner, the game provides a relaxed classroom atmosphere for the students and an enjoyable method of presentation for the instructor.     

Applying continuous improvement to teaching in another culture

As international business programs proliferate, the mixing of many cultures in the classroom creates new teaching challenges. This paper reports on how an American accounting professor coped with cultural differences at INSEAD in France. Student evaluations for the first course taught at INSEAD revealed a variety of problems that the professor tried to resolve by applying the principles of continuous improvement in the next course he taught. Confronting the students directly with the problem, enlisting their aid in improving the course, and eliciting specific feedback all combined to substantially raise the level of student satisfaction. The principles applied in this intervention are broadly applicable to college professors, not only those working with “international” students.