Accounting information systems research over the past decade: Past and future trends

This article reviews the extant accounting information systems (AIS) literature by conducting an analysis of AIS articles published in 18 leading accounting, management information systems, and computer science journals from 1999 to 2009 with a view to identifying whether or not the focus of AIS research has changed, and if so how it has changed, since the Poston and Grabski’s (2000) review of AIS research from 1982 to 1998. We also report our insights into where AIS research is likely to be heading in the future. We analyse each of the 395 articles identified as reporting AIS research to identify their underlying theory, research method and research topic. Our results confirm the continuing decline in analytical and model‐building research in AIS‐related research and this decline is associated with a similar decline in the use of computer science theory to motivate this research. We also find that two theoretical platforms, in particular, now account for almost half (48 per cent) of all AIS research: cognitive psychology and economics. Experimental research methods and archival studies continue to grow as the preferred methods for testing the AIS‐related theories derived from these theory domains.     

How information systems influence user decisions: a research framework and literature review

Technology has created new information alternatives that may influence the way information system users make decisions. This paper proposes a research framework for examining how features of an information system affect the decision-making process. The framework is synthesized by merging frameworks from the accounting information systems (AIS) literature and the human information processing (HIP) literature. The framework is then used to organize a literature review of 15 journals from 1987 through mid-1999, which identified 57 decision-making studies. Findings indicate that a wide range of opportunities is available for information systems research on issues of contemporary importance. This discussion includes changes in the decision process initiated by implementing enterprise resource planning (ERP) systems, data warehouses, electronic commerce, virtual organizations, on-line financial reporting, and disaggregated financial statement information.     

Organizing information into useful management reports: Short cases to illustrate reporting principles and coding

The accounting information systems course snatches students from their comfort zone of debits and credits and drops them into the position of czar of information needed by managers to make decisions and manage their day-to-day operations. Instructors of this course have the daunting task of teaching students how to report information in a way that it is meaningful to managers. These reports must adhere to principles not necessarily pertinent to the financial statements with which students are already familiar. These principles of management reports include concise and timely reports, inclusion of physical as well as monetary data, and exception reporting. The authors have developed and used three different teaching cases that resemble real-world experience to help students understand and apply these reporting principles. These cases can be used individually, and instructors might choose to use more than one of them in their AIS course. In addition, these cases challenge students to develop data coding methods that must be used to enable the generation of reports adhering to these principles. Learning objectives, implementation guidance, and teaching notes are provided. Feedback from students on the use of these cases has been overwhelmingly positive. The cases were administered at two universities (the authors’ university and another university) during the fall 2013 semester. The questionnaires administered to the instructor and the students are provided. Results included in this paper suggest that both the students and the instructors found the cases interesting and useful.     

Towards a meta-theory of accounting information systems

The purpose of this paper is to articulate a model for accounting information systems (AIS) research that synthesizes the primary theoretical perspectives of the extant literature. Building on the three orientations used in prior research (technological, organizational and cognitive approaches) and adopting an explicit systems perspective, we develop a model that links system design alternatives to the three orientations and to task performance. The model places a central focus on the accounting task and suggests a matching process between requirements of the task and system design alternatives at multiple levels of analysis. We also demonstrate how the application of the model suggests future research opportunities, organized around four research propositions.     

Employers’ Perceptions of Information Technology Competency Requirements for Management Accounting Graduates

Abstract

Management accountants work in a computerized workplace with information technology (IT) for producing financial ledgers and for reporting. Thus, the role of the management accountant has shifted from capturing and recording transactions to analyzing business issues. The research question is: what IT knowledge and skills do employers require of management accounting graduates? An exploratory field research approach was used; chief financial officers and their subordinates at some of New Zealand's largest firms were consulted. These respondents were consistent in their requirements. They emphasized intermediate proficiency with some Microsoft tools (Excel, Word, PowerPoint, and Outlook) and sufficient familiarity with the structure and navigation of an enterprise resource planning system to process transactions such as accounts receivable. Of those requirements, Excel for analysis was the most important. Our contributions update and augment the literature by clarifying the perceptions of employers regarding the IT competencies required of management accounting graduates.     

Implications of Web assurance services on e-commerce

The ongoing rapid growth in the popularity of the Internet is having a revolutionary impact on the way companies do business. Doing business online has become a necessity, not an option. However, some consumers are not completely comfortable using the Internet for transacting business because of concerns regarding security of their transactions. For these situations, consumer trust and confidence can be enhanced by a Web assurance service such as AICPA Trust Services. Building on prior studies, the study provides comprehensive information on current reporting requirements, differences among Web assurance services, and results of a recent consumer survey to obtain perceptions of Web assurance services. The theoretical foundation of the current study is based on the Assurance Gaps Model [Burke, K. G., Kovar, S. E., & Prenshaw, P. J. (2004). Unraveling the Expectations Gap: An Assurance Gaps Model and illustrative application. Advances in Accounting Behavioral Research, 7, 169–193]. E-business consumers (users of Web assurance services) can be dichotomized into older consumers and younger consumers, who have different expectations based on information asymmetries. Findings indicate that consumers value Web Assurance services, but younger consumers place greater value on these services than older consumers.     

Accounting graduates' perceptions of skills emphasis in undergraduate courses: an investigation from two Victorian universities

This study investigated the emphasis placed on technical and generic skills developed during undergraduate accounting courses from the graduate perspective. It is motivated by two issues. First, calls by the accounting profession and international education committees regarding the professional adequacy of graduates. Second, the challenge facing educators and professional bodies to design accounting courses that address a diverse range of needs from students, the educational philosophy of the institution, and the changing dynamics of global business. Data obtained from 310 graduates from two Victorian universities provided insights into the types of skills development considered necessary for a successful accounting career.     

Excel in the accounting curriculum: perceptions from accounting professors

Public accounting firms emphasize the importance of accounting graduates being proficient in Excel. Since many accounting graduates often aspire to work in public accounting, a question arises as to whether there should be an emphasis on Excel in accounting education. The purpose of this paper is to specifically look at this issue by examining accounting faculty's perceptions of Excel in public accounting and accounting education. We survey 245 faculty members at over 100 accounting programs. We find that a majority of faculty incorporate Excel in their accounting classes consistent with their perception of Excel importance. However, we find that students are not fully proficient in Excel based on faculty's perceptions. This study contributes to the accounting education literature by identifying possible disconnections between Excel skills faculty include in the accounting curriculum and specific Excel skills faculty believe new hires (i.e. recent accounting graduates) most often use in public accounting.     

Accounting Research: Where Now?

This paper provides a commentary on the studies of Barth (2015), Dyckman and Zeff (2015), Ohlson (2015), Sunder (2015), and Whittington (2015) as they relate to past, present, and future directions in accounting research.     

Does access to tutorial solutions enhance student performance? Evidence from an accounting course

Deciding whether to release tutorial solutions to students is quite often a dilemma for instructors. This paper provides empirical evidence on the effect of releasing tutorial solutions in a management accounting course at a large Australian university. For this purpose, this paper develops a base model for predicting performance in the course and expands the model to incorporate a variable capturing the release of tutorial solutions. Consistent with previous research (e.g. Doran et al., 1991; Danko‐McGhee and Duke, 1992; Kavanagh and Rohde, 1996), in the base model, although performances in an introductory accounting course and the mid‐semester test were found to be good predictors of performance in the final examination, evidence on the role of gender and age was weak. In the expanded model, there was no evidence that releasing tutorial solutions improved performance in the final examination. The findings of this paper have policy implications for educators and administrators in education in deciding whether to release tutorial solutions to students.