Organizing tax instruction: Evidence regarding how students organize tax knowledge

An important part of accounting curriculum reform is a movement away from traditional methods of organizing accounting courses toward improved organization schemes. Two basic approaches to organizing the content of tax courses are a transaction-based scheme and an entity-based scheme. This paper reports the results of an experiment that investigates which scheme is more consistent with how incoming masters in tax students organize tax knowledge and how different schemes affect the manner in which graduating students organize tax knowledge. Ninety students drawn from two full-time masters in taxation programs participated in the study. Subjects individually completed three separate tasks that measured how they organize tax knowledge at both the start of their degree program and three semesters later at or near the end of their program. The results for all three tasks indicate that incoming tax students organize tax knowledge around the type of transaction involved. The results for two of the three tasks indicate that the students' transaction focus did not change during their graduate tax program, whereas the results for the third task indicate that the students' transaction focus increased during their graduate tax experience. The implications of these findings for improving tax instruction are discussed.     

Benchmarks,characteristics and trends of U.S. graduate tax programs awarding a Master of Science in Taxation (MST) degree

Survey data gathered from graduate tax program directors at 26 universities, a response rate of about 43% of all programs contacted, is used to benchmark characteristics and trends of U.S. programs awarding a Master of Science in Taxation (MST) degree. The impetus for this paper was the absence of current literature regarding curriculum, enrollment, and delivery of graduate tax programs in the United States, and it is the first study to compile information on MST program trends.     

Accounting curriculum responses to the 150-hour requirement

Since the 1959 American Institute of Certified Public Accountants (AICPA) Council resolution on the standards of accounting education, a 5-year post-secondary educational requirement for CPA licensing has been deemed important. Twenty-three states have enacted legislation requiring 150 hours of education before a person may take the national CPA exam. Within these states, many colleges and universities have both graduate business administration or accounting programs to prepare their accounting students for the certification exam. The American Assembly of Collegiate Schools of Business (AACSB) member schools in these 23 states were surveyed to determine the curriculum in their graduate business administration and accounting programs. A significant number (31%) of the schools have installed a 30semester-hour or more accounting post-baccalaureate program. The trends in state licensing and the academic responses have been: 1. An undergraduate concentration in accounting, 2. A graduate degree granted at the completion of the post-baccalaureate hours, 3. Most state legislatures select the state boards of accountancy to determine specific courses of advanced study, 4. Most state boards of accountancy specify broad areas of subject categories, 5. Most surveyed AACSB member schools with advanced accounting programs specify over 60% of their hours in accounting subjects, 6. A majority of surveyed MBA programs with an accounting concentration (72%) required less than 40% of their total graduate credit hours in accounting courses, and 7. A higher percentage of surveyed nonaccredited advanced accounting programs (72%) required 60% of their graduate requirements in accounting courses compared to advanced accounting degree programs with both business and accounting AACSB accreditation (58%).     

Revitalizing VITA to address AECC Position Statement No. 1 Objectives

Over the past two decades, educational theorists and accounting researchers alike have touted the potential benefits of experiential or “hands on” learning activities. This article examines a teaching methodology based on experiential learning theory that the authors believe facilitates student acquisition of a number of the prescribed accounting graduate capabilities outlined in the Appendix of the Accounting Education Change Commission's Position Statement No. 1. Specifically, we describe the structure, operations, and cost of the Applied Business Learning Experience/Volunteer Income Tax Assistance (ABLE/VITA program at Salisbury State University, and discuss how ABLE/VITA's classroom, client, and team experiences provide students with the opportunity to gain knowledge, skills, and abilities which satisfy the thrust of the AECC's charges. We also discuss present and planned program evaluation methods as well as suggestions for implementing similar programs at other academic institutions.     

Discovering an accountant's tax accrual workpapers: Should auditors join the priveleged few?

This article explores the legal controversy over the limits of the Internal Revenue Service's (IRS) power to summons documents in an investigation of corporate income tax liability. The controversy focuses upon IRS access to an independent auditor's tax accrual workpapers. Required by federal securities laws, these workpapers record the accountant's predictions of the likelihood of successful IRS challenges to aggressive corporate tax positions. Routine IRS access to the tax accrual workpapers would stifle management's candid disclosure of questionable tax positions to the auditors. This article defines the limits of an auditor's work-product privilege premised on the social need for full disclosure of a company's contingent tax liabilities to assure the setting aside of adequate reserves to cover those contingencies. While the privilege should serve to protect those investing in American businesses, its primary purpose is to maintain a public trust in the integrity of certified financial statements.     

The status of internships/cooperative education experiences in accounting education

Academic and practitioner members of the accounting profession have recognized the contribution internship/cooperative education experiences can make to the student, the institution, and the employing entity. This study was undertaken to determine the status of these experimental learning experiences in undergraduate programs in accounting. The study identified the characteristics of internship/cooperative education programs and the program administrators perceptions of the value of these experiences to students, employers, and accounting programs. The results revealed an increase in internship/cooperative education programs in accounting education. Most programs are fairly young, are for credit only (no letter grade), occur during the junior year, are paid rather than unpaid, and require a written project to be completed by the student. Most programs in accounting do not have full or part time coordinators, most do not require on-site visits, and most share the responsibility for identifying internship sites with students and others.     

Personality types of accounting students and faculty: Comparisons and implications

This exploratory study presents and discusses differences found in the Myers-Briggs Type Indicator (MBTI) types (personality preferences) of undergraduate and graduate accounting students, as well as accounting faculty members as they apply to two concerns. The first is the ability of today's accounting education programs to attract the types of students demanded by the profession. The second is the propensity of accounting faculty to expand traditional teaching modalities beyond those aimed at disseminating technical accounting knowledge. The results (using chi square tests) indicate significant differences in certain MBTI types among the groups, which have implications for accounting programs as they attempt to implement fundamental changes advocated by the profession and the Accounting Education Change Commission. The implications are discussed as they relate to accounting students who are predominantly extraverts, sensors, thinkers, and judgers, as well as to attracting and retaining a more diverse group of students. The implications of expected changes in teaching modalities are also discussed as they relate to accounting faculty who are predominantly introverts, sensors, thinkers, and judgers.     

Practice Makes Better: Using Immersive Cases to Improve Student Performance on Day 1 of the Common Final Examination*

In the context of an accredited CPA program, we investigate whether an immersive case delivered over several weeks in a team-based environment in the Performance Management elective module improves student performance on Day 1 examinations and whether all students benefit equally from the immersive case. Results show that using an immersive case prior to Capstone 1 significantly improves student performance on practice Day 1 examinations and Day 1 of the Common Final Examination (CFE). Although high-ability students and non-English-as-a-second-language (ESL) students with co-op experience perform better regardless of whether an immersive case is used, ESL students benefit from using an immersive case when evaluating performance on Day 1 of the CFE. In addition, spending six to eight weeks preparing extensively for the CFE after graduate classes end in July seems to contribute to closing performance gaps between students. This study benefits the education process by identifying a tool that educators can use to improve performance on the CFE. It provides insights that may prove useful to CPA Canada and accredited post-secondary institutions as they revamp their programs to align with Competency Map 2.0.     

税收流失估算:美国的经验及其对我国的启示

本文介绍了美国国内收入局(IRS)于20世纪60年代启动税收遵从评估项目(TCMP),从1979年开始据此进行税收流失估算,以及从2000年开始启动国家研究项目(NRP)继续开展税收流失估算工作的历程。文章对美国国内收入局采用的估算方法进行了详细介绍,对其利用估算结果制定美国税收征管战略的情况进行了全面分析。最后,借鉴美国经验对我国开展税收流失估算工作、制定税收征管战略提出了几点建议。     

Bridging the education–profession gap: The Accounting Student–Practitioner Day (ASPD) program

This paper provides a detailed discussion of an annual (and cost-effective) professional-development event we call the Accounting Student–Practitioner Day (ASPD). This program brings together, for a single day, students, accounting faculty, and accounting professionals in a conference-like setting. The conference format provides a unique, and formal, link between the classroom environment and the professional world students will be entering. The program is attended by accounting and non-accounting students from our university, senior students from area high schools, and undergraduate students from other universities in the area. Specific objectives of the program are to help students learn what it takes to become an accounting professional, to provide students with information that facilitates their career-choice decision, and to encourage networking and community-building activities. Assessment data indicate that the ASPD program is successful in terms of its stated objectives. The relatively low cost of operating the program makes it attractive for other accounting programs. The paper includes a set of recommendations for those faculty interested in implementing an ASPD program at their own institution.     

Using journal entries to teach partnership tax: An illustrative case

The use of journal entries to teach partnership taxation concepts provides students with a visual tool that liberates them from the memorization of formulas that has long been a staple in partnership tax education. Employing journal entries as our pedagogy, we present a case designed to be a comprehensive project for a stand-alone graduate partnership taxation course. We also provide guidance for how individual components within the case can be assigned, which could be particularly useful to instructors of business entity tax courses. Our case provides a resource that will assist instructors in teaching and students in understanding (1) the book accounting requirements, and (2) the interrelationship between the tax and book reporting requirements. Graduate tax students who completed this case in its entirety agree that the case meets its stated learning objectives, and that journal entries are an effective tool for analyzing partnership tax transactions and make learning partnership taxation easier.     

Corporate Tax Enforcement Externalities and the Banking Sector

We explore whether corporate tax enforcement can affect bank lending. Specifically, we hypothesize that tax enforcement efforts aimed at small and midsized enterprises (SME) can improve their information environments, which in turn could lead to increased bank commercial lending. Exploiting the regional structure employed by the IRS until 1999, we find that the corporate tax return audit probability for SMEs is associated with greater commercial lending growth for regionally focused banks. We find similar evidence when exploiting the IRS reorganization from a regional to federal system in 2000. Further results show that tax enforcement's impact on SME informational environments is at least partially responsible for this association: The impact of tax auditing on bank lending is stronger for banks facing greater informational disadvantages and in areas where SMEs face greater hold-up problems. Finally, we find that the tax audit rate is positively associated with loan portfolio quality, suggesting that tax enforcement can lead to better loan decisions. Our findings are consistent with the tax authority's mandate having important externalities on bank lending and SME access to capital, suggesting that the benefits to tax enforcement go beyond improving tax collection.     

Faculty perspectives on international taxation topics

This paper presents perspectives of accounting faculty members on the relative importance of topics that should be presented in a one-semester graduate level international taxation course. Understanding of international taxation has become an increasingly critical part of the tax and accounting practices of the big four and other major public accounting firms as well as to U.S. multinational business firms. Therefore, college and universities may find it useful to provide at least some coverage of international taxation topics in a separate course or as part of other courses in their tax and accounting programs. If a separate course is offered, an important consideration of which topics should be covered in the course, since there are more topics than can be reasonably covered in one course. This paper analyzes the responses of members of the American Accounting Association's International Accounting Section to a survey of which topics should be included in a one-semester international tax course. Results are compared with those of prior studies to determine whether and the extent to which perspectives have changed over time and based on the type of survey respondent. Findings of this paper will offer guidance regarding topic selection to the accounting faculty members who are charged with developing an international taxation course. The findings may also be of interest to anyone concerned with international business in general and taxation in particular.     

Applications of computer-assisted tax research in academic tax programs

The use of computer-assisted tax research by students and faculty has begun to increase rapidly after being available for over 15 years. Factors contributing to this increased usage include accessibility to the data bases by microcomputers, transmission technology improvements, the emergence of new competitors, and the growth of specialized tax programs. The purpose of this research was to determine the nature and extent of the use of computer-assisted tax research in academic tax programs. A survey was conducted of all schools with American Taxation Association members, AACSB accreditation, and/or graduate tax programs. Current users project increased use while the 71% of respondents who are nonusers overwhelmingly cite cost constraints as the deterrent, with pessimism about the possibility of adopting CATR in the near future.     

The Acquisition of Generic Skills of Culturally-diverse Student Cohorts

The changing nature of higher education and the structure of graduate labour markets have increased emphasis on employability and graduate outcomes. Universities have responded to this changed environment by embedding generic skills in the curriculum. This paper examines the generic skills that students perceived they acquired in their accounting studies in preparation for graduate employment. Given the changed background profiles of students studying accounting degree in Australia, and the employment difficulties they encounter on graduation, the study specifically addresses the perceptions of students from diverse cultural backgrounds. The findings demonstrate that, overall, students believed that their accounting course assisted in developing generic skills, while differences in perceptions were identified between different cultural cohorts. The research highlights the need to develop educational practices which embed generic skills development in the curriculum in a way that maximises the opportunities for culturally-diverse student cohorts to enhance their employment outcomes on graduation.     

STUDENT LOANS: AN EFFECTIVE INSTRUMENT FOR COST RECOVERY IN HIGHER EDUCATION?

Governments and universities have trouble reconciling the goalof keeping higher education widely accessible with the needto retrieve some of its costs from students. Student loans offera plausible solution to the problem. But loan programs turnout in practice to have been a disappointing instrument of costrecovery: analysis of twenty-three programs found that studentsrepay only a small portion of the value of the original loan.Subsidies, high default rates, and high administrative costshave eroded the value of repayments. Sometimes loan programshave proved as expensive as outright grants. This article argues that most loan programs could be reformedto improve financial effectiveness—through targeting,charging positive real interest rates, designing repayment plansto take account of the likely pattern of graduate earnings,and ensuring that the oversight institutions can and will collect.Or governments could explore alternative devices for cost recovery,such as a graduate tax. This approach levies a higher incometax rate on beneficiaries of government-subsidized higher educationand thus preserves the idea, implicit in loan programs, of payingfor education with future earnings. As part of an effectivetax system, a graduate tax could bring in significantly morerevenue than traditional loan programs.      

Graphical organizers in tax education

The purpose of this teaching note is to share with tax instructors several graphical organizers developed by the authors for use in teaching topics typically covered in undergraduate and graduate tax courses. Their use may be motivated by studies documenting improvements in student learning through improved text comprehension and memory when such displays are used, and also by studies concluding that students exhibit decreasing reliance upon textbook information and increasing reliance upon instructor provided communications in their learning and study processes. Additional motivation stems from the graphical organizers’ desirable attributes as instructional resources: ease of use, presentation efficiency and flexibility, and a facilitated ability to highlight cause-and-effect based conclusions inherent in tax law.     

Communication instruction: What is being done to develop the communication skills of accounting students?

A survey was conducted to determine what colleges and universities are doing to improve accounting students' communication skills and how they are doing it. Results indicate that much is already being done to improve the communication skills of accounting students, and that more programs are being planned. The survey revealed that accounting students at most of the responding colleges and universities have access to formal instruction in business communication, and that some communication programs are tailored for accounting majors. In addition to communication programs already in effect at the time of the survey, several schools were planning to add either an accounting communication course or an integrated skills program.     

Student ratings of teaching effectiveness: What the research reveals

Over the years, evaluation of teaching effectiveness has been a significant issue facing faculty and administrators of accounting programs. This paper examines prior research on the validity and reliability of the most commonly used evaluation method, student ratings. The reviews purpose is to provide accounting educators with an understanding of the major research findings as well as their implications. The extent to which these findings can be generalized to an accounting program setting is a question that should be addressed by future research studies.     

Using information systems as a basis for teaching accounting

This paper describes how Brigham Young University reorganized the way it teaches financial, managerial, auditing, tax, law, and information systems (the accounting core). It discusses why information systems (IS) is the first topic taught, why it is a central focus throughout the core, and how teaching the functional areas of accounting is integrated.The paper discusses the results of a survey of core students. The survey shows that studying systems first helped these students integrate IS and accounting concepts, understand the underlying accounting framework, and understand other areas of accounting. Integrating systems with other subjects helped the students understand the role of systems in accounting and how systems relates to other accounting areas. Survey results show systems concepts can be taught in an intensive manner without reducing the level of coverage or affecting student comprehension. Finally, the results show professors can receive high teacher evaluations in systems courses and students can have both a quality and an enjoyable learning experience.