Accounting Students’ Planning,Writing, and Performance on a Time‐Constrained Case Analysis: Effects of Self‐Talk and Prior Achievement

When writing a case analysis, most students first allocate time to plan the content and structure of their response, and then proceed to write with differing degrees of urgency, the outcomes of which are case responses of differing quality. This study examines the extent to which planning time influences writing urgency and, ultimately, the quality of case responses in a time‐constrained setting. It also investigates whether these behaviors and outcomes depend on students’ frame of mind, by experimentally inducing differing types of pre‐examination self‐talk. Analyses show that planning time was negatively associated with writing urgency; students who spent more time planning subsequently wrote with less urgency. Writing urgency was positively associated with case response quality and, after controlling for differences in writing urgency, planning time was positively associated with response quality. Results indicate that different planning and writing behaviors can be induced by different forms of self‐talk prior to the writing task. Relative to interrogative self‐talk (“Will I …?”), exclamatory self‐talk (“I will …!”) caused higher‐achieving students to spend more time planning, but then write with less urgency and subsequently produce lower‐quality case responses. Conversely, after engaging in exclamatory rather than interrogative self‐talk, lower‐achieving students spent less time planning but then wrote with greater urgency and produced higher‐quality responses. These results indicate that (i) planning significantly affects writing and performance, (ii) students can influence their own planning behavior through pre‐task self‐talk, but (iii) pre‐task self‐talk can be beneficial or detrimental depending on students’ prior achievement.     

Examining the Ethical Behavior of Ontario Chartered Accountants: A Longitudinal Review of the Disciplinary Process

The governing bodies of the Chartered Accountant (CA) profession and business schools go to great lengths to ensure accounting professionals are equipped with a skill set that meets technical, professional, ethical, and other general requirements. In spite of a strict code of ethics, violations of the professional conduct rules leading to disciplinary action are a reality. Using the total CA membership (N = 36,465) of Ontario, Canada, this study makes a 27‐year retrospective assessment of the frequency of disciplinary cases, the characteristics of offenders, the disciplinary process, and the sanctions imposed. Results indicate that: (i) approximately 1.38 percent of the members have been charged with violations of the Rules of Professional Conduct by the Institute of Chartered Accountants over that period; (ii) most were sole proprietors engaged in public accounting; (iii) on average, men make up 76 percent of the CA membership, outnumbering women by three to one (3:1); yet, men were 16 times more likely than women to be charged; (iv) the majority of the offences occurred while members with public accounting licenses were conducting external audits; and (v) sanctions ranged from a “rap on the knuckles” admonishment to expulsion from the CA profession. This study is exploring the CA disciplinary process as observed through disciplinary notices and suggests improvements to the system.     

Vertical,horizontal, and self control in academia: Survey evidence on their diverging effects on perceived researcher autonomy and identity

Foucault-oriented research has since long argued that the proliferation of performance measurement systems (PMSs) within academia threatens perceived researcher autonomy and identity through normalization and stigmatization of deviants. The theoretical model developed in this study nuances these claims by suggesting that effects of PMSs will differ depending on whether they are enacted as important for superiors (vertical control), colleagues (horizontal control), the researchers themselves (self control), and how they are constructed by these very systems. Overall, the structural equation modelling analyses conducted on questionnaire data from some 700 Swedish researchers strongly confirm the model developed. Specifically, they show that PMSs enacted as a vertical form of control indeed threatens perceived autonomy and identity, and that horizontal control in the form of publish and peer pressure among colleagues works as a mediating mechanism which strengthens these effects. However, our analyses also show that when PMSs are enacted as important means of self control, this in fact increases perceptions of autonomy and reduces feelings of identity threat. We also find that the extent to which these systems construct researchers as high-performing is an important antecedent explaining how come they can be enacted in so different ways, and the effects thereof.