Relationships between Vocational Interests and Learning Approaches to Advance the Quality of Student Learning in Accounting

Abstract

This study investigates the influence of vocational interests on the learning approach of accounting students at the undergraduate level. It brings together two theoretical models: vocational interests and approaches to learning, to investigate student learning in the accounting discipline. The research focus is supported by more general findings from the education literature which suggest that interest-oriented learning leads to superior approaches to learning. The research was tested using 917 tertiary accounting students across two universities. The associations between vocational interests and learning approaches provide support for the theoretical model linking vocational interests (e.g. conventional) with deep learning approaches in a tertiary accounting environment. There are practical implications for the teaching of accounting with particular reference to whether the current curriculum reinforces the values of those individuals with conventional interests.     

Optimizing a portfolio of mean-reverting assets with transaction costs via a feedforward neural network

Optimizing a portfolio of mean-reverting assets under transaction costs and a finite horizon is severely constrained by the curse of high dimensionality. To overcome the exponential barrier, we develop an efficient, scalable algorithm by employing a feedforward neural network. A novel concept is to apply HJB equations as an advanced start for the neural network. Empirical tests with several practical examples, including a portfolio of 48 correlated pair trades over 50 time steps, show the advantages of the approach in a high-dimensional setting. We conjecture that other financial optimization problems are amenable to similar approaches.     

Quality-Adjusted Agricultural Land Abundance Curse in Economic Development: Evidence from Postreform Chinese Panel Data

ABSTRACT

China’s family responsibility system, introduced in 1979, resulted in equal distribution in land, allowing identification of how land abundance affects development. We measure land abundance as quality-adjusted farmland per capita. We find robust evidence that higher quality-adjusted farmland per capita has a significant negative effect on growth, even after controlling for land quality and population density. Therefore, quality-adjusted agricultural land abundance confers a type of “resource curse,” which elucidates an important causal determinant of the contemporary substantial differences in the standard of living across Chinese provinces.     

Deep neural network framework based on backward stochastic differential equations for pricing and hedging American options in high dimensions

We propose a deep neural network framework for computing prices and deltas of American options in high dimensions. The architecture of the framework is a sequence of neural networks, where each network learns the difference of the price functions between adjacent timesteps. We introduce the least squares residual of the associated backward stochastic differential equation as the loss function. Our proposed framework yields prices and deltas for the entire spacetime, not only at a given point (e.g. t?=?0). The computational cost of the proposed approach is quadratic in dimension, which addresses the curse of dimensionality issue that state-of-the-art approaches suffer. Our numerical simulations demonstrate these contributions, and show that the proposed neural network framework outperforms state-of-the-art approaches in high dimensions.     

Will Practice-Based Commissioning in the English NHS Resolve the Problems Experienced by GP Fundholding?

Labour's new approach to primary health care, based around the policy of practice-based commissioning, has considerable potential for learning from the general practitioner fundholding reforms put in place by the Conservative governments of the 1990s. However, practice-based commissioning seems to repeat many of the same problems as the earlier policy. Despite the increased scope for GPs to make a significant difference to the shape of local health economies because of the incentives and opportunities offered by payment by results and patient choice reforms, the potential problems of practice-based commissioning threaten the reform's viability and long-term success.     

Deep and surface approaches to learning within introductory accounting: a phenomenographic study

This paper reports the findings of a phenomenographic research study which sought to identify students' approaches to learning introductory accounting and their conceptions of accounting. The findings reveal that, in common with other disciplines, deep and surface approaches to learning can be identified. However, the main contribution of this study lies in two areas. First, it distinguishes those features that are characteristic of the deep and surface approaches within the discipline of accounting. Secondly, it identifies contextual features surrounding these approaches to learning and which are central to an understanding of them. The paper suggests how these findings can be used immediately to make changes within teaching and assessment practice through a phenomenographic pedagogy which: seeks to make students' conceptions of the subject matter explicit; provides diagnostic tools for the identification of distinctively different conceptions of the subject and approaches to learning; and addresses issues of preconceptions and relevance within teaching and assessment. The findings can also be used as the basis for further research into the identification of statistical variation in approaches to learning between students.     

Achievement Goal Theory: The Relationship of Accounting Students’ Goal Orientations with Self-efficacy,Anxiety, and Achievement

Abstract

Students’ goal orientations are examined using two major frameworks for learning: achievement goal theory (AGT) and students’ approaches to learning (SAL). Previous student success research is extended, by examining goal constructs from the AGT framework to determine if they help explain the learning process in accounting. Data were gathered using an established instrument and used to examine how mastery and performance goals are related to students’ academic expectations, achievement, self-efficacy, and test anxiety. Cluster analysis was used to identify four motivation groupings (multiple-goal, mastery, performance, and low motivation). Pairwise comparisons of groups, for expected grades, self-efficacy, anxiety, final exam grade, and course grade, identified differences among some of the clusters. Results suggest that a combination of mastery and performance goal motivations, rather than a singular perspective, may provide better outcomes related to course grades, while reducing dysfunctional outcomes. Based on the results, suggestions are provided to help instructors influence student success.     

A comparison of Norwegian and United States accounting students' learning style preferences

Individual differences among humans are apparent in many environments and situations. Educators should be concerned about whether such differences are systematic to such an extent that they significantly affect the effectiveness of various pedagogical methods and training approaches. This paper investigates one type of individual difference-learning style-which may vary across cultures and which may be relevant for both accounting education and audit practice. Learning style is defined as an individual orientation to learning, utilizing four basic modes of learning to various degrees.

Learning style measures were obtained from Norwegian and United States accounting students with varying experience levels. The learning styles for the US students were compared to data obtained in prior research and were found to be generally consistent with these studies. The Norwegian sample was compared to both the current United States results and prior research and was found to be significantly different from the US learning style preferences. Implications of these differences for both education and practice are explored.     

The Rigour of IFRS Education in the USA: Analysis,Reflection and Innovativeness

Abstract

International Financial Reporting Standards (IFRS) are accepted throughout the world, particularly in the European Union, Australia, New Zealand and Canada. Emerging economies are also are aligning their practices with IFRS. Historically, the USA has been cautious about accepting IFRS. However, following acceptance of IFRS worldwide, the US Securities and Exchange Commission has recently allowed the filing of IFRS-based financial statements from foreign issuers and is presently considering the same from domestic issuers. Owing to lack of IFRS education and training in the country, concerns have been expressed about such moves of the USA towards IFRS. Following such concerns, the aim of the present study is to review previous literature on IFRS education to reflect on the present status of IFRS education in the USA. The research method includes a review of past literature on IFRS education in the Business Source Complete database from 2001 to 2012. In line with the review, this study reports that active learning approaches that stimulate critical thinking and judgement skills of students are the best methods to teach IFRS. The studies reviewed also report the lack of teaching materials, including software and technologies, to effectively teach IFRS. The only active learning strategies advocated in previous studies were the use of case studies and real life examples. Additionally, this study advocates the use of problem-based learning strategies. This study also reports the lack of research investigating students’ and educators' perceptions of available resources and approaches. Future studies are suggested in this direction, employing surveys and interviews.     

Time-varying neural network for stock return prediction

We consider the problem of neural network training in a time-varying context. Machine learning algorithms have excelled in problems that do not change over time. However, problems encountered in financial markets are often time varying. We propose the online early stopping algorithm and show that a neural network trained using this algorithm can track a function changing with unknown dynamics. We compare the proposed algorithm to current approaches on predicting monthly US stock returns and show its superiority. We also show that prominent factors (such as the size and momentum effects) and industry indicators exhibit time-varying predictive power on stock returns. We find that during market distress, industry indicators experience an increase in importance at the expense of firm level features. This indicates that industries play a role in explaining stock returns during periods of heightened risk.     

Accounting and business students’ approaches to learning: A longitudinal study

This study reports the results of an investigation into the learning approaches of undergraduate accounting and business students from three universities in Ireland who were exposed to a learning environment, namely the case study method, which aimed to encourage a deep approach to learning. In order to assess the effectiveness of the intervention, the ASSIST research instrument was used to investigate changes in students’ approaches to learning over time. Consistent with previous research, this study considers whether gender is related to students’ approaches to learning over time and if there are differences between students majoring in accounting or business in their approaches to learning. The results of the study indicate that the case study intervention was successful in some respects. However, contrary to expectations, an overall statistically significant increase in students’ surface approach to learning was found. Additionally, it is reported that changes in students’ approaches to learning over time are not associated with gender or degree program. The results of this study offer insights to accounting educators developing educational interventions to encourage deep approaches to learning.     

The Winner's Curse and Bidder Competition in Acquisitions: Evidence from Failed Bank Auctions

This study examines the effect of bidder competition in acquisitions. We use predictions from auction theory to test whether acquirers of failed banks overpay (the “winner's curse”) when bidding in FDIC sealed-bid purchase and assumption (P&A) transactions (auctions). The empirical results indicate that winning bids tend to increase as the number of competitors increases, as predicted by theory. We also find that bid levels of all bidders increase with increased competition, which is consistent with bidders' failing to adjust for the winner's curse in a common value auction setting. However, additional tests using winning bids only are consistent with both a common value and a private values model, so this result should be interpreted with caution.     

Student Workload and Assessment: Strategies to Manage Expectations and Inform Curriculum Development

Abstract

This study reports the results of a survey of student study times and perceptions of workload in undergraduate and graduate accounting courses at a large Australian public university. The study was in response to student feedback expressing concerns about workload in courses. The presage factors of student workload and assessment in Biggs’ 3P model are used because these factors can influence students' approaches to learning and therefore course improvements based on these factors could bring the greatest benefits. The findings suggest that the workload is not too heavy but that student perceptions of workload can be improved by clearer communication of teacher expectations and targeted course review to implement constructively aligned curricula. Initiatives implemented in assessment and to better match workload expectations between student and teacher are discussed and could be generalized to most courses. Areas for further research in student workload management are proposed.     

The Benefit of Excluding Institutional Investors from Fixed-Price IPOs: Evidence from Taiwan

A simple way to mitigate the winner's curse in initial public offerings (IPOs) is to reduce the number of informed investors in IPO markets. In Taiwan, institutional investors are not permitted to subscribe to fixed-price IPOs. Excluding institutional investors raises uninformed investors' allocation rates. We show that the winner's curse is still present in Taiwan's fixed-price IPO markets even without the participation of institutional investors, but that IPO underpricing is reduced by at least 4 percent due to alleviating the winner's curse, as institutional investors are excluded from the fixed-price offerings.     

The impact of unstructured case studies on surface learners: a study of second-year accounting students

The empirical study described here uses the R-SPQ-2F questionnaire [Biggs, J., Kember, D., & Leung, D. Y. (2001). The revised two-factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71(1), 133–149] to test deep and surface approaches to learning in a university intermediate-level accounting class that uses business cases in group presentations. Statistical testing of results for learning style before and after group presentations indicates an increase in surface learning over time, with no detectable change in deep learning style. The type of business case used has no effect, in this setting. Course grades, however, are significantly less for students who did not participate in the group presentation activity at all. The results support the claim that students focus on what is required; they may adopt a strategic approach to learning. In a similar way, accounting academics and workload models may be reacting to incentives that discourage reflective and formative feedback. If deeper approaches to learning are desirable, assessments need to reward this behaviour.     

Learning from a rival bank and lending boom

When bankers observe a rival winning in the interbank competition for lending to a firm, they infer that the firm may be more promising than they had thought. From this consideration, they loosen their creditworthiness tests and lower the interest rates they offer in the next lending competition for the firm. Increased interbank competition reduces the impact of this observational learning and decreases the credit risk taken by each bank because of a severe winner's curse, while it increases the aggregate risk taken by the entire banking sector.     

Computing the endogenous mortgage rate without iterations

A number of mortgage prepayment models require a specification of the mortgage rate process. Usually, ad-hoc models are used (e.g., a Treasury yield plus some constant). Recently, a number of papers have appeared where the authors have utilized a mortgage rate implied by the current yield curve (the so-called endogenous mortgage rate). However, the existing computational algorithms suffer from the curse of dimensionality and, consequently, are problematic to use for full-scale problems. A computational algorithm, proposed in this paper, is tractable in the sense that its complexity is equivalent to the problem of mortgage valuation. Moreover, the algorithm does not require iterations. The numerical example is based on a PDE computation. An implementation of a Monte Carlo method is also discussed.     

Analysis of the learning context, perceptions of the learning environment and approaches to learning accounting: a longitudinal study

This study investigates student approaches to learning over the 3 years of an undergraduate degree course in accounting. The objective of the study was, first, to identify changes in learning approaches over the course duration. Second, the study examined whether any changes in learning approaches were consistent with changes in the context of learning as well as students' perceptions of the teaching/learning environment. The results show that students made greater use of sophisticated learning approaches over time linked to their more favourable perceptions of the teaching/learning environment as they progressed in their course. However, there were no significant changes in learning approach attributable to the learning context. Implications for accounting educators drawn from the findings are discussed.     

Pigou in the 21st Century: a tribute on the occasion of the 100th anniversary of the publication of The Economics of Welfare

The year 2020 marks the centennial of the publication of Arthur Cecil Pigou’s magnum opus The Economics of Welfare. Pigou’s pricing principles have had an enduring influence on the academic debate, with a widespread consensus having emerged among economists that Pigouvian taxes or subsidies are theoretically desirable, but politically infeasible. In this article, we revisit Pigou’s contribution and argue that this consensus is somewhat spurious, particularly in two ways: (1) Economists are too quick to ignore the theoretical problems and subtleties that Pigouvian pricing still faces; (2) The wholesale skepticism concerning the political viability of Pigouvian pricing is at odds with its recent practical achievements. These two points are made by, first, outlining the theoretical and political challenges that include uncertainty about the social cost of carbon, the unclear relationship between the cost–benefit and cost-effectiveness approaches, distributional concerns, fragmented ministerial responsibilities, an unstable tax base, commitment problems, lack of acceptance and trust between government and citizens as well as incomplete international cooperation. Secondly, we discuss the recent political success of Pigouvian pricing, as evidenced by the German government’s 2019 climate policy reform and the EU’s Green Deal. We conclude by presenting a research agenda for addressing the remaining barriers that need to be overcome to make Pigouvian pricing a common political practice.

     

Perceptions of the learning context and learning approaches: Implications for quality learning outcomes in accounting

This study analyses learning approaches, course perceptions and learning outcomes of a group of second year accounting students at an Australian university using qualitative data analysis techniques. The research method involves the development of a series of matrices linking types of motives and strategies used by students in their study, together with their perceptions of the learning context associated with learning outcomes. The study focuses on assessing the links between learning approaches and a qualitative assessment of students' conceptual understanding of aspects of financial accounting studied at the undergraduate level. The results confirm how individual differences in the perceptions of the learning context relate to study motives and strategies. The findings show how different forms of memorisation relate to study strategies and how the completion of accounting tasks link to students' perceptions of course requirements. There was also some evidence that, in terms of learning outcomes, students with sophisticated levels of understanding of concepts, tended to have consistent deep and achieving approaches to learning. This result was compared with students' academic performance as a measure of learning outcome. Discrepancies between these two measures of learning outcome are highlighted in the conclusions. The findings strengthen the case for further investigation of the use of measures other than academic performance in examining relationships between learning approaches and learning outcomes.