Burns / Needles Accounting Education for the 21st Century

The Global Challenges
1. Auflage 2014
ISBN: 978-1-4832-9924-2
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 516 Seiten, Web PDF

Accounting practice, whether in business or government, is more dynamic, more complex, and addresses a wider array of issues than it did as little as five years ago. Significant and rapid social, political, technological and economic changes are taking place in the world economy and it is increasingly recognised that accountants in all countries play a key role in the process of economic development.Accounting education is undergoing a thorough review on a worldwide basis and major developments are taking place to produce quality accounting education that can keep pace with dramatic world change.This book provides an up-to-date view of the state of accounting education throughout the world and focusses on the global challenges facing accounting education as we approch the millenium.

Autoren/Hrsg.

Burns, Jane O.

Needles, Belverd E.

Inhaltsverzeichnis

1;Front Cover;1
2;Accounting Education for the 21st Century: The Global Challenges;4
3;Copyright Page;5
4;Table of Contents;6
5;Introduction;12
6;Part I: Global Views of the Needs and Future of Accounting Education;16
6.1;Chapter 1. The Changing Face of the Profession — Green Ink Fortified by Vintage Wine;18
6.1.1;INTRODUCTION;18
6.1.2;A THEME: "GREEN INK FORTIFIED BY VINTAGE WINE ";18
6.1.3;THE RELEVANCE TO IFAC;19
6.1.4;STRATEGIC DIRECTIONS;19
6.1.5;BROADENING THE BASE OF THE PROFESSION;20
6.1.6;INFORMATION TECHNOLOGY;20
6.1.7;DEVELOPING NATIONS;21
6.1.8;CONCLUSION;22
6.2;Chapter 2. Global Challenges for Accounting Education;24
6.2.1;THE NEW HIGHER EDUCATION ENVIRONMENT;24
6.2.2;A STATEMENT OF THE STATE OF ACADEMIC ACCOUNTING;26
6.3;Chapter 3. The Skills and Competencies of Accountants;36
6.3.1;DEVELOPING COMPETENCY-BASED STANDARDS;37
6.3.2;THE ROLE OF EDUCATORS;37
7;Part II: Accounting Education in China and Russia;39
7.1;Chapter 4. Accounting Education in China;40
7.1.1;HIGHER EDUCATION IN ACCOUNTING ,FINANCE AND ECONOMICS;40
7.1.2;SECONDARY VOCATIONAL EDUCATION AND ADULT EDUCATION;43
7.1.3;CONCLUSION;44
7.1.4;BIBLIOGRAPHY;45
7.2;Chapter 5. A Western Accountancy Programme for the People's Republic of China;46
7.2.1;PROJEC T FRAMEWOR K;46
7.2.2;BACKGROUND;46
7.2.3;THE PARTICIPANTS;47
7.2.4;THE DEVELOPMENT OF THE PROJECT;48
7.2.5;THE MOVE TO OPEN LEARNING;48
7.2.6;EVALUATION OF THE PROJECT: SOME PROBLEMS ...;49
7.2.7;...AND THE BENEFITS;50
7.2.8;CONCLUSION;51
7.3;Chapter 6. Accounting Practices and Education in Russia and Other Republics of the C.I.S.;52
7.3.1;INTRODUCTION;52
7.3.2;THE SOCIOECONOMIC AND POLITICAL STRUCTURE AND CHANGES;52
7.3.3;A HISTORICAL SKETCH OF ACCOUNTING AND AUDITING IN THE FORMER SOVIET UNION;53
7.3.4;FINANCIAL ACCOUNTING , AUDITING, AND MANAGEMENT ACCOUNTING;54
7.3.5;COST AND MANAGEMENT ACCOUNTING;55
7.3.6;ACCOUNTING EDUCATION, RESEARCH AND DEVELOPMENT;56
7.3.7;CONCLUSION;58
7.4;Chapter 7. Accounting Education in Russia (Existing Approaches and Changes);59
7.4.1;Recent Developments in Accounting Education in Russia;62
7.4.2;INTRODUCTION;62
7.4.3;ACCOUNTING REFORM IN THE NEW INDEPENDENT STATES;62
7.4.4;THE ACCOUNTING PROFESSION IN THE NEW INDEPENDENT STATES;64
7.4.5;ACCOUNTING EDUCATION IN THE NIS;64
7.4.6;RESPONSIBILITIES OF ACADEMIC ACCOUNTANTS INVOLVED IN PROGRAMMES TO ASSIST COUNTRIES IN TRANSITION;66
7.5;Chapter 8. Reform of Economic Systems and University Accounting Education in China;68
7.5.1;HISTORICAL REVIEW;68
7.5.2;SOME MAJOR BREAKTHROUGHS MADE IN ECONOMIC REFORM (1980-1991);68
7.5.3;SOME PRELIMINARY EXPERIENCE SGAINED IN ACCOUNTING EDUCATION REFORM AT XIAMEN UNIVERSITY;71
7.5.4;FUTURE OUTLOOK;74
8;Part III: Accounting Education in Developing Countries;75
8.1;Chapter 9. Developments in Indonesian Accountancy;76
8.1.1;INTRODUCTION AND OUTLINE;76
8.1.2;A BRIEF HISTORY OF ACCOUNTANCY IN INDONESIA;76
8.1.3;THE INDONESIAN ACCOUNTANCY DEVELOPMENT PROJECT;81
8.1.4;INDONESIA'S EDUCATIONAL STRUCTURE AT THE ACADEMIC LEVEL;86
8.1.5;CONCLUSION;89
8.2;Chapter 10. Accounting Education in the Perspective of Economic Development in India: In Retrospect and Prospect;90
8.2.1;OBJECTIVES OF ACCOUNTING EDUCATION IN THE PERSPECTIVE OF ECONOMIC DEVELOPMENT;90
8.2.2;INTERNATIONAL ACCOUNTING INFLUENCES AND CHANGES;90
8.2.3;ACCOUNTING EDUCATION IN INDIA;90
8.2.4;ACCOUNTING EDUCATION IN THE PRE-INDEPENDENCE PERIOD — A BRIE FACCOUNT;91
8.2.5;DEVELOPMENTS OF ACCOUNTING EDUCATION: THE ROLE OF PROFESSIONAL INSTITUTES;91
8.2.6;ACCOUNTING EDUCATION AT THE COLLEGE AND UNIVERSITY LEVELS;94
8.2.7;RESEARCH IN ACCOUNTING;95
8.2.8;PERSPECTIVES FOR FURTHER DEVELOPMENTS;95
8.3;Chapter 11. The Impact of Accounting Education on Economic Development in the Caribbean;98
8.3.1;INTRODUCTION;98
8.3.2;REGIONAL ATTITUDES;103
8.3.3;CONCLUSIONS AND RECOMMENDATIONS;105
8.3.4;REFERENCES;108
8.4;Chapter 12. Accounting, Development, and the IFAC Guidelines;109
8.4.1;ACCOUNTING EDUCATION;110
8.4.2;BANDAIDS FOR LDC ACCOUNTING EDUCATION;113
8.4.3;CONCLUSION;115
8.4.4;REFERENCES;116
8.5;Chapter 13. Future Problems and Challenges of Accounting Education in Small States;119
8.5.1;INTRODUCTION;119
8.5.2;THE GENERAL ACCOUNTING AND ACCOUNTING EDUCATION CHARACTERISTICS OF SMALL STATES;120
8.5.3;THE EFFECT OF THE ABOVE CONDITIONS ON ACCOUNTING EDUCATION;121
8.5.4;FACTORS AFFECTING FUTURE ACCOUNTING EDUCATION IN SMALL STATES;122
8.5.5;GENERAL RECOMMENDATIONS ON FUTURE ACCOUNTING EDUCATION;123
8.5.6;CONCLUSION;125
8.6;Chapter 14. Action and Results Oriented Research and Consultancy Approach to Third World Accounting Education and Professional Development;126
8.6.1;JUSTIFICATION FOR ACTION AND RESULTS-ORIENTED RESEARCH AND CONSULTANCY APPROACH;127
8.6.2;ASSESSMENT OF CURRENT EDUCATION AND TRAINING NEEDS;128
8.6.3;THE CASE FOR ESTABLISHING REGIONAL CENTERS FOR ACCOUNTING EDUCATION AND DEVELOPMENT;129
8.6.4;AIMS AN OBJECTIVES OF THE THIRD WORLD REGIONAL ACCOUNTING CENTERS;131
8.6.5;SUMMARY AND CONCLUSION;132
8.7;Chapter 15. A Comparison of Accounting Education Systems in Australia, the United States of America, and the People's Republic of China;134
8.7.1;INTRODUCTION;134
8.7.2;INSTITUTIONS;134
8.7.3;CURRICULUM;134
8.7.4;STUDENTS;135
8.8;Chapter 16. Aligning Accounting Education and Training to the Skills Needs in Developing Nations: The Case of SADCC;143
8.8.1;INTRODUCTION;143
8.8.2;THE CURRENT STATE OF AFFAIRS;143
8.8.3;THE REFORM OF ACCOUNTIN GEDUCATION AND TRAINING;147
8.8.4;A CASE FOR REGIONAL COOPERATION IN ACCOUNTING EDUCATION AND TRAINING;148
8.8.5;CONCLUSION;149
8.8.6;REFERENCES;150
8.9;Chapter 17. Enhancing Accounting Education in Developing Countries: The Case of Iran;151
8.9.1;OBJECTIVE OF THE STUDY;151
8.9.2;GENERAL BACKGROUND;152
8.9.3;RESEARCH METHOD AND RESULTS;152
8.9.4;FACTORS OBSTRUCTING THE DEVELOPMENT OF ACCOUNTING EDUCATION;152
8.9.5;REMEDIAL STRATEGIES;152
8.9.6;CONCLUSION AND RECOMMENDATIONS;153
8.9.7;REFERENCE;154
8.10;Chapter 18. Accounting Education Development in Papua, New Guinea;155
8.10.1;INTRODUCTION;155
8.10.2;HISTORICAL PERSPECTIVES OF ACCOUNTANCY DEVELOPMENT;155
8.10.3;AFTER INDEPENDENCE;156
8.10.4;PNG GOVERNMEN T POLICIE S;156
8.10.5;PNG GOVERNMENT POLICIES;156
8.10.6;UNIVERSITY-LEVEL ACCOUNTIN EDUCATION;159
8.10.7;ACCOUNTING GRADUATES;159
8.10.8;ACCOUNTING ACADEMICS;159
8.10.9;COURSE PROGRAMMES;161
8.10.10;METHODS OF INSTRUCTION;163
8.10.11;ACCOUNTING STUDENTS;163
8.10.12;SUMMARY;164
8.10.13;REFERENCE;164
8.11;Chapter 19. Needs of Accounting Education in Developing Countries: An African Case Study1 ;166
8.11.1;INTRODUCTION;166
8.11.2;AN OVERVIEW OF THE LITERATURE;167
8.11.3;IDENTIFYING THE INADEQUACY OF ACCOUNTING EDUCATION IN DEVELOPING COUNTRIES;167
8.11.4;THE COLONIAL ACCOUNTING LEGACY AND IMPACT;171
8.11.5;CONCLUSION;176
8.11.6;REFERENCES;176
9;Part IV: Accounting Education in Developed Countries;178
9.1;Chapter 20. An Accounting Education Program for the 21st Century: A Canadian Experiment;179
9.1.1;INTRODUCTION;179
9.1.2;THE BACKGROUND OF THE UNIVERSITY;179
9.1.3;THE GUIDELINES FOR CHANGES;180
9.1.4;THE DESIGN OF NEW PROGRAM;181
9.1.5;IMPLEMENTATION AND PERSPECTIVE;184
9.1.6;CONCLUSIONS;184
9.1.7;REFERENCE;185
9.2;Chapter 21. Cross-Cultural Influences on Audit Quality: A Comparison of Pacific Rim, European, and North American Audits;187
9.2.1;THE IMPORTANCE OF QUALITY;187
9.2.2;APPLICATION OF THE CLUSTERING APPROACH;188
9.2.3;THE STRUCTURED QUALITY CIRCLE APPROACH;189
9.2.4;APPLICATION OF THE CLUSTERING APPROACH;188
9.2.5;THE STRUCTURED QUALITY CIRCLE APPROACH;189
9.2.6;IDENTIFYING U.S. AUDIT QUALITY FACTORS;190
9.2.7;CROSS-CULTURAL AFFECTS ON AUDIT QUALITY;191
9.2.8;RESULTS ON CROSS-CULTURAL AUDIT QUALITY FACTORS;192
9.2.9;CONCLUSIONS AND IMPLICATIONS;193
9.2.10;REFERENCE;195
9.3;Chapter 22. Customizing the Education Needs of Accounting Professionals: Two Australian Case Studies;196
9.3.1;BACKGROUND TO THE PROGRAMS;196
9.3.2;UNIQUE FEATURES OF THE PROGRAMS;197
9.3.3;CONCLUSION;203
9.4;Chapter 23. An International Survey of Accounting Programs;204
9.4.1;METHODOLOGY;204
9.4.2;RESULTS;204
9.4.3;ENTRY-LEVEL CAREER CHOICES;205
9.4.4;FREQUENCY OF SEPARATE TRACK OR DEGREE PROGRAM;205
9.4.5;STUDENT AND FACULTY INTERNSHIPS;207
9.4.6;PROFESSIONAL CERTIFICATION OF FACULTY MEMBERS;207
9.4.7;COURSES OFFERED;208
9.4.8;SUMMARY;210
9.4.9;REFERENCES;211
9.5;Chapter 24. Implications for Proposed Changes in Accounting Education: The New Zealand Experience;212
9.5.1;INTRODUCTION;212
9.5.2;INFLUENCES ON ACCOUNTIN GEDUCATION IN NEW ZEALAND;212
9.5.3;OVERVIEW OF THE ACCOUNTING PROGRAM AT THE UNIVERSITY OF OTAGO;213
9.5.4;THE ACCOUNTING HONORS PROGRAM AT THE UNIVERSITY OF OTAGO;215
9.5.5;SUMMARY AND CONCLUSIONS;216
9.5.6;REFERENCES;218
9.6;Chapter 25. Australian Government Policy on Higher Education: Impact on Accounting Education;219
9.6.1;INTRODUCTION;219
9.6.2;CUTBACKS IN THE FUNDING OF HIGHER EDUCATION;219
9.6.3;AMALGAMATIONS;220
9.6.4;THE HIGHER EDUCATION CONTRIBUTION SCHEME (HECS);221
9.6.5;IMPACT ON ACCOUNTING EDUCATION;222
9.6.6;CONCLUSION;222
9.6.7;REFERENCE;223
9.7;Chapter 26. Strategies for Change in Accounting Education: The U.S. Experiment;224
9.7.1;FORMATION OF THE AECC;224
9.7.2;WHAT IS THE AECC TRYING TO DO?;225
9.7.3;HOW IS THE AECC TRYING TO ACCOMPLISH THESE OBJECTIVES?;225
10;Part V: Instructional Innovations in Accounting Education;229
10.1;Chapter 27. Some Exploratory Applications of Suggestive Accelerative Learning and Teaching (SALT) in Accounting Education;230
10.1.1;INTRODUCTION;230
10.1.2;THE SALT SYSTEM;230
10.1.3;BASIC COMPONENTS OF THE SALT SYSTEM;231
10.1.4;THE ROLE OF MUSIC IN THE SALT SYSTEM;231
10.1.5;CONCLUDING REMARKS;232
10.1.6;SOME POSSIBLE APPLICATIONS OF THE SALT SYSTEM IN ACCOUNTING EDUCATION;232
10.1.7;REFERENCES;233
10.2;Chapter 28. Extraterrestrial Transport, Inc. (ET2): An Out-of-this-World Instructional Innovation for Teaching Management Accounting;234
10.2.1;INTRODUCTION;234
10.2.2;STATEMENT OF PURPOSE;234
10.2.3;OVERVIEW OF THE INSTRUCTIONAL INNOVATION;235
10.2.4;THE INSTRUCTIONAL INNOVATION;235
10.2.5;EXPANSION PLANS;238
10.2.6;ESSENTIALS FOR FUTURE SUCCESS;239
10.2.7;SUMMARY;239
10.2.8;REFERENCE;240
10.3;Chapter 29. Teaching Abroad: How to Develop a Summer International Accounting Program
;241
10.4;Chapter 30. Teaching "The Language of Business''

as a Language: An Audio Approach to Elementary Accounting;244
10.4.1;THE NEED FOR NEW MATERIALS;244
10.4.2;A REVIEW OF EDUCATION LITERATURE FROM OTHER DISCIPLINES
;247
10.4.3;DES
CRIPTION OF THE AUDIO STUDY GUIDE;249
10.4.4;CONCLUSION;252
10.4.5;REFERENCES;253
10.5;Chapter 31. Experiential Learning Theory: An Application with Individualized Problems on Foreign Currency Restatement
;255
10.5.1;LITERATURE REVIEW;255
10.5.2;INDIVIDUALIZED ACCOUNTING PROBLEMS
;257
10.5.3;APPLICATION OF INDIVIDUALIZED ACCOUNTING PROBLEMS
;260
10.5.4;DEVELOPMENT OF MEASURES OF EFFECTIVENESS;260
10.5.5;RESULTS;261
10.5.6;CONCLUSION;263
10.6;Chapter 32. Application of Technology in Accounting Instruction;264
10.6.1;OVERVIEW;264
10.6.2;SURVEY OF CURRENT TECHNOLOGY;266
10.6.3;APPLICATION TO A SPECIFIC COURSE;267
10.6.4;CONCLUDING COMMENTS;268
10.6.5;REFERENCE;268
10.7;Chapter 33. Expert System-Driven Accounting Education: A Summary of Empirical Findings on the Reduction of Professorial Control;270
10.7.1;DIMENSIONS OF THE PROBLEM;270
10.7.2;
THE EXPERT SYSTEM SOLUTION;273
10.7.3;SUMMARY OF RESULTS;275
10.7.4;DISCUSSION;276
10.7.5;REFERENCES;279
10.8;Chapter 34. Innovations in Accounting Education;281
10.8.1;THE BYU COMPETENCY SURVEY;281
10.8.2;CURRENT PROGRAM AT BYU;283
10.8.3;INNOVATIVE CURRICULUM DESIGN;283
10.8.4;SUMMARY AND CONCLUSION;287
10.9;Chapter 35. Designing, Writing, and Implementing Courses for an IT-Integrated Professional Accounting Program;288
10.9.1;CURRICULUM RENEWAL AND THE DESIGN OF INSTRUCTION
;288
10.9.2;CANADIAN ACCOUNTING EDUCATION AND THE CGA PROGRAM OF STUDIES;289
10.9.3;OVERVIEW OF THE CGA PROGRAM OF STUDIES;291
10.9.4;RESOLVING DESIGN ISSUES IN THE ACCOUNTING PROGRAM;293
10.9.5;LOOKING AHEAD IN INSTRUCTIONAL DESIGN;299
10.9.6;REFERENCES;300
10.10;Chapter 36. Open Learning for Accountancy Education;301
10.10.1;TRENDS IN PROFESSIONAL ACCOUNTANCY EDUCATION;301
10.10.2;OPEN LEARNING;301
10.10.3;THE KEY CHARACTERISTICS OF OPEN LEARNING;302
10.10.4;CACA OPEN LEARNING;302
10.10.5;DEVELOPMENT;303
10.10.6;CONCLUSION;305
10.11;Chapter 37. Computing in Introductory Financial Accounting Courses: A U.K. Example;306
10.11.1;INTRODUCTION;306
10.11.2;CONTEXT;306
10.11.3;CONSTRAINTS;308
10.11.4;DEVELOPMENTS AND OUTCOMES —FIRST-YEAR FINANCIAL ACCOUNTING;309
10.11.5;DEVELOPMENTS AND OUTCOMES —POST-EXPERIENCE FINANC E MODULES;311
10.11.6;WHAT NEXT?;313
10.11.7;REFERENCE;314
10.12;Chapter 38. The Process of Academic Quality Improvement the Accounting and Business School of the National Autonomous University of Mexico
;316
10.12.1;THE NATIONAL AUTONOMOUS UNIVERSITY OF MEXICO (UNAM);316
10.12.2;THE ACCOUNTING AND BUSINESS SCHOOL (FCA);316
10.12.3;THE PROCESS OF ACADEMIC QUALITY IMPROVEMENT (PAQI);316
10.12.4;SUMMARY AND CONCLUSIONS;320
10.13;Chapter 39. Using BITNET for International Accounting Education: A Japan-U.S. Study
;322
10.13.1;INTERNATIONAL EDUCATION REFORM IN JAPAN
;322
10.13.2;USING BITNET FOR INTERNATIONAL EDUCATION: AN EXPERIMENT
;323
10.13.3;FUTURE INTERNATIONAL EDUCATION USING ELECTRONIC MAIL
;326
10.13.4;REFERENCE;327
10.14;Chapter 40. Accounting Internship: Expectations and Actual Experience;328
10.14.1;FORMAL INTERNSHIP: THE BUSINESS ATTACHMENT PROGRAMME;328
10.14.2;RESEARCH OBJECTIVES AND QUESTIONNAIRE
;328
10.14.3;SURVEY RESULTS;329
10.14.4;CONCLUSION;334
10.15;Chapter 41. The Use of a Computer Competency Exam Requirement in Undergraduate Accounting Programs: The Experience of University of Hawaii;335
10.15.1;INTRODUCTION;335
10.15.2;THE DEVELOPMENT OF THE COMPUTER COMPETENCY EXAM;335
10.15.3;THE COMPUTER COMPETENCY EXAM;336
10.15.4;THE EFFECTIVENESS OF THE COMPUTER COMPETENCY EXAM
;336
10.15.5;CONCLUDING REMARKS;337
10.15.6;REFERENCE;339
10.16;Chapter 42. Using International Data Sources to Assess Audit Risk
;340
10.16.1;BACKGROUND;340
10.16.2;DEVELOPING THE CASE STUDY;340
10.16.3;THE PLANNING MEMO;340
10.16.4;INTERNATIONAL FINANCIAL DATA SOURCES
;342
10.16.5;EVALUATION;343
10.16.6;REFERENCE;344
11;Part VI: Performance Evaluation in Accounting Education
;345
11.1;Chapter 43. UNT Accounting Change Program Evaluation: Empirical Examination of Baseline Competencies;346
11.1.1;REFERENCE;347
11.2;Chapter 44. Integrating Communication Skills into the Accounting Curriculum: Evaluating Writing Assignments
;348
11.2.1;INTRODUCTION;348
11.2.2;BACKGROUND;348
11.2.3;GETTING STARTED;349
11.2.4;WRITING ASSIGNMENTS;349
11.2.5;THE GRADING CRITERIA;349
11.2.6;SUMMARY;350
11.2.7;REFERENCE;352
11.3;Chapter 45. An Innovative Assessment Tool in the Accounting Curriculum: An Accounting Capstone Course Focusing on the Public Sector;353
11.3.1;CALL FOR CHANGE IN THE ACCOUNTING CURRICULUM
;353
11.3.2;CALL FOR ACCOUNTABILITY: ASSESSMENT ISSUES
;354
11.3.3;CALL FOR STUDY OF THE PUBLIC SECTOR;357
11.3.4;IMPLEMENTATION OF THE CAPSTONE COURSE
;359
11.3.5;CONCLUSION AND IMPLICATIONS;361
11.3.6;REFERENCES;361
11.3.7;BIBLIOGRAPHY;362
11.4;Chapter 46. Cognitive Complexity and Accounting Education;363
11.4.1;INTRODUCTION;363
11.4.2;CHANGES IN THE PROFESSION;363
11.4.3;THE NATURE OF COGNITIVE COMPLEXITY
;364
11.4.4;PARAGRAPH COMPLETION TEST;364
11.4.5;PCT SCORE AND ACCOUNTING PERFORMANCE;365
11.4.6;RECOMMENDATIONS FOR FURTHER RESEARCH;366
11.4.7;CONCLUSION;367
11.4.8;APPENDIX;368
11.4.9;REFERENCE;369
11.5;Chapter 47. Performance of Students in Introductory Accounting Courses: A Case Study
;370
11.5.1;DETAILS OF THE STUDY;370
11.5.2;METHOD;371
11.5.3;RESULTS;372
11.5.4;CONCLUSION;372
11.5.5;REFERENCE;375
11.6;Chapter 48. Accounting Students' Performance Evaluation: Does the Examination Format Matter?;376
11.6.1;BACKGROUND AND PREVIOUS STUDIES;376
11.6.2;RESEARCH DESIGN AND DATA COLLECTION;377
11.6.3;ANALYSIS AND RESULTS;378
11.6.4;CONCLUSION AND DISCUSSION;382
11.6.5;REFERENCE;384
12;Part VII: Ethics and Professionalism in Accounting Education
;386
12.1;Chapter 49. Integrating Ethics into Financial Management Courses: A Role-Play Approach;387
12.1.1;THE NEW ZEALAN D ROLE-PLAY;388
12.1.2;RUNNING THE ROLE-PLAY;389
12.1.3;THEORETICAL CONSIDERATIONS;390
12.1.4;CONCLUSION;390
12.1.5;REFERENCES;391
12.2;Chapter 50. Integration of Ethics into Tertiary Accounting Programmes in New Zealand and Australia;392
12.2.1;INTRODUCTION;392
12.2.2;DEFINITION OF ETHICS;392
12.2.3;PRIOR STUDIES;393
12.2.4;RESEARCH RESULTS;395
12.2.5;CONCLUSIONS;401
12.2.6;REFERENCE;402
12.3;Chapter 51. Comparing Accountants' Perceptions Towards Marketing and Advertising in Hong Kong and Malaysia: A Preliminary Study;403
12.3.1;INTRODUCTION;403
12.3.2;BACKGROUND;403
12.3.3;THE STUDY;405
12.3.4;FINDINGS;405
12.3.5;DISCUSSION AND IMPLICATIONS;408
12.3.6;REFERENCE;409
13;Part VIII: International Accounting Standards;411
13.1;Chapter 52. IASC and Globalization: Can the Problem of Noncompliance be Overcome?
;412
13.1.1;INTRODUCTION;412
13.1.2;CAUSES OF DIFFERENCES;412
13.1.3;POLITICAL SYSTEM;412
13.1.4;NATURE OF ECONOMIC SYSTEMS (NATURE OF BUSINESS OWNERSHIP);413
13.1.5;PROVIDERS OF FINANCE (USERS OF ACCOUNTING INFORMATION)
;413
13.1.6;TAXATION;414
13.1.7;LEGAL SYSTEM (SETTING ACCOUNTING RULES AND STANDARDS)
;414
13.1.8;ACCOUNTING PROFESSION;415
13.1.9;OTHER INFLUENCES;415
13.1.10;NATURE OF DIFFERENCES (ELEMENTS OF STANDARDIZATION)
;415
13.1.11;BOOKKEEPING PROCEDURES;415
13.1.12;CHART OF ACCOUNS AND DEFINITIONS OF ACCOUNTING TERMS;416
13.1.13;DEPRECIATION;416
13.1.14;CONSERVATISM;417
13.1.15;CONSISTENCY;417
13.1.16;UNIFORM FINANCIAL YEAR-END;417
13.1.17;CONTENT AND FORMAT OF FINANCIAL STATEMENTS;417
13.1.18;MODEL FOR THE IASC;418
13.1.19;CONCLUSION;418
13.1.20;REFERENCES;419
13.1.21;BIBLIOGRAPHY;419
13.2;Chapter 53. Synchronizing International Accounting Standards through Expert Systems;420
13.2.1;INTRODUCTION;420
13.2.2;HOMOGENEITY AMID DIVERSITY;423
13.2.3;CONCLUDING REMARKS;427
13.2.4;REFERENCE;427
13.3;Chapter 54. How are Accounting Standards Justified? An Anglo-American Perspective
;429
13.3.1;LEGAL BACKGROUND;429
13.3.2;WAYS OF JUSTIFYING ACCOUNTING STANDARDS;429
13.3.3;CONCLUSION;434
13.3.4;REFERENCE;435
13.4;Chapter 55. Disclosure Pattern of Japanese Firms and Internalization of Capital Transactions: Education Needs in the Changing Economy;436
13.4.1;HYPOTHESIS;436
13.4.2;RESEARCH DESIGN;438
13.4.3;RESULTS;439
13.4.4;SUMMARY AND IMPLICATIONS;442
13.4.5;REFERENCE;442
14;Part IX: Further Issues in Accounting Education;443
14.1;Chapter 56. Accounting Education Changes for the Future;444
14.1.1;DIFFICULT TECHINICAL ISSUES;444
14.1.2;PROFESSIONAL JUDGMENT;445
14.1.3;ETHICAL ISSUES;445
14.1.4;IMPLICATIONS OF CURRENT EDUCATIONAL APPROACH
;445
14.1.5;SUGGESTED CHANGES;445
14.1.6;OBSTACLES TO CHANGE;446
14.1.7;PRESENT EFFORTS;447
14.1.8;CONCLUSION;448
14.2;Chapter 57. Is Accountancy a Profession? Implications for Education;449
14.2.1;EARMARKS OF A PROFESSION;451
14.2.2;A DOCTORATE FOR PRACTITIONERS;452
14.2.3;CONCLUSION;453
14.2.4;REFERENCES;453
14.3;Chapter 58. Vocational or Liberal? The Future of Accounting Education as an Analogy for the Higher Education Debate;454
14.3.1;INTRODUCTION;454
14.3.2;PHILOSOPHIES OF HIGHER EDUCATION;455
14.3.3;THE EARLY CHINESE PHILOSOPHERS;455
14.3.4;PLATO AND ARISTOTLE;455
14.3.5;THE MIDDLE AGES;455
14.3.6;COMENIUS;455
14.3.7;NEWMAN;455
14.3.8;TWENTIETH CENTURY PHILOSOPHERS;456
14.3.9;THE DEVELOPMENT OF WESTERN UNIVERSITIES;456
14.3.10;UNIVERSITIES IN TODAY'S SOCIETY;457
14.3.11;ACCOUNTING EDUCATION;457
14.3.12;CAUSES OF THE PROBLEM;457
14.3.13;THE STAKEHOLDERS' RECOMMENDATIONS;458
14.3.14;EMPLOYERS AND PRACTITIONERS;458
14.3.15;ACCOUNTING ACADEMICS;458
14.3.16;SUMMARY;459
14.3.17;REFERENCES;460
14.4;Chapter 59. The Direction of Accounting and Accounting EducatIon: RaIsIng CrucIal Questions in Terms of an Integrated Framework
;461
14.4.1;INTRODUCTION;461
14.4.2;PROJECT IRR (ROI) IN THE UNITED STATES VERSUS PERIOD ROT IN JAPAN
;462
14.4.3;VALUATION OF A FIRM IN THE ECONOMIC FRAMEWORK VERSUS EARNINGS CHANGES IN ACCOUNTING
;464
14.4.4;CONCEPT OF REINVESTMENT AND CONSTANT GROWTH RATE IN PERPETUITY
;465
14.4.5;CONCLUSION;467
14.4.6;REFERENCES;468
14.5;Chapter 60. Multientry Multiexit Accounting Education
;469
14.5.1;THE NEEDS OF THE ACCOUNTING PROFESSION
;469
14.5.2;THE RAW MATERIAL;469
14.5.3;RECRUITMENT;469
14.5.4;THE DEVELOPMENT OF ARTICULATED ACCOUNTING PROVISION
;470
14.5.5;THE DEVELOPMENTAL PROCESS
;470
14.5.6;THE VALUE OF COMMUNICATION;472
14.5.7;CASE STUDIES;472
14.5.8;A SUCCESSFUL OUTCOME;472
14.5.9;ADDITIONAL DEVELOPMENTS;473
14.5.10;BENEFITS;474
14.5.11;GLOSSARY;475
14.5.12;REFERENCE;475
14.6;Chapter 61. Taxation of Foreign Scholars in the United States: A Barrier Hindering International Accounting Education
;476
14.6.1;INTRODUCTION;476
14.6.2;CURRENT OPEN-DOOR EDUCATION POLICY
;476
14.6.3;U.S. TAXATION OF INTERNATIONAL SCHOLARS;477
14.6.4;A CALL FOR CHANGES TO U.S.TAXATION OF INTERNATIONAL SCHOLARS
;478
14.6.5;INEQUITY IN TAX TREATIES;479
14.6.6;RECOMMENDATIONS;480
14.6.7;CONCLUSION;481
14.7;Chapter 62. The Search for a Better Accounting System: The Overlooked Concern
;482
14.7.1;THE SETTING;482
14.7.2;THE DOUBLE-ENTRY SYSTEM—ORIGINSAND PRACTICE;482
14.7.3;BUSINESS TRENDS—STRUCTURES AND PROCESSES;483
14.7.4;LIMITATIONS OF THE PREVAILING ACCOUNTING APPROACH;484
14.7.5;NEW FORM ACCOUNTING (NFA);485
14.7.6;CONCLUSION;487
14.7.7;REFERENCE;488
14.8;Chapter 63. Incorporating Practical Significance Results in Accounting Education Research: The Use of Effect Size Information
;490
14.8.1;INTRODUCTION;490
14.8.2;BASIC NOTIONS OF EFFECT SIZE MEASURES
;491
14.8.3;USE OF EFFECT SIZE INFORMATION IN ACCOUNTING EDUCATION STUDIES
;492
14.8.4;USE OF EFFECT SIZE INFORMATION IN OTHER ACCOUNTING STUDIES
;492
14.8.5;CONCLUSIONS;493
14.8.6;REFERENCES;494
14.9;Chapter 64. Towards Understanding the Gap between Accounting Research and Practice
;495
14.9.1;INTRODUCTION;495
14.9.2;LEVELS OF THEORY DEVELOPMENT;495
14.9.3;THE NATURE OF ACCOUNTING THEORIES;499
14.9.4;THE GAP;503
14.9.5;CONCLUSION;504
14.9.6;REFERENCES;505
15;Appendix: Seventh International Conference on Accounting Education Program;506