The ERA: A Brave New World of Accountability for Australian University Accounting Schools

This study examines the potential impact of Excellence in Research for Australia (ERA) on Australian university accounting schools through a series of in-depth interviews with Heads of Schools. Using an institutional theory framework we find that the pending introduction of the ERA has brought about changes in school structures, processes and systems. A creeping isomorphism is apparent as evidenced by a sector-wide movement towards targeting publications in highly ranked North American journals. While participants were generally positive about the overall aims of the ERA many felt that it would marginalise non-mainstream research. Furthermore, they were of the opinion that the ERA would lead to a reduction in the standing of accounting schools within Australian universities relative to other disciplines.     

Explaining Mrs Thatcher's Success

What are the origins of Mrs Thatcher's Success? Kent Mathews and Peter Stoney argue that the economic revolution of the 1980s represents a genuine structural improvement in the British economy.     

Rejoinder: Some thoughts on social and environmental accounting education

Abstract

Continuing professional development (CPD) is the educational and developmental work and learning that professionals undertake after they have qualified as members of their professional body. International Education Standard (IES 7), issued by the International Federation of Accountants (IFAC) in May 2004, called on all professional accountants to develop and maintain competence that is relevant and appropriate for their work and their professional responsibilities. In order to comply with IES 7, ACCA and ICAEW implemented new policies for CPD effective from 1 January 2005, and CIMA and ICAS from 1 January 2006. Prior to these changes, CPD, which had originally been regarded purely as implicit within a professional accountant's ethical responsibilities, had come to be more regulated following legislative changes in the late 1980s. This is the first academic study to investigate the actual CPD activities of accountants in public practice in the UK. The questionnaire survey revealed that approximately 80% of members in public practice of ACCA, CIMA, ICAEW and ICAS engaged in levels of CPD that complied with the guidance in place before the new rules were introduced in 2005/06. The most frequently reported CPD activities were technical reading and course attendance. ACCA members have a broadly similar requirement under the new ACCA CPD policy. Most ACCA members in practice would continue to comply with the new policy requirements if their level of participation in CPD activities remains unchanged. However, up to 20% of such accountants are likely not to be compliant unless their participation increases. CIMA, ICAEW and ICAS have adopted a new approach to CPD based on outputs rather than inputs. These new requirements are also discussed.     

Optimal Equity Stakes and Corporate Control

I show that firms may optimally sell blocks of their own equityto other firms in anticipation of future corporate control activity.In the model, a target and one potential acquirer, who may alsobe an alliance partner, can negotiate before synergy valuesare learned. I find that equity implements an optimal mechanism,allowing the partners to extract surplus from outside bidderswho may arrive later. The stake is limited by the outsiders'willingness to investigate. The results imply that corporatecontrol may motivate an equity sale even when no takeover activityis apparent at the time or occurs ex post.     

The way forward for accounting education? A comment on Albrecht and Sack 'A Perilous Future'

This short paper reviews and comments on the recently released American Accounting Association report by Albrecht and Sack on accounting education in the United States. The applicability of the report to the US is considered, and some additional observations made.     

Some thoughts on social and environmental accounting education

Although there are probably more academics interested in the social and environmental dimensions of accounting than previously, there is still relatively little discussion of curricular and pedagogical issues in this branch of the accounting domain. This paper attempts to raise the structure of social and/or environmental dimensions within accounting education for debate. This is done by proposing the qualitative background to a social and environmental accounting course, and then suggesting curricular materials and assessment approaches that have been used in this area.     

Financing climate-friendly energy development through bonds

In this paper we review the various instruments that have been proposed and implemented for financing renewable energy and low-carbon technology projects, in both the developed and developing world, with a focus on private sector involvement. We consider their common features and compare their total impact so far with the scale of renewable energy funding likely to be needed over the next several decades, as estimated by such bodies as the International Energy Agency, which puts the amount at one trillion US dollars per year. An increase of this magnitude in the required financing provides opportunities for developing new financing instruments, based on what has been accomplished so far, and for regional development banks to be involved in the process, subject to sound risk management principles.