Towards measuring professionalism in accounting

This paper develops an instrument that measures accounting professionalism. The instrument's development was informed by literature on professionalism, similar to the genesis of instruments developed in other fields (i.e., sociology, medicine and pharmacy), and interviews with practising accountants and accounting academics. An exploratory factor analysis of 516 survey responses received from members of Chartered Accountants Australia and New Zealand (CAANZ) produced four sub-dimensions of accounting professionalism: ethics and independence, altruism, respect for others, and excellence. This four-factor model and a unidimensional model were tested using confirmatory factor analysis. The four-factor model proved superior to the unidimensional one and produced a final instrument with strong psychometric properties.     

The organizational context of professionalism in accounting

This study analyses the degree to which change in the organizational context, content and location (both of the individual within the organization and the organization within the field) of professional work has contributed to variation in attitudes toward professional ideology and institutions. Through an online survey of Canadian chartered accountants we observe that, contrary to current accusations, a majority of accounting professionals remain committed to their profession, despite profound changes in the context, content and location of their work. We do find, however, that the strongest espoused deviation from core professional values and logics has occurred in traditional work contexts (i.e. public accounting firms), and for the distinctive value of commitment to independence enforcement, the deviation is most pronounced in the elite core of the profession – the Big Four professional service firms. Accountants in higher ranks also tend to identify more with commercialistic values. We speculate on the implications these findings hold for the professional project of accountancy.     

Boundary-work in management accounting: The case of hybrid professionalism

This paper investigates boundary-work in management accounting in the context of globalization and hybrid professionalism. The paper demonstrates how permeable symbolic boundaries of the management accounting field can be altered by employing expansion boundary-work. Contrasting boundary-work of IMA officials and IMA members in Russia, we show that IMA officials employ primarily monopolization boundary-work while IMA members employ primarily expansion boundary-work. Our findings illustrate how boundary-work is employed to exhibit organizational and occupational professionalism in the symbolic realm. The paper provides additional insight into the discursive domain of the accounting profession by linking boundary-work to globalization, two forms of professionalism, legitimacy, status and professional identity. This suggests that the professionalization process is influenced by the properties of professional boundaries.     

Experiential learning in accounting education: A prison visit

Traditional pedagogic methods in accounting education have been the subject of some criticism with potential solutions referring to out of classroom experiences. This paper relies on the concepts of situated and experiential learning to assess the effects of a learning opportunity involving visits to prison by students enrolled in the final year of an accounting degree program. Data collected from a self-designed survey suggest that the students were intellectually and emotionally engaged in the experience emanating from the novelty and anticipation of entering closed walls and meeting inmates who were former professional accountants. Students appeared to learn a number of lessons including the nature of conflicts faced by professional accountants, factors contributing to fraudulent conduct, and strategies on how they might deal with such conflicts in their professional careers.     

Ethics and professionalism: Bringing the topic to life in the classroom

Much attention has been focused in recent years on the benefits of enhancing student understanding of ethical perspectives and professionalism in the workplace. An ongoing challenge for accounting educators is the need to address ethics in a way that will hold student interest, especially when most students have yet to experience an ethical situation in a work setting. We have developed a classroom game that incorporates the Institute of Management Accountants’ (IMA’s) Statement of Ethical Professional Practice, a newly revised model of ethical conduct. In this game, students identify how the IMA’s standards and principles are either upheld or violated in mini-case scenarios from workplace settings. The game facilitates student reflective thinking – a learning process where an individual addresses a problem that has many reasonable solutions rather than just one answer. The approach was introduced in managerial and cost accounting courses and has been employed also in an intermediate accounting setting. Feedback suggests that the game holds student interest, fosters reflective thinking, and can be used across multiple courses.     

Computer education: A survey of accounting graduates

In recent years, increased attention has been directed towards the integration of computers into accounting education. A questionnaire was distributed to accounting graduates in order to determine their opinions about the adequacy of computer education and the importance of computer skills to the professional accountant. Graduates, stratified by year of graduation, were selected from a diverse group of universities.Overall, the respondents rated their own preparation low. They felt best prepared in programming skills but least prepared in networking and computer communication skills. In terms of importance, software proficiency was rated highest, with programming skills lowest. With a few exceptions, the analysis of the responses by demographic variables yielded results consistent with the overall analysis. The respondents with less work experience rated their preparation higher than those with more experience, but those with more work experience rated the importance of all computer skills higher.     

Cultural relativity of accounting professionalism: Evidence from New Zealand and Samoa

This study investigates the value orientations of two culturally distinct countries in the South Pacific, namely, Samoa and New Zealand, with a view to providing empirical evidence on the relationships between accounting and culture. It uses Rokeach's value survey (1973), Schwartz and Bilsky's motivational domains (1987, 1990), and Hofstede–Gray framework to establish the possible linkages between values and accounting professionalism. The results provide culture-related evidence that suggests the possibility for the existence of major differences in the levels of accounting professionalism in the two countries. This study may have implications for the application of International Financial Reporting Standards (IFRS) and the analysis of differences in judgments of professional accountants on measurement, disclosure, and ethical issues. It is the first substantial accounting study on Samoa.     

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.     

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 note on videos and accounting education

Doctoral students are often uncomfortable making oral presentations before their peers and the instructor. This paper describes a recent innovation employed in the doctoral programme of a major university which we feel has been useful not only in increasing the communication skills of our doctoral students, but has also enhancing the quality of doctoral students' dissertations as well as the teaching and presentation skill of staff involved in the programme.     

Monetary valuations of university course delivery: the case for face-to-face learning activities in accounting education

Student preferences for delivery options were obtained within a monetary framework by asking students to purchase their ideal course structure. Results show that accounting students prefer to spend more on tutorials but purchase less lecture time; the difference due to the higher cost of tutorials compared to lectures. Face-to-face classes were preferred to web-based materials. Within lectures and tutorials students prefer more time devoted to teacher-centred activities than student-centred activities. Monetary valuations, where students must take into account the cost of delivery as well as effectiveness, provide insights for teaching staff and administrators, who need to simultaneously enhance teaching and learning, satisfy student preferences and operate with limited resources. Online and/or student-centred learning may not be compatible with preferences of accounting students. Teachers need to balance calls to change educational delivery and learning activities with preferences of accounting students, or ensure they educate students on why non-preferred approaches are undertaken.     

Inconsistencies in the business law education of accounting students: A survey of accounting educators

A general requirement for an accountant to take the CPA examination is the completion of a course in business law. It appears that what constitutes the business law course requirement is rather loosely defined and leaves excessive room for interpretation. What is a business law course? A survey of accounting educators regarding the business law requirement and the law courses taught at their respective schools reveals, inter alia, a divergence of opinion regarding the business law requirement, the perceived objective of teaching business law to accounting students, the importance of the legal topics included on the CPA exam, and the coverage of those topics at their respective institutions. In general, accounting educators are encouraged to both review their current business law requirements and to take a more active role in monitoring the business law curriculum.     

A Knowledge-engineering approach to accounting education

In the context of the massive expansion of the knowledge base facing all fields of professional activity, instructional science (which embraces the use of a knowledge-engineering approach to curriculum design) could well help to unvael the complexity of important pedagogical issues confronting accounting educationalists. The delineation and use of an expert knowledge base within the framework of the ‘dimensions of processing model’ of human information processing provides a valuable focus for making decision about the breadth, depth and nature of specific educatinal objectives. Knowledge engineering, which is fundamental to this process, appears to provide an appropriate framework for the systematic planning, development, delivery and evaluation of high-quality education and training programmes. Such an approach base while ensuring practitioners and teachers to keep pace with their rapidly changing knowledge base while ensuring that students acquire and become competent in the use of the cognitive skills they need in order to work effectively in their chosen profession.     

Psychometric methods in accounting education: a review,some comments and implications for accounting education researchers

Psychometric instruments are widely used in accounting education research (Herring et al., Issues in Accounting Education, 4(1), 48–57, 1989; Benke and Street, Accounting Education: an international journal, 1(1), 33–45, 1992). Problems with the reliability of scores produced by such instruments have led to difficulties in interpreting the results of applied research (Schriesheim et al., Journal of Management, 19, 385–417, 1993). This paper has three aims. The first is to present a rationale for including information about the measurement properties of research instruments used in published accounting education research. Information regarding the reliability and validity of item scores is useful to readers, journal editors and reviewers - especially when the research topic addresses changes in educational policy and processes. Second, problems encountered with questionnairebased research are presented and current practice in accounting education is reviewed. Third, construct validation is discussed in respect of measurement validity and factor analytic methods. The paper concludes with suggestions for improving contemporary practice in accounting education research.     

Attitudes of accounting practitioners towards accounting faculty and accounting education

The purpose of this study is to assess how accounting practitioners view accounting faculty, accounting education, and the contributions of accounting faculty to the accounting profession. In general, the results of the survey indicate that practitioners have a favorable view of accounting faculty in that accounting faculty are viewed as honest, highly competent, and up-to-date, and their research as being useful to the profession. However, accounting faculty are viewed as not being very helpful in providing guidance towards solving the day-to-day problems of the practitioner. Moreover, the attitudes of the respondents towards accounting education appear related in many cases to the respondents' backgrounds, including their level of education, current position, and previous college teaching experience.     

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.     

The effect of accounting firm size and member rank on professionalism

The relationship between the number of employees in a firm, their rank, and the level of professionalism among firm members is evaluated in 19 accounting firms, involving 325 accountants engaged in public practice. Professionalism is measured using five individual traits plus a composite. Results indicate that one trait (i.e. a belief that the profession provides a service to society) and the composite were inversely related to firm size. Rank or position in the firm hierarchy demonstrated an even stronger, independent effect on three professionalism traits and the composite, with higher member rank associated with higher levels of professionalism. Issues related to the future study of professionalism among accountants are discussed.     

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.