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.     

TEACHING RESOURCE Using MONOPOLY TM and Teams-GamesTournaments in accounting education: a cooperative learning teaching resource

A three-week financial accounting simulation was conducted using university accounting majors (n=36) in one section of a junior-level financial reporting issues course. The curriculum involved using the board game Monopoly as a teaching resource in cooperative learning teams. Findings indicate students' attitudes toward financial accounting and learning, mutual concern for fellow students and perceived achievement were very positive upon completion of this cooperative learning exercise. Additionally, gender and student ability were found to impact the level of some measures of student attitudes and perceived achievement.     

A cross cultural study of the learning style of accounting students

This paper examines how individualism-collectivism, the core dimension of cultural variability, is reflected in the learning styles of accounting students in Australia, Hong Kong and Taiwan. Australia represents the Western individualistic culture, and Hong Kong and Taiwan represent the Chinese collectivistic culture. Using Kolb's model this study shows that the learning styles of accounting students from Hong Kong and Taiwan are more abstract and reflective, as well as less concrete and active. Their Australian counterparts are more concrete and active, as well as less abstract and reflective. While the former exhibit the assimilation style, the latter represent the accommodation style.     

An assessment of the learning benefits of using a Web-based Learning Environment when teaching accounting

The impact and use of information and communication technology on learning outcomes for accounting students is not well understood. This study investigates the impact of design features of Blackboard¹ used as a Web-based Learning Environment (WBLE) in teaching undergraduate accounting students. Specifically, this investigation reports on a number of Blackboard design features (e.g. delivery of lecture notes, announcements, online assessment and model answers) used to deliver learning materials regarded as necessary to enhance learning outcomes. Responses from 369 on-campus students provided data to develop a regression model that seeks to explain enhanced participation and mental effort. The final regression shows that student satisfaction with the use of a WBLE is associated with five design features or variables. These include usefulness and availability of lecture notes, online assessment, model answers, and online chat.     

Integrating a virtual learning environment into a second-year accounting course: determinants of overall student perception

Rapid acceptance of, and changes in, information technology are revolutionizing the way educators teach and students learn. This study reports on the use of Blackboard as a tool for creating a virtual learning environment (VLE). Responses from undergraduate accounting students in New Zealand provide data on the use of the VLE as a learning aid. Findings suggest that the students have openly embraced the VLE and support its adoption by faculty members in other courses. However, students appear unwilling to actively participate in two-way online activities. This has implications for faculty contemplating the adoption of a VLE in their courses.     

Islam, nature and accounting: Islamic principles and the notion of accounting for the environment

Islamic principles are suggestive of a variety of implications for governance and accounting. Reflecting upon Islamic principles, we here engage with the notion of accounting for the environment. Drawing from key Islamic texts and relevant prior literature, we elaborate and discuss key Islamic principles of relevance and delineate what they suggest for accounting. Our endeavours here are consistent with a concern to contribute to a critical theoretical project seeking to develop a progressive and emancipatory universalism that is respectful of difference, a project with its accounting implications. In concluding, we point, among other things, to the irony whereby Western transnational corporations have sought to promote their particular brand of corporate social (and environmental) responsibility accounting in Arab countries, variously influenced by Islam, with little to no mention of a notion of accounting for the environment integral to and deeply rooted in Islam.     

Ontology-based e-assessment for accounting: Outcomes of a pilot study and future prospects

This article reports on a pilot of a novel ontology-based e-assessment system in accounting that draws on the potential of emerging semantic technologies to produce an online assessment environment capable of marking students’ free-text answers to questions of a conceptual nature. It does this by matching their response with a “concept map” or “ontology” of domain knowledge expressed by subject specialists. The system used, OeLe, allows not only for marking, but also for feedback to individual students and teachers about student strengths and weaknesses, as well as to whole cohorts, thus providing both a formative and a summative assessment function. This article reports on the results of a “proof of concept” trial of OeLe, in which the system was implemented and evaluated outside its original development environment (an online course in education being used instead in an undergraduate course in financial accounting. It describes the potential affordances and demands of implementing ontology-based assessment in accounting, together with suggestions of what needs to be done if such approaches are to be more widely implemented.     

Critical reflections on research approaches, accounting regulation and the regulation of accounting

The design and choice of research approaches, the nature of accounting regulation and the reactions to these regulations in organisations, involving, in effect, the regulation of accounting, are three themes of considerable importance in accounting research. They are the three themes that have dominated the research agenda of the author throughout his academic career. This paper explores the nature of these three key research themes developing some critical reflections on what has been discovered about each of these themes using the author's sole and joint research and publications as a vehicle for this analysis.     

Student and public accounting firm recruiter attitudes toward the desirability of student characteristics: a longitudinal study

This study is a longitudinal study of student and public accounting firm recruiter attitudes relative to the importance attached to various student qualities for entry-level accounting positions. Utilizing survey techniques, the opinions of 122 students and 60 recruiters were collected prior to the publication of the Big 8 Perspectives paper. For comparison purposes, survey techniques were used to collect the opinions of 106 students and 63 recruiter six years following the release of the Perspectives paper. In general there was little change in the relative importance that public accounting firm recruiters attach to various student qualities and students understanding of how those qualities are valued by recruiters.     

Fostering deep and elaborative learning and generic (soft) skill development: the strategic use of case studies in accounting education

It is vital that accounting educators take responsibility for the development of students' generic (soft) skills in conjunction with, discipline-specific skills. Research indicates that the typical learning styles of accounting students are not suited to the acquisition of generic skills. In this paper learning theory is used to provide a framework to support the use of case studies as a tool to promote appropriate learning styles and thereby enhance generic skill development. The paper details a number of strategies that may be implemented with case studies to achieve these goals. The implications for accounting educators, which are significant, are discussed.     

Organic salmon farming: risk perceptions, decision heuristics and the absence of environmental accounting

This paper reports on interviews with salmon farmers exploring their decision as to whether to adopt organic production methods. Organic salmon farming has the potential to considerably reduce the social, environmental and economic risks associated with salmon farming. Salmon farming is an industry subjected to intense scrutiny and is highly controversial. The combination of these two factors was expected to reveal the use of environmental accounting in evaluating this potentially difficult, expensive strategic decision, responding to the barrage of public criticism, driven by changing environmental regulations and a potential value shift by key actors.However, interviews revealed that going organic was regarded as a normal agricultural decision, largely based on price forecasts. The shift to organic was relatively easy, unproblematic and not too expensive. The environmental pressure groups campaigns had very little impact on this decision and it was not subjected to systematic accounting evaluation. The interviews described a sector exhibiting many of the characteristics of Beck's Risk Society thesis (1992, 1995, 1996).Decision makers’ risk perception is identified as important for considering what factors are thought to be legitimate/illegitimate and powerful/weak in the decision making process. Unless risks are considered ‘real’ by the decision makers then the associated costs/benefits of doing or not doing something are not going to figure in the decision heuristics, regardless of the nature of their calculation. Environmental accounting could play a part, not necessarily at the individual farm level, but as part of a reflexive process in reconstructing the underlying knowledge of the social, environmental and economic risks of salmon farming as a whole.     

The development,implementation and operation of an undergraduate distance learning module in auditing: a teaching note

The development of a distance learning module, to be undertaken by students whilst out on work experience in a thick sandwich degree programme, was driven by the motive to maximize the students' time on placement, rather than the belief that the module could be more effectively taught in this manner. However, with many institutions offering work placement as an optional extension within a degree programme, our experiences may pave the way for introducing some academic input into the work placement. This paper outlines the development and operation of an auditing distance learning module, which is undertaken by students during their placement year in an Accounting and Finance degree in Scotland. The pitfalls of distance learning have been well documented and the profile of the cohort which would undertake the course exacerbated concerns. However, the Course Team have produced a model that has been implemented and is currently operating in a manner that has largely satisfied all respective stakeholders, (namely students, educators, employers, professional bodies, and external examiners). The data for the review was generated through informal discussions with the Course Team and a selection of employers. Focus groups with students were also conducted. These were deliberately unstructured in nature to facilitate the use of dialogue with which the participants were familiar. The rationale for this was to allow participants to identify and highlight salient issues as perceived by them, rather than to answer specific questions on topics that the authors believed to be of relevance.     

A longitudinal study of the interplay of corporate collapse,accounting failure and governance change in Australia: Early 1890s to early 2000s

The “surprise” element of many corporate failures during calamitous periods typically results in criticisms of accountants and auditors and their principles, practices and standards and typically leads to governance reforms including those related to the preparation and audit of corporate financial reports. Set in Australia, this historical study presents the results of an examination of four rounds of heavy and unexpected corporate collapses across a number of sectors which occurred in the early 1890s, early 1960s, late 1980s/early 1990s and the early 2000s. The longitudinal study examines the interplay of corporate collapse, accounting failure and governance change within these periods and seeks to elucidate the continued implication of accounting in corporate scandals despite the governance reforms that were introduced after each calamitous period in order to alleviate or curtail future failures. The study applies an investigatory framework for analysis purposes which draws upon Clarke, 2004, Clarke, 2007 perspective on cycles of crisis and regulation, Jones's (2011a) model of the potential for accounting failure and the scholarly literature on legal conceptions of rule effectiveness.     

Using student response systems in the accounting classroom: Strengths,strategies and limitations

A Student Response System (SRS), often referred to as a “clicker,” enables students to individually answer instructor questions on a real-time basis using individual mobile devices, and have the aggregate responses displayed as feedback to the class at the instructor’s discretion. A mobile device can be a proprietary, vendor-specific remote, or a multi-purpose item such as a smartphone or computer. While SRSs have been used in education for some time, we perceive the adoption rate in accounting classes as still being quite low. This paper is a “how to” and “why” guide for accounting faculty who are considering using SRSs, and for experienced users who seek to refine or expand their SRS use.     

Macro information environment change and the quality of management earnings forecasts

The 1990s were characterized by substantial increases in the performance of and investor reliance on financial analysts. Because managers possess superior private information and issue forecasts to align investors’ expectations with their own, we predict that managers increased the quality of their earnings forecasts during the 1990s in order to keep pace with the improved forward-looking information provided by financial analysts, upon which investors increasingly relied. Using a sample of 2,437 management earnings forecasts, we document an increase in management earnings forecast precision, management earnings forecast accuracy, and managers’ tendency to explain earnings forecasts in 1993–1996 relative to 1983–1986. Given that these forecast characteristics are linked to greater informativeness and credibility, we also document that the information content of management earnings forecasts, as measured by the strength of share price responses to forecast news, increased in 1993–1996 relative to 1983–1986. As expected, the increased information content of management forecasts primarily occurred for firms covered by financial analysts.

TEACHING NOTE Promoting participation-breathing new life into the old technology of a traditional tutorial: a teaching note

This note is an outline of our experience and a reflection on the lessons learned, when innovative teaching and learning methods were used to encourage participation in traditional tutorial classes. We hope that, by communicating our experience, readers will be encouraged to explore the identified approaches in their own courses. The problem of students' lack of participation in tutorials has long been recognized by staff and students. This problem is further exacerbated by the external factors of increased student numbers and more vocal employer opinions on graduates' lack of personal transferable skills. Three problems were identified as possible reasons for students' non participation in tutorials: dominance by one or a few students; students not forming a cohesive group; too many students in a tutorial. Strategies for dealing with these problems are detailed together with the results of our experience and conclusion on the success of each technique. The general conclusion is that it is possible to breath new life into old technology. Students can be encouraged to participate in a traditional tutorial by utilizing innovative teaching and learning strategies. We hope readers will learn from our experience and be encouraged to incorporate some of the strategies in their courses.     

A Critical Theory and Postmodernist approach to the teaching of accounting theory

This paper outlines my teaching philosophy for the Accounting Theory subject. A Critical Theory and Postmodernist approach is recommended, which makes full use of non-accounting “tangential” material [Boyce G. Critical accounting education: teaching and learning outside the circle. Critical Perspectives on Accounting 2004;15(4/5):565–86] and material from popular culture [Kell P. A teacher's tool kit: an introduction to social theory. In: Allen J, editor. Sociology of education: possibilities and practices. 3rd ed. Southbank, Melbourne: Social Science Press; 2004. p. 29–51 [chapter 2]; Nilan P. ‘Reality TV’? School students and popular culture. In: Allen J, editor. Sociology of education: possibilities and practices. 3rd ed. Southbank, Melbourne: Social Science Press; 2004. p. 306–21 [chapter 14]]. The paper discusses some classroom interactive activities, as well as interview results from interviews conducted with 11 international students and one Australian student at Charles Sturt University. The teaching approach proposed in this paper is to conduct classroom interactive activities which study theories and research results from a range of disciplines in order to illustrate key points that apply equally as much to accounting theories and the accounting research process, e.g. the Positive/Normative dichotomy. Classroom interactive activities are discussed in class using the “dialogical approach” to education recommended by Freire [Freire P. Pedagogy of the oppressed. London: Pelican; 1996], Kaidonis [Kaidonis MA. Teaching and learning critical accounting using media texts as reflexive devices: conditions for transformative action or reinforcing the status quo? Critical Perspectives on Accounting 2004;15(4/5):667–73], Boyce [Boyce G. Critical accounting education: teaching and learning outside the circle. Critical Perspectives on Accounting 2004;15(4/5):565–86], and Thomson [Thomson I, Bebbington J. It doesn’t matter what you teach? Critical Perspectives on Accounting 2004;15(4/5):609–28]. Once students gain experience in studying material from outside accounting, the interview results suggest that they are then better motivated [Wynder M. Creative management accountants: short case studies to promote creativity in the classroom. In: Paper presented at the Accounting and Finance Association of Australia and New Zealand annual conference; 2006] and better equipped to study and evaluate accounting theories.     

Rationalities, domination and accounting control: A case study from a traditional society

Previous studies on management control in less developed countries have mainly concentrated on the state and privatised enterprises. Drawing upon Weber's work [Weber M. The protestant ethic and the spirit of capitalism. New York, NY: Scribner; 1958; Weber M. General economic history. New York, NY: Collier Books; 1961; Weber M. Economy and society: an outline of interpretive sociology (two volumes). New York, NY: Bedminster; 1968; Weber M. Economy and society. Berkeley, CA: University of California Press; 1978] on traditional society, and a Weberian framework developed by [Colignon R, Covaleski M. A Weberian framework in the study of accounting. Accounting, Organiztions and Society 1991;16(2):141–57], this paper seeks to understand ‘private management practices’, including accounting, in a stock exchange listed company (public limited company). The case study evidence indicates that organisational controls are biased to serve the dominant owners or family/sponsors of the company instead of general shareholders. The paper argues that family dominance is facilitated by the external and internal layers within which the company is operating. The greater understanding of traditional societies developed in Weber's works [Weber M. Economy and society. Berkeley, CA: University of California Press; 1978] is very useful in explaining why managers work to serve the family. Domination by family via trusted managers using accounting calculations instead of bureaucracy is highly relevant, as the case study shows. These findings are not dissimilar to those of previous studies conducted in privatised and family-owned companies in Bangladesh and elsewhere. The paper calls for more research on management accounting practices employing Weber's works, especially in traditional societies.     

Tell me a story: Using creative writing in introductory accounting courses to enhance and assess student learning

Low student motivation, apprehension and anxiety towards accounting, and diversity in learning styles are a few incentives for employing non-traditional tools for teaching introductory accounting courses. Three modes of storytelling – fairy tales, fables, and poetry – are used in financial and managerial accounting courses to enhance and assess student learning. We find the storytelling exercises give us good insight as to whether students genuinely understand course content. Students indicate that storytelling helps them to understand accounting concepts and make the course more fun. Assignment outcomes have been used at conferences and campus events and have generated conversations about accounting beyond business faculty.     

Chinese bookkeeping systems: a study of accounting adaptation and change

The evolution of bookkeeping methods is one of the main features in the advance of Chinese accounting over several thousand years. This paper outlines the invention and application of Chinese-style bookkeeping methods from a historical perspective. With an emphasis on the rise and fall of the 'increase-decrease' bookkeeping method in the mid-1960s to 1980s, the paper not only illustrates the main characteristics of this bookkeeping system, but also analyses its relative strengths and deficiencies in contrast to the Italian-style debit-credit bookkeeping system. It is contended that the increase-decrease system is a continuing innovation of the Chinese-style bookkeeping and an attempt to adapt the western bookkeeping system in terms of the Chinese social and cultural traditions. Studies of this bookkeeping system may generate certain insightful input for the potential improvement of modern bookkeeping in other countries in light of the changing technological and economic conditions.