Influence of the attitudes of Emirati students on their choice of accounting as a profession

The purpose of this paper is to determine the association between Emirati students’ intentions to major in accounting and their attitudes, their subjective norms, and their perceived behavioral control. The main findings of the study show that the attitudes as well as and the subjective norms of Emirati students towards accounting are significant indicators of intentions to choose the accounting profession for their careers. The study offers valuable insights for practitioners and educators who need to rectify any misconceptions among Emirati students about accounting by clarifying and promoting the actual outcomes and opportunities offered by this profession.     

MIS and computer applications in accounting courses—Report of a survey

This paper reports the results of a questionnaire survey of AACSB member universities to determine how the computer is currently used in accounting courses. Faculty attitudes regarding computer utilization in upper-level accounting courses is also reported. Results indicate that educators are actively experimenting in several directions, but integration of the computer into accounting curricula is not yet very extensive.     

An Examination of Potential Public Accounting Recruits’ Attitudes Toward Women

This paper examines potential public accounting recruits’ attitudes toward the rights of women using the Attitudes Toward Women Scale (AWS) (49). This scale was designed to capture hostile sexist beliefs and the extent to which respondents harbour negative stereotypes about women. The purposes of the present study are to examine the attitudes toward women’s societal roles for a current sample of potential public accounting recruits, to compare sex-role attitudes between male and female respondents, and to begin the process of tracking historical changes in potential public accounting recruits’ attitudes toward women. Two hundred and twenty four accounting students from an Australian university completed the AWS between October 1998 and April 1999. The results showed the presence of sexist attitudes among potential public accounting recruits, and male respondents had more traditional attitudes toward the role of women in society relative to female respondents. Ceiling effects were observed for the scores of some females but the ability of the AWS to capture respondents’ beliefs remains valid. The paper concludes with a discussion of the effect of such attitudes on the careers of women accountants as well as policy implications for the accounting profession.     

Internet uses in accounting education: survey results

The authors conducted a survey to determine how, where in the curriculum, and for what purposes accounting educators were using the Internet. The results indicate that pioneering accounting educators generally include Internet-based applications in their courses in order to familiarize students with the Internet, locate current materials to promote in-class discussion, and help with the completion of research projects. The authors report how accounting educators are using the Internet in specific courses and which resources and Web sites are found to be the most useful. The results also indicate that accounting educators experimenting with Internet-based applications in their courses are doing so with very little department or college support and little or no merit or official recognition for their efforts. The paper should be interesting to anyone currently using or contemplating using the Internet in accounting education.     

The use of microcomputers in intermediate accounting: Effects on student achievement and attitudes

The increasing use of the microcomputer by business and industry makes it imperative that accounting educators expose their students to the microcomputer. This exposure may manifest itself through an effect on student achievement as well as through student attitudes towards the microcomputer. This paper reports the results of an experiment in which two groups of students used the microcomputer to help them on either assigned earnings per share or assigned interperiod income tax allocation problems. An analysis of test results for student achievement in these two areas showed no significant differences between groups. An analysis of student reaction reflected student interest in using the microcomputer, despite the fact that it is not used often in accounting courses.     

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.     

Ambiguous but tethered: An accounting basis for sustainability reporting

Sustainability reporting continues to become more widespread, despite ambiguities underlying the concept that may lead to varied interpretations and wider scope for “managing public perceptions” (e.g., Cho et al., 2010, Neu et al., 1998). An examination of the current form it takes using the GRI suggests a trade-off between principles and rules, with reduced emphasis on normative principles and a rather simplistic pursuit of “objective” measurement largely adapting to traditional accounting goals. While exploratory in nature, the paper suggests the need for “alignment” through an emphasis on principles based on normative stakeholder theory (Reed, 1999, Reed, 2002) that can draw from accounting without usurping the stakeholder goals underlying sustainability. This normative approach adds to the discourse on sustainability accounting by envisaging a wider and more localized perspective on firm accountability that could potentially stimulate the innovative endeavors of the corporation in the pursuit of wider wealth creation.     

An historical perspective on governmental accounting education

This paper presents a senior governmental accounting educator’s perspectives on how governmental accounting education has changed over the past 35 years and what we can expect for the future. Having begun my academic career during the 1970s, a period of turmoil and debate about the deficient state of governmental accounting, I look at how events of this period influenced my personal decision to specialize in governmental accounting education and how those events led to a path of dramatic improvement in governmental accounting standards, practice, and education. Key trends in governmental accounting education are discussed along with major changes in practice guidance over the years that have challenged textbook authors and faculty in staying abreast of change. The paper identifies many governmental accounting educators who have made significant contributions to governmental accounting and auditing policy and encourages current educators to seek ways to participate in the policy-making process. Finally, the paper discusses the future outlook for governmental accounting education and concludes that governmental accounting educators are well positioned to contribute to achieving the recently released recommendations of the Pathways Commission (2012).     

The accounting practitioners/accounting educators dialogue — A short survey

The collective mission of accounting educators in any college or university is to keep the accounting program in-tune with current practices in public accounting, the industrial sector, and in governmental accounting. A Practitioners/Educators Dialogue is one way to meet the challenge of keeping the level of instruction and the accounting program relevant with current practices and standards. This paper reports on a survey of Accounting Department Chairpersons concerning the degree of interest in the concept of a Practitioners/Educators Dialogue Program.     

Accounting education,firm training and information technology: a research note

Rapid developments in information technology (IT) have posed many challenges to the accounting profession. In this study we examined what has been done in US colleges by polling auditors' perceptions to investigate whether US accounting firms provide their auditors with more information on current IT topics than colleges do. Also educators in the USA are surveyed to find out what they are planning to do in college courses to ensure that accounting graduates acquire necessary IT knowledge/skills. The results indicate that the entry-level auditors have had significantly more exposure to IT topics while in college than the senior auditors had, which suggests that educators have modified their curricula by incorporating more IT topics into accounting programmes. According to the findings, educators recognize the importance of IT topics, but only a few IT topics can/will be covered in accounting curricula. Implications, limitations, and future research directions of this study are also discussed.     

What actions can be taken to increase whistle-blowing in the classroom?

This study surveyed undergraduate business students on various issues concerning the potential of students whistle-blowing when they observe other students cheating. Developing the courage of one's conviction in our accounting students is important to accounting educators as we are also emphasizing traits such as integrity, skepticism, and professionalism to our accounting students. As the data were gathered in the first introductory-accounting course, students’ cheating and whistle-blowing attitudes were already established. We found that, while students who had cheated in the past were more likely to suggest incentives and cash rewards, students who had never cheated were more concerned with increased confidentiality. Consequently, the need for assuring strict confidentiality is as important to our accounting students as it was to our former accounting clients in developing the trust necessary for the disclosure of sensitive information.     

The Accounting Profession as a Career Choice for Tertiary Business Students in Japan-A Factor Analysis

This study aims to investigate the major factors that influence Japanese tertiary business students' vocational choice. A questionnaire-based survey was administered to both accounting and non-accounting students in Japanese tertiary institutions at the undergraduate and graduate levels. The results of two individualized factor analyses indicated significant differences between factors influencing the career profiles of both these groups of students. It further shows that the major influence affecting vocational choice for accounting students was based on intrinsic values. Non-accounting students indicated career prospects as the major contributing factor when choosing a career. These results are very important for accounting educators in Japan as they attempt to address the current unpopularity of the accounting profession.     

Improving Ethical Attitudes or Simply Teaching Ethical Codes? The Reality of Accounting Ethics Education

ABSTRACT

Ethical instruction is critical in accounting education. However, does accounting ethics teaching actually instil core ethical values or simply catalogue how students should act when confronted with typical accounting ethical dilemmas? This study extends current literature by distinguishing between moral/ethical and legal/ethical matters and then re-evaluating the effectiveness of ethics training. A cohort of final-year accounting students with significant ethical training evaluated ethical scenarios. Half were moral (non-legal) and half contained legal as well as moral components. After further ethical instruction they re-evaluated the scenarios. Ethical attitudes towards legal/moral issues improved, but attitudes towards moral-only issues did not. This questions previous studies which purport to demonstrate the effectiveness of ethical instruction and queries the benefits of accounting ethics education. Are fundamental ethical principles being ignored in an effort to prevent more obvious accounting wrongdoings? Accounting ethics training needs to be reassessed if true ethical improvement is to be achieved.     

Commentary: Accounting Schism or Synthesis? A Challenge for the Conditional‐Normative Approach*

This paper explains the conditional‐normative accounting methodology (CoNAM) and its origin, offering a comparison of the normative, positive, and conditional‐normative approaches. It also discusses the difference between the pragmatic versus a more scientific treatment of CoNAM. However, the main thrust of the paper is directed toward the schism in academic accounting between the positive accounting theory (PAT) and the critical interpretive view (CIV). To better understand CIV, the paper attempts to explain the philosophic roots that reach from Husserl and some Marxist writers to Foucault, Derrida, and Baudrillard. This schism seems to call for a new synthesis that avoids extreme positions but draws upon insights from both camps. In this search, CoNAM might be helpful by exploring means‐end relations and connecting value judgements to accounting theory in a fairly “objective” way.     

Meta programme patterns in accounting educators at a UK business school

The purposes of this study are to compare the results of two alternative methods of eliciting meta programmes, the Motivation Profile Questionnaire (MPQ) and the Language and Behaviour (LAB) Profile semistructured interview, and to identify whether accounting educators exhibit any dominant meta programmes. An individual trained to use the LAB Profile interviewed a sample of 14 accounting educators who then completed the MPQ. The results of the MPQ and the LAB Profile identified three common patterns, indicating a good degree of correlation between the two methods. Identification of the key meta programmes of the accounting educators may have benefits in their teaching and is the precursor to a larger study of the meta programmes of accounting undergraduates, which can now be undertaken in a cost effective way using the MPQ.     

审计委员会:本原性质与作用机理

本文研究审计委员会的本原性质和其在公司治理中的作用机理,并剖析以美国为代表的现行审计委员会制度安排。本文分析指出,审计委员会的本原性质在于,它是代表股东利益直接负责企业外部会计事务,并享有企业内部会计事务的消极权力,从而确保注册会计师对经理人的独立性,以降低企业治理成本。审计委员会的作用机理则需基础于其本原性质而设计。而以美国为代表的现行制度安排下的审计委员会不是符合本原性质的审计委员会,其性质是经理人为履行自身向股东等诚实报告之受托责任而专设的职能管理机构。     

Inconsistencies in the business law education of accounting students: A survey of accounting educators

A general requirement for an accountant to take the CPA examination is the completion of a course in business law. It appears that what constitutes the business law course requirement is rather loosely defined and leaves excessive room for interpretation. What is a business law course? A survey of accounting educators regarding the business law requirement and the law courses taught at their respective schools reveals, inter alia, a divergence of opinion regarding the business law requirement, the perceived objective of teaching business law to accounting students, the importance of the legal topics included on the CPA exam, and the coverage of those topics at their respective institutions. In general, accounting educators are encouraged to both review their current business law requirements and to take a more active role in monitoring the business law curriculum.     

Negative behaviors that impede learning: Survey findings from award-winning accounting educators

A review of the education literature, both within and beyond accounting, indicates previous consideration of attributes of teaching “effectiveness.” This literature provides educators with an ability to model approaches and techniques to enhance their teaching. Largely absent from the literature, however, is any attempt to identify teaching attributes that impede the learning process. While it may be assumed that “the opposite of best practices” would constitute methods or behaviors to be avoided, very little evidence is available to support this view. Little is known, except anecdotally, about why and how behaviors other than those subsumed in “best practices” frameworks can produce unintended negative results. Generally absent from the literature as well are perspectives from exemplars; that is, award-winning educators. This paper responds to both of these voids and presents evidence of classroom behaviors to be avoided because of their perceived negative effect on student learning. Specifically, we report survey responses from a sample of 105 accounting educators who have been formally recognized for their teaching excellence. These teaching exemplars were asked to list, in their own words and in ranked order of importance, up to five responses to the following question: “what behaviors would you counsel other accounting educators to avoid?” We received 374 responses to this question. A content analysis of these responses suggests the following major factors (in decreasing order of importance): negative or uncaring attitudes about students and the class; improper preparation and organization; faulty or deficient course-delivery skills; assessment mistakes; and, inflexible/inaccessible demeanor. Our results should be relevant to accounting faculty interested in assessing and improving their own teaching as well as to senior faculty who are interested in mentoring junior faculty.     

Who's doing it? Sources of public and private computer-aided learning materials for accounting educators

This paper provides a listing of commercial computer-aided learning materials available to accounting educators from vendors. It also provides a sampling of computer-aided learning materials authored by accounting educators around the world. The purposes of the paper are to reveal trends in such authoring activities by both business firms and accounting educators and researchers.     

Accounting education: Turning wrongs into rights in the 1980's

This article speculates upon the evolution of accounting education in the 1980's. Ideas are presented which impact upon many facets of higher education including undergraduate, graduate, and continuing education programs, as well as research and service. Further, institutional issues concerning the role of academics are addressed.The paper begins with “wrongs” of accounting research, education, libraries, and continuing education. Particular stress is placed upon weaknesses in educating and motivating accounting faculty to teach and have primary concern for students. Promotion, tenure, expense support, and reward structures are biased toward research and publication rather than teaching. Funding and faculty attention are not directed toward innovation in accounting education and development of university libraries as learning centers. In short, accounting educators continue to “educate for absolescence.”The paper ends with some suggestions of how to turn “wrongs” into “rights.” More than increased funding is needed. Of primary importance is a shift in attitudes and reward structures.