Empirical evidence on factors significant for employment in government accounting

The primary objective of this study is to investigate the perceptions of government agencies regarding the importance of selected job characteristics in entry-level accountants. We collected our data with a survey instrument which contained detailed questions on appearance, education, extracurricular activities, performance, and personality. Our sample consisted of federal agencies with a known proclivity to hire accounting graduates. In addition, for comparative purposes we also sampled the 11 largest U.S. public accounting firms. We mailed the instrument to both the treatment and the control group of firms. Our results indicated that a number of achievement, personality, and social factors were particularly important to each employer group. Interoccupational comparisons revealed minimal overlap in the factors of particular significance to both federal agency and public accounting firm recruiters. These findings suggest that different knowledge, skills, and personality traits might be crucial to students seeking employment with federal agencies as opposed to large public accounting firms.     

Dominant personality types in public accounting: selection bias or indoctrinated?

Prior studies concerning the personality type and preferences of accountants generally draw conclusions based upon the reports of either practicing accountants, or accounting students, at a single point in time. So while much is known about the personality type of accountants in general, left unexplored is the question of whether public accountants are selected or indoctrinated. Using a Jungian-based personality inventory administered to experienced public accountants, and to accounting students in both their final year of study and three years' postgraduation, we provide empirical evidence of hiring selection bias. Further, the personality preferences of recruits that remain in public accounting appear to evolve to more closely match the personality preferences of experienced public accountants, while the personality preferences of recruits that leave public accounting are unchanged. These results have important implications for individuals seeking to enter public accounting careers, recruiters, educators, and career counselors.     

Personality preferences of accounting and non-accounting graduates seeking to enter the accounting profession

The aim of this study is to investigate the relative personality preferences of accounting and non-accounting graduates seeking to enter the accounting profession. This study is motivated by the recent changes within the Australian accounting profession to encourage non-accounting graduates to enter the discipline, a key motivation for which is a perceived need to attract a greater diversity of individuals to pursue careers in accounting. Using the personality preferences (as measured using the Myers–Briggs Type Indicator [MBTI]) as an indicator of diversity, the results of this study signify that accounting and non-accounting graduates seeking to enter the accounting profession are likely to share similar personality preferences. The implications of this finding for a range of stakeholders associated with the accounting profession, and for matters such as stereotypical images of accountants, graduate recruitment, and university and professional curriculum development are discussed.     

Analysis of the complexity of writing used in accounting textbooks over the past 100 years

The Accounting Education Change Commission (AECC) and the large international accounting firms have all emphasized that accountants must be able to work with unstructured problems to be successful in today's business environment. Measures of this ability are essential if accounting educators are to assist students in improving their abilities to work with unstructured problems. However, there appears to be no measure that has been widely accepted as being the ‘best’ measure. This study considers whether two linguistic performance measures might be usable by accounting educators for this purpose. We use data obtained from a student assessment centre to consider two measures of linguistic performance, idea density and grammatical complexity. We incorporate five criteria in deciding whether these measures could be usable: (1) whether the measures are related to students' performance when solving unstructured problems; (2) whether the measures distinguish between the ability to work with unstructured compared to structured problems; (3) ease of obtaining necessary information from students; (4) ease of scoring, and (5) robustness of the findings after considering other variables that may have an effect. Our results indicate that subjects' linguistic performance as measured by idea density meets these five criteria. However, grammatical complexity is not related to performance for either type of problem. These results were found even after controlling for the effects of other variables such as grade point average (GPA), experience, and personality variables. Because the measures can be obtained from virtually any written work produced by students, the information to be scored is relatively easy to obtain. Scoring is also relatively straightforward.     

The relationship between accounting students’ personality,professional skepticism and anticipatory socialization

Professional skepticism is an essential component of every successful audit. Research in psychology identified the trait professional skepticism as an enduring personality construct. The current study examines the relationship between the Big Five personality characteristics and accounting students’ trait professional skepticism and their level of anticipatory socialization. Using a sample of 293 accounting students close to graduation, results indicate a positive relationship between Big Five personality characteristics and the trait professional skepticism, and between personality and anticipatory socialization. There is also a positive relationship between professional skepticism and anticipatory socialization. These results are useful to accounting educators who attempt to socialize accounting students into the profession.     

The ethics of accounting research

Doctoral students and many accounting professors and practicing accountants conduct theoretical or empirical accounting research. Human subjects have been recruited in increasing numbers to participate in behavioral and attitudinal accounting studies. However, the ethical obligations of accounting researchers to other researchers and readers, to subjects, and to participating organizations have received little attention. In this paper, the history of research ethics codes in other disciplines and the ethical obligations of accounting researchers are discussed. A tentative code of ethics is presented for the purpose of stimulating discussion about ethical issues in accounting research.     

Management accounting information and the needs of managers: Perceptions of managers and accountants compared

The study builds on prior research on information user perceptions and the roles of management accountants. Perceptions of management accountants and managers in the same organisations regarding information supplied by the management accounting function were compared and differences highlighted. Perceptions of managers were also sought regarding desired changes in the information supplied and desired future roles of management accountants.Consistent with prior literature in MIS and accounting, the findings showed evidence of preparer–user perception gaps. Major contributors to those perception gaps were identified as an imbalance between technical and organisational validity, functional differentiation and an inherent tension between the simultaneous requirements of independence and involvement. Managers' views of desired future roles for management accountants provided consistent indicators as to how those gaps can be narrowed. The study also exposes inaccuracies in management accountants' perceptions and sets out implications for the design and reporting of future research.     

An analysis of the association of demographic variables with the cognitive moral development of Canadian accounting students: an examination of the applicability of American-based findings to the Canadian context

This study describes the association between demographic variables and the moral development of 214 accounting students enrolled in an English-Canadian university and compares it with the moral development of American accounting students. The results of this research indicate that demographic associations identified in American-based accounting-ethics research are found to apply to the Canadian sample. Similar to US-based findings, the moral development of the sample of Canadian accounting students is associated with both years of education and gender, with no significant association with age or audit experience. However, the results of this study do not support Ponemon and Gabhart’s (1994) supposition that the difference in the level of moral development between Canadian and American professional accountants may reflect a difference in level of moral development between Canadian and American accounting students. Furthermore, the results of this study indicate that there may a significant difference in level of moral development between Canadian accounting students with and without English as a mother-tongue.     

Communication skills in accounting education: Perceptions of academics,employers and graduate accountants

Communication skills are central to intellectual interaction between the providers and the recipients of information. The importance of accounting starts with the gathering and processing of information and ends with the communication of processed information. This paper examines the communication skills which employers, academics and graduate accountants consider necessary to the newly graduated accountant. It also identifies and considers the differences in perception which occur between these groups and suggests solutions to the communication gap. This study confirms findings from previous research that new graduate accountants experience communication-related problems in early employment. In addition, it provides evidence that the Australian accounting curriculum has contributed to the development of communication skills. However, the paper highlights the need for the reconsideration of an emphasis on communication skills in the accounting curriculum, a role which arises from the very nature of accounting as the processing and communication of information.     

Integrating effective writing skills in the accounting curriculum

The J.M. Tull School of Accounting at the University of Georgia has developed a program for its accounting curriculum which integrates the teaching of effective writing skills with the regular accounting courses. Students in a three-course sequence write a total of eight papers — technical, memos, or reports. The assignments resemble on-the-job technical writing tasks actually encountered by professional accountants. A full-time writing consultant on the School's staff provides occasional lectures and handouts for students on effective writing skills; she also provides help to individual students who may need it. Papers are evaluated for both accounting content and effective writing     

Communication concerns across different accounting constituencies

The literature in accounting education has consistently called for more courses emphasizing instruction in oral communication for accounting students. This paper reports on an exploratory investigation of the communication concerns of three distinct constituencies in accounting: undergraduate students majoring in accounting, graduate students pursuing advanced degrees in accounting, and practicing professional accountants from the midwestern offices of two international public accounting firms. The communication concerns model suggests that the locus of communicators' anxieties or frustrations about communication centers on self-, task-, or impact-related issues, and that these concerns may define areas in which communication instruction is required for individuals to achieve appropriate levels of competency. The results of this study provide support for the predictions of the concerns model and point to its efficacy as a tool for curriculum design.     

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.     

Traditional accountants and business professionals: Portraying the accounting profession after Enron

Society’s perception of the legitimacy of the accounting profession and its members is grounded in the verbal and visual images of accountants that are projected not only by accountants themselves but also by the media. The paper uses the critical literature on stereotypes to examine how books written for a general readership on Enron and other recent corporate failures portray accountants and accounting, and the implications their authors draw for corporate governance and the survival of the financial system. The paper explores how commentators have analyzed the changing activities of accountants (including the rise of consulting) and have contrasted the personalities of “founding fathers” of the US accounting profession with their early 21st-century successors. The paper concludes that changing stereotypes of accountants are evidence of “negative signals of movement” for accounting as a profession.     

Evaluating the validity of self-assessment: measuring computer literacy among entry-level undergraduates within accounting degree programmes at two UK universities

This paper considers the validity of using self-assessment to measure computer literacy among entry-level undergraduate accounting students. Data collected from objective and self-appraisal computer literacy tests completed by students at two UK universities are analysed and the results of the tests compared for each student. The findings reveal significant differences in the students' perceived and actual computer literacy with the vast majority over-estimating their computer knowledge. Furthermore, evidence is provided that more-able students are more accurate in their self-assessment. These findings indicate that self-assessment is not an appropriate means of determining computer literacy among entry-level undergraduate accounting students when used in isolation. However, as an adjunct to a more robust measure of computer literacy, self-assessment may provide a useful insight into students' attitudes to computing. In addition, self-assessment stimulates reflection and thereby contributes to lifelong learning, a concept particularly important for accountants who must assess their competence throughout their professional careers.     

Shunning careers in public accounting firms: The case of Indonesia

A rapidly growing emerging economy such as Indonesia has an increasing need for qualified accountants to service the many needs of business. However, the current dearth of qualified accountants is becoming critical, and this situation will only get worse as Big 4 firms, mid-tier firms and local firms struggle to recruit enough trainees to qualify as professional accountants. This study examines the plight of the Indonesian accounting profession by investigating why accounting students are shunning the profession, possibly leading to the demise of the Indonesian profession as we know it today.The study shows that although career intention constantly changes as new experiences are encountered, background factors matter. Ethnicity, living in an urban or rural environment, and where one is educated all matter to career intention. Further, one's own self-efficacy, such as English language ability, and other people's views are all influential in where we want to work.To address this looming crisis in the profession the Indonesian government needs to implement policies that ensure that the education curriculum addresses English language literacy, especially in rural areas; and the profession needs to engage more with remoter universities in rural locations to recruit high achieving students to provide greater diversity in the profession.     

Interpretation and application of “new” and “complex” international financial reporting standards in Fiji: Implications for convergence of accounting standards

This study extends prior research on accounting judgment and decision making research by examining the effects of ‘new’ and ‘complex’ accounting standards on judgments of professional accountants. It examines whether there are differences in judgments of professional accountants in Fiji when interpreting and applying selected International Financial Reporting Standards (IFRSs). A significant within-country difference in judgments of professional accountants has serious implications for convergence of accounting standards. The results show that interpretation and application of accounting standards are affected by complexity of the accounting standard and professional accountant's familiarity with the standard. The study also finds strong support for an interactive effect of familiarity with the accounting standards and complexity in accounting standards on judgments of professional accountants. Furthermore, the results show that differences in judgments exist between the Big 4 and non-Big 4 professional accountants when provided with new accounting standards that require complex judgments. The results of this study are of interest to stakeholders at a time when IFRSs are increasingly being adopted throughout the world and standard setters are struggling to promote compliance with those standards.     

Cloud-based client accounting and small and medium accounting practices: Adoption and impact

Cloud accounting represents a major disruptive technology for the accounting industry. This qualitative study used semi-structured interviews to collect data from eight small and medium accounting practices (SMPs) to test a preliminary model of the determinants and impact of cloud-based client accounting adoption by SMPs. Accordingly, the SMP was the unit of analysis. The complex triadic relationship between SMPs, their clients and cloud accounting provider necessitated an interorganisational perspective. Four factors contributed to SMPs’ adoption decisions: perceived benefits of cloud-based client accounting, perceived benefits of partner programs, organisational readiness (IT sophistication and client readiness), and external pressure (client and competitive pressures). Subsequent to adoption, SMPs experienced a decline in the levels of traditional (statutory) services provided. However, most noted increases in income from business advisory. All firms were at least as well off after adoption. Improvements in client relationships and the perceived value of accountants’ services were also noted. An adoption/impact typology predicted and found positive impacts for cloud initiators, in particular. The findings have implications for owners of SMPs, their SME clients, and for accounting professional bodies.     

Social environments and organizational accounting

The determinants of the prevalence of accountants and accounting work in organizations are discussed, starting from a view of organizational structure as created in response to environmental factors. Accounting work is seen as related to the expansion of cultural rationalization—and in particular to forms of rationalization that are not made organizationally complete or self-evident. It arises less in situations of clear vertical and horizontal bureaucratization than in those of the expansion of organizational structure without clear and definite rules of vertical and lateral differentiation.     

Convergence and harmonization of accounting standards in the South Pacific region

Over the last few years there has been a significant increase in the acceptance of International Financial Reporting Standards (IFRSs) which are issued by the International Accounting Standards Board (IASB). Although numerous countries are adopting IFRSs, the approaches used for convergence continue to differ significantly across countries. Using selected countries from the South Pacific region, this paper investigates the relationship between country-specific characteristics and the selection of the appropriate approach used for the adoption of IFRSs. The country-specific attributes that have been found to influence convergence are (1) the set of accounting standards that was prevailing in the country at the time when the selection was made, (2) the availability and experience of professional accountants, (3) the relevant education and professional training, (4) the presence of the Big 4 accounting firms and (5) the accounting regulatory framework. The results of this study suggest that complete comparability in financial reporting may be difficult to achieve across all countries even after adopting the IFRSs. These findings are important because they indicate that attention should be concentrated on theorizing and empirically testing the effects of the country-specific attributes on convergence efforts across various jurisdictions.     

Teaching management accounting in a competencies-based fashion

Traditionally, management accounting has been regarded as a monodisciplinary field of study that mainly focuses on calculating costs and prices. Today, it is seen that the field encompasses an ever-increasing number of knowledge domains including, for example, economics, sociology, psychology, and ethics. Modern-day management accountants have to be able to apply elements from all of these domains when solving concrete, real-life problems. The Open University of the Netherlands has therefore tried to construct a competencies-based management accounting curriculum that uses the well-known case method and integrates issues from various knowledge domains. In the curriculum, a unique problem-solving strategy is introduced that helps students to tackle as management accountants problems they may encounter during their studies, as well as the decision-making in their daily practice. This paper aims to give an overview of one of the courses in this curriculum, highlighting the use of the aforementioned problem-solving strategy.