Forum: Teaching Professional Judgement in Accounting

In May 2005, the University of Lethbridge and the Institute of Chartered Accountants of Alberta sponsored the Banff Education Conference entitled Professional Judgement: Can It Be Taught? The opening forum at the conference was a panel discussion on the topic presented by academics and practitioners. The session included an overview of the research literature on expertise as a basis for considering the nature of professional judgement and the implications of various attributes of expertise for accounting education. Past practices and current pressures facing practitioners in exercising good judgement were addressed, including increased complexity of transactions and decreased time to assess problems. The forum also included a discussion of the need for educators to help guide students to develop an understanding of a problem rather than simply seek the answer. There was a discussion of particularly challenging topics for students to grasp in a principlesbased environment. The forum culminated in a question‐and‐answer session involving the panelists and the attendees at the conference. This paper summarizes the presentations and the discussion that took place during the forum. En mai 2005, l'Université de Lethbridge et l'Institut des comptables agréés de l'Alberta commanditaient le congrès de Banff sur l'éducation ayant pour thème la question suivante: le jugement professionnel s'enseigne‐t‐il? Le forum d'ouverture a consisté en une table ronde sur cette question au cours de laquelle enseignants et praticiens ont effectué un survol des publications de recherche sur la compétence qui a servi de point de départ à l'étude de la nature du jugement professionnel et des répercussions de diverses caractéristiques de la compétence sur la formation comptable. Les panélistes se sont penchés sur les méthodes passées et sur les pressions auxquelles sont actuellement soumis les praticiens dans l'exercice d'un jugement éclairé, notamment les difficultés occasionnées par la complexité accrue des transactions et la réduction du temps dévolu à l'évaluation des problèmes. Les panélistes ont également discuté de la nécessité pour les enseignants d'amener les étudiants à mieux comprendre les tenants et les aboutissants d'un problème plutôt que de simplement en chercher la solution. Ils ont également discuté d'enjeux particulièrement importants pour les étudiants dans un environnement axé sur les principes. Le forum s'est terminé par une période d'échange entre panélistes et participants au congrès. Le texte qui suit est un résumé des exposés présentés dans le cadre de ce forum et des discussions qui s'y sont déroulées.     

Developing Students' Technical Knowledge and Case‐Based Reasoning Skills: Three Short Cases in Financial Accounting

The following three cases require you to identify and evaluate alternative accounting methods that can be applied to independent case scenarios. In the first scenario, you will evaluate alternative accounting methods relating to revenue recognition for a theatrical production. In the second scenario, you will evaluate alternative accounting methods relating to capitalizing or expensing costs associated with renovations at a golf course. In the third scenario, you will evaluate alternative accounting methods relating to capitalizing or expensing the cost of a signing bonus paid to a professional athlete.     

The Use of Management Accounting Techniques by Small and Medium‐Sized Enterprises: A Field Study of Canadian and Australian Practice

Small and medium‐sized enterprises (SMEs) represent a large and important part of developed economies. However, little is known about the extent to which SMEs use contemporary management accounting (MA) techniques such as costing systems, budgets, responsibility center reporting, and analysis for decision making. To address this gap in the literature, we conducted in‐depth field interviews at 22 SMEs to: (1) determine the extent to which common MA techniques and tools are being used by SMEs; and (2) explore the underlying reasons why specific MA techniques are not being used. We find that of the 19 common MA techniques covered in our interviews, a very small number are moderately or highly used by our respondent companies. Moreover, we find that manufacturing companies in our study are more likely to use a broader set of techniques such as costing systems, operating budgets, and variance analysis and that smaller, early‐stage SMEs are the lightest users of MA tools overall. We identify three main factors affecting the adoption and use of MA techniques: (1) the perceived decision‐usefulness of the technique; (2) the complexity of the SMEs’ operating environment; and (3) the age of the SME. We discuss the contributions of our study and its potential implications for MA educators, developers of professional education programs, designers of SME control systems, and textbook authors.