Accountant ethics: A brief examination of neglected sociological dimensions

Traditional treatments of accountant ethics make implicit assumptions inconsistent with a sociological perspective. This paper identifies the ways in which accountant ethics have been approached both in literature pertaining to practice and the classroom. The boundaries of the topic, when its definitions are left tacit, systematically preclude many important features of ethics. Included in these are sociological treatments of the accounting profession as a group, extra-personal aspects of decision making, the stratification of accounting practice, and a sense of ethical action. The paper concludes with an illustration of how institutional theory has the potential to create a systematic sociological interpretation of accountant ethics.Timothy J. Fogarty is an assistant professor at the Weatherhead School of Management, Case Western Reserve University. His research interests include accounting professionalism, public accounting organizations and accounting education. He has published articles in the accounting, sociology, management, legal and education literatures.     

Further tales of the schism: US accounting faculty and practice credentials

The recent report of the Pathways Commission (American Accounting Association, 2012) contains 22 specific objectives pertaining to the improvement of accounting education. Several of these call for higher degrees of cooperation and collaboration between accounting academics and accounting practitioners. The fact that a schism of sorts has developed between these groups needs to be better understood if progress can be made in bridging that divide. This paper studies one aspect of this issue by focusing on the extent to which accounting academics hold practice credentials. Several hypotheses are offered to explore patterns whereas academics become less likely to share this critical designation with accounting practitioners. The paper suggests that practice credential differences might indicate divergent values and priorities that will pose an obstacle to the cooperation envisioned by the Pathways Commission. Suggestions for reform in ways that would benefit higher education are offered.     

Utilising Recent Advancements in Techniques for the Analysis of Incomplete Multivariate Data to Improve the Data Quality Management of Current Academic Research

This paper discusses the importance of managing data quality in academic research in its relation to satisfying the customer. This focus is on the data completeness objectivedimension of data quality in relation to recent advancements which have been made in the development of methods for analysing incomplete multivariate data. An overview and comparison of the traditional techniques with the recent advancements are provided. Multiple imputation is also discussed as a method of analysing incomplete multivariate data, which can potentially reduce some of the biases which can occur from using some of the traditional techniques. Despite these recent advancements in the analysis of incomplete multivariate data, evidence is presented which shows that researchers are not using these techniques to manage the data quality of their current research across a variety of academic disciplines. An analysis is then provided as to why these techniques have not been adopted along with suggestions to improve the frequency of their use in the future. Source-Reference. The ideas for this paper originated from research work on David J. Fogarty's Ph.D. dissertation. The subject area is the use of advanced techniques for the imputation of incomplete multivariate data on corporate data warehouses.     

The medium is the message: Comparing paper-based and web-based course evaluation modalities

An increasing number of universities have moved student evaluation of faculty and courses out of the classroom, where it had resided for many years, and onto the web. The increased efficiency of the web-based administrative modality of these instruments seems self-apparent. However, whether the measures obtained using the new modality are the same as the old modality is unclear. This paper compares the results of questionnaires administered on the web with those collected from the same students while they were in class. Data from 181 course offerings over seven terms at one university were utilized. Significantly lower evaluation scores for both the instructor and the course are produced when a web-based modality is used. In general, these results did not vary for courses at different levels of matriculation or at different levels of student participation. However, the magnitude of modality differences varied between highly rated and poorly rated courses. Implications for faculty evaluation are offered.     

Culture and accounting in Indonesia: An empirical examination

This study examines the relationships among the cultural characteristics of Indonesian society, reporting practices of Indonesian firms, and accounting standards promulgated by the Association of Indonesian Accountants. It is argued that an empirical relation exists between the change in cultural values, as conceived by Hofstede's theory of the five dimensions of cultural values (power distance, uncertainty avoidance, individualism, masculinity, and time horizon and the change in accounting values as captures by Gray's four dimensions (professionalism, conservatism, secrecy, and uniformity). Using LISREL to evaluate data between 1981 and 1992, three of Hofstede's five cultural values (power distance, uncertainty avoidance, and individualism) have significant relationships with one or more accounting value. This limited confirmation of the culture-accounting relationships suggest that particular historical and economic configurations must be considered in longitudinal analysis. The conflicting influences of extensive government involvement in the economy and nascent market competition are a possible explanation of the Indonesian results.     

Beyond just desserts: The gendered nature of the connection between effort and achievement for accounting students

The paper evaluates gender differences in the achievement of accounting students using data from students at a large public institution in the USA. Whether one gender outperforms the other is a question that has remained open in the literature, primarily because measures have been confounded by rewards for effort. This paper finds that in an environment where effort is not materially rewarded per se, but serves as a significant means to prepare for grade-bearing evaluations, females do not significantly outperform males. Female student do, however, exert a greater amount of effort. Measures used in this study were assembled by the computer software that managed the student interface, providing practice questions, quizzes, and examinations. Implications for educational choices made by accounting instructors are offered.