Accounting Course Research Articles

Assuring Academic Integrity of Online Testing in Fundamentals of Accounting Courses

Demand for online courses continues to grow. To remain competitive, higher education institutions must accede to this demand while ensuring that academic rigor and integrity are maintained. The authors teach introductory Fundamentals of Financial and Managerial Accounting courses online. Previously, there was no proctoring of the exams. Prior experience teaching these courses led the professors to suspect a high likelihood that academic integrity on these tests was low and that cheating was high. To address academic integrity concerns, the professors utilized a remote proctoring service employing a lockdown browser with screen and webcam monitoring. The program monitors the students remotely, recording sound, video and the information appearing on the students’ screens. The videos are reviewed for detectable instances of breach of academic integrity prior to releasing the grades. Data was collected and analyzed for the average exam scores prior to and after the implementation of the remote proctoring software. The data analysis reveals a significant difference in the two sets of scores, with the average exam scores after the implementation of the remote proctoring being significantly lower than the ones before implementation. These results indicate that concern about academic integrity in online test taking in the accounting curriculum is valid.

Analyzing Depreciation: A Financial Accounting Data Analytics and Visualization Case

ABSTRACT This case uses a financial accounting context to help instructors incorporate data analytics in the accounting curriculum. The case’s flexible design allows it to be used in a data analytics or financial accounting course for instructors with little to no data analytics experience. For an analytics course, students extract, transform, and load fixed asset and depreciation data from a company’s five sites. Students will then validate the accuracy and completeness of the data by creating visualizations. The case can be accomplished using any data analytics tool; Teaching Notes are presented using Power BI. The case and Teaching Notes include modifications for a financial accounting course where students are given data visualizations to identify depreciation anomalies (where no analytics software is required). An extension for audit courses is also discussed. The case serves to develop students’ analytics skills while simultaneously reinforcing their understanding of depreciation concepts.

Inclusion of blockchain in university accounting curricula: an overview of practices and strategies

ABSTRACT Blockchain is characterized as a disruptive technology in many sectors, including accounting and auditing. Despite blockchain’s great potential, several studies point out that tangible applications in accounting and auditing are slow to develop and to become widespread. This article looks at the practices and strategies of blockchain education in university accounting courses. We study the curricula of the world’s top 50 universities (Shanghai Ranking) and identify five types of course approaches: 1) The professional practice; 2) The dual or triple competency; 3) The entrepreneurship and business; 4) The sector-specific; 5) The critical thinking and holistic. We discuss these results in terms of isomorphism and distinctions between universities and propose an agenda for research on blockchain education in accounting.

Impact of Video Lectures on Students’ Performance and Analysis of Viewer Demographics in Online Courses

ABSTRACT The objectives of this study were to validate the effectiveness of using instructional videos in online introductory accounting courses and to examine how specific student characteristics relate to online video-viewing behavior. Data were collected from ten online course sections of introductory financial accounting taught by two different instructors in the fall 2021 and spring 2022 semesters (n = 240). Students were instructed, but not required, to watch faculty-recorded instructional videos before completing the homework assignments and assessments for each topic. Students’ percentage of course videos viewed and final course grades were analyzed. The relationships between students’ video-viewing behavior and the student characteristics of gender, program major, age, degree level, ethnicity, and GPA, were also analyzed. The findings clearly show that viewing faculty-recorded instructional videos significantly impacts actual student performance. Students’ age and the percentage of videos viewed are weakly but positively correlated, whereas students’ GPAs and the percentage of videos viewed are significantly correlated. The final contribution is a predictive multivariable model that can predict student outcomes based on the significant predictors of GPA and the percentage of videos viewed. This paper contributes empirical data about using faculty-recorded videos in asynchronous, online accounting courses.

Stock buybacks in the spotlight

Theoretical Basis The theoretical basis for the case is information asymmetry and signaling theory, with buybacks providing a mechanism for reducing information asymmetry between management and investors. The controversy surrounding buybacks has led to political and regulatory scrutiny, which, consistent with evidence from academic research, may affect corporate behavior. Research methodology The compact case is based on secondary, public information about stock buybacks. All sources used are cited in-text, with full citations included in the references section at the end of the teaching note. Case Overview/Synopsis Stock buybacks, a means of providing returns to shareholders, have recently received increased scrutiny by politicians, media and shareholder activists. Proponents have argued that buybacks result in efficient allocation of capital by returning funds to shareholders, whereas opponents have criticized buybacks for enriching executives, providing tax advantages to shareholders and contributing to income inequality. Corporations did not curtail their use of buybacks after the Inflation Reduction Act of 2022 imposed an excise tax. The case frames the buyback debate in current events and focuses on the buyback activity of Apple. The case provides students the opportunity to analyze alternative ways that companies can provide returns to shareholders, evaluate impacts of buybacks on corporate stakeholders and appraise the reasons for, and implications of, current controversy regarding buybacks. Complexity/Academic Level This compact case is appropriate for upper-level undergraduate or graduate courses in financial accounting, tax and finance. This case provides an opportunity to analyze and evaluate stock buyback decisions in the context of the current controversy related to buybacks.

Does Student Engagement Impact Learning Differently in Face-to-Face and Virtual Accounting Classes?

ABSTRACT This paper investigates how student engagement impacts learning in face-to-face and virtual classes. Our setting is an introductory financial accounting course taught by three instructors face-to-face in fall 2019 and virtually in fall 2021. Our proxy for student engagement is the accuracy of responses to in-class group polling questions. We measure learning using final exam scores. We hypothesize and find that higher levels of student engagement resulted in better scores on the final exam in both the face-to-face and virtual classes but that over the course of the semester engagement declined faster in the virtual classes than in the face-to-face classes. We also find that the decline in engagement contributed to lower final exam scores in the virtual classes relative to the face-to-face classes. Taken together, these findings highlight some of the challenges faced by educators when delivering content virtually. Data Availability: Data are available from the authors upon request.

STUDENTS' PERCEPTIONS OF THE USE OF LEARNING MEDIA IN ACCOUNTING COURSES (Case Study of Economics Education Students The Economic Faculty UNG

Learning media currently has an important role in supporting the student learning process. The use of learning media now can be more varied than before only being able to use books, blackboards, charts, and LCDs. Currently, you can take advantage of digital learning media applications in the form of digital books, zoom, meet and social media such as you-tube and others. This study aims to determine student perceptions of the use of learning media in accounting courses for students majoring in economics education FE-UNG. This study uses a quantitative descriptive approach with data collection techniques, namely questionnaires in the form of Google Forms which are distributed to students majoring in Economics education, FE-UNG. The results of this study show the percentage results for each indicator as follows; the percentage results for the indicator for the use of instructional media were 81.3% included in the (Good) category, the percentage results for indicators of student attitudes towards the use of instructional media were 77.9% included in the (Good) category, the percentage results for indicators of the frequency of use of learning media were 74, 4% is included in the (Good) category and for the results of the percentage indicator of the benefits of using learning media of 79.1% is included in the (Good) category. For the average of the four indicators, a percentage of 78.2% is included in the (Good) category. Thus, it can be concluded that the perceptions of students of the Department of Economics Education, State University of Gorontalo towards the use of instructional media in accounting courses are in the good category.Keywords: Student Perceptions, Learning Media

Effectiveness of Interactive E-Module Based on Mobile Learning in Management Accounting Course: Profit Planning and Performance Evaluation

The need for electronic modules to support effective learning and adapt to the development of the digital space. The current generation is starting to abandon printed books which are considered the traditional way of acquiring knowledge. The purpose of developing this E-module product is to assist students in understanding lecture material that is easy to understand, fun, and under current trends. The development product specifications are using RAD models and questionnaire to collect the response from the users. By presenting visuals in the form of image creations from students with the theme “Daily College Life”. The development method uses the model prototype, which triggers the developer to only create an example resolution to officially show the user the functional essence of the product. The developer will make various necessary changes according to user requests. The result of the E-module usage in the management accounting course can increase effectiveness and expand student material mastery to improve the quality of learning. Not only good reviews were obtained during the preparation of the module, but negative opinions regarding the packaging of the material contained in the module needed to be revised and readjusted. For the next stage, this product still needs some improvement as well as refinement at the system.
 Keywords: E-Module, performance evaluation, profit planning

Factors Influencing the Adoption of RPA in Vocational College Accounting Courses

The integration of Robotic Process Automation (RPA) technology in the field of education necessitates a thorough exploration of the acceptance factors among accounting educators. This study addresses this gap by examining the dynamics influencing the adoption of RPA in accounting education within vocational colleges. Grounded in the Technology Acceptance Model (TAM), Structural Equation Modeling (SEM) is employed to empirically assess the influencing factors. Findings from a survey involving 395 accounting educators in Shaanxi, China, indicate that the intention to adopt RPA in accounting courses is influenced by perceived usefulness, ease of use, social influence, job relevance, result demonstrability, computer self-efficacy, and facilitating conditions. This extended model provides a nuanced understanding of the complexities involved in RPA adoption. The results offer insights for policymakers, institutions, and educators aiming to integrate RPA into their teaching practices.

The impact of flipped classroom design on an advanced auditing and assurance class in Ghana

ABSTRACT The study quantitatively explores the differential impact of a Flipped Classroom approach (FC) on specified learning outcomes in an Advanced Auditing and Assurance class for a one-year master’s in accounting Programme. It uses a dataset from a Ghanaian university to compare a flipped-classroom approach to a traditional teaching approach. The findings suggest that FC comparatively reduces pre-exam anxiety, improves student’s exam scores, and enhances knowledge retention. This study is among a few that explore the impact of FC on Accounting courses in a cultural setting that comparatively adapts slowly to change, and it improves our understanding of different teaching and learning approaches in different contextual, cultural, and geographical settings.

Ethics in Financial Reporting Methods: The Case of Vontsira, Inc.

ABSTRACT This case allows students to wrestle with the ethical decisions relating to accounting choices. At issue in this case is the timing of the implementation of the Current Expected Credit Losses (CECL) model standard. The objectives of the case are to help students (1) raise their awareness of the ethical decisions inherent to accounting choices, (2) weigh the validity of different viewpoints and approaches, (3) understand the far-reaching implications of ethical decisions in financial reporting, and (4) practice preparing to effectively advocate their positions in a professional setting. When delivered alongside lessons on accounting for receivables and doubtful accounts, the case can help reinforce the real implications of the judgment involved in estimating bad debt. It is also appropriate for any graduate or upper division undergraduate accounting course in which students discuss ethics and codes of conduct.

Be an Expert: A Critical Thinking Approach to Responding to High-Profile Cybersecurity Breaches

ABSTRACT This case examines three high-profile cybersecurity breaches to illustrate how organizations respond to these situations. Students explore breaches involving Capital One, Equifax, and Target and apply critical thinking to examine attack details, breach prevention, and breach responses by assuming the roles of security consultants, chief information officers, and internal auditors. The case objectives include (1) summarizing how organizations respond to cybersecurity breaches, (2) evaluating threats to organizations’ cybersecurity infrastructure, and (3) justifying how accountants and auditors may respond to cybersecurity breaches. This case is designed for undergraduate- or graduate-level accounting information systems, auditing, information technology (IT) auditing, internal auditing, and fraud examination classes and can be extended for intermediate or advanced financial accounting courses. This case provides instructor flexibility, as the class can be split into three groups with each group assigned as the expert on one breach or one or more breaches can be assigned to all students.

The (Exit) Price of a Horse: Finding the Fair Value of an Unusual Nonfinancial Asset

ABSTRACT Students are placed in the role of a new employee in the mergers and acquisitions division of a regional accounting firm performing due diligence on a potential acquisition target for their client. Their task is to determine the fair value of a group of unusual nonfinancial assets, the horses owned by the target company, an equine training business. Students evaluate the horse’s highest and best use, identify market participant assumptions, create valuation models, determine the exit price, and perform a sensitivity analysis. Appendix A describes the equine industry and provides a source for many of the necessary valuation assumptions. This case study is complementary to cases where students calculate fair values in more traditional settings and is designed to push them outside their comfort zone while emphasizing that the same familiar concepts apply. The case is recommended for use in advanced financial accounting courses at the undergraduate or master’s levels. JEL Classifications: M41.

ChatGPT and academia on accounting assessments

ChatGPT is considered a risk and an opportunity for academia. An area of threat in contemporary settings is whether it can become a student agent for assessments in academia. This study determines how ChatGPT can become a human agent for students on two financial accounting course units, multiple choice question assessments. The study provided five numerical-based and five narrative-based multiple choice questions. There were ten questions for the Introductory Financial Accounting and 10 for the Advanced Financial Accounting course units. ChatGPT received one question at a time requesting a solution. In the Introductory Financial Accounting section, ChatGPT produced incorrect answers because it incorrectly assumed the underlying assumptions contained in those questions. In Advanced Financial Accounting, ChatGPT presented incorrect answers because of the complexity of the task contained in those questions. ChatGPT demonstrated similar competencies in providing solutions to numerical-based and narrative-based questions. ChatGPT obtained the correct answers to sit in the 80th percentile in the Introductory Financial Accounting course unit assessment and the 50th percentile in the Advanced Financial course unit assessment. ChatGPT4 showed improved performance, with the 90th percentile for Introductory Financial Accounting and the 70th percentile for Advanced Financial Accounting. The findings indicate that the knowledge construct requires reflective thinking with ChatGPT in the ecosystem, and what is assumed and assessable knowledge must be revisited.

The social role of the academic and the student in active methods for education

ABSTRACT This study aims to understand the patterns of conduct, forms of action, role construction, role performance and institutional nexus of behavior that characterize the social role of academics and students in undergraduate Accounting courses through the adoption of active methods for education. A qualitative, multiple case study was developed through in-depth interviews with academics and focus groups with students from universities in Paraná and Santa Catarina that use active and traditional education methods. It was found that academics need to change their attitude in the classroom and use active methods to make their teaching more dynamic, giving students more responsibility. Yet, academics must maintain the traditional teaching methods when the teaching content or the learning profile of the students requires it. Regarding the student role, the study reveals that they have different attitudes towards the learning process and different learning styles that do not depend on the methods used.

Assessment of Team-Based Learning in Computerized Accounting Course

Team-Based Learning (TBL) is one of the learning methods that provide significant benefits in students learning process. However, several existing courses are not suitable for TBL. TBL should be adjusted according to the characteristics of a specific course. This paper presents a quantitative study on how TBL was implemented as one of the teaching alternatives in a computerized accounting course. The proposed learning method was implemented for 3 different cohorts and compared with conventional lecture and case study teaching methods. The effect of this implementation was measured by quantifying the class activity such as students’ attendance and evaluating the students’ final scores. The result shows that TBL had a significant effect on student’s performance compared to the two other teaching methods. Furthermore, in the ANCOVA (analysis of co-variances) test, Grade Point Average (GPA) score was found to be the significant covariate that gave additional effect to students’ performance which was represented by the final score in every cohort.

Engage and equip: Transformative class activities for the modern accounting semester

Managerial accounting courses struggle with student engagement, often more than other courses, mainly, due to its course content, which differs significantly from the financial accounting courses. This article provides a list of class activities developed and adapted primarily for managerial accounting courses. The purpose of these class activities is twofold. First, they aim to increase student engagement and promote active learning in class. Second, they help students apply acquired knowledge to real-world examples and develop workplace skills that are vital for a successful business career. The activities are designed to be completed within the class time. We have collected and adapted some of these activities from pedagogical training, while the rest were developed based on our teaching experience. Some of these activities incorporate teaching techniques developed while teaching remotely due to the COVID-19 pandemic.

Curricularização da extensão universitária: indicadores de avaliação para os cursos de administração e contabilidade

Abstract With the publication of Resolution CNE/CES nº 7 of 2018, which deals with the curricularization of extension, Higher Education Institutions (HEIs) were mobilized to comply with the guidelines established in that document. Given this scenario, this article aims to present some possibilities of indicators that can be used as a reference by professors of Administration and Accounting courses at HEIs in their extension actions. In addition to the implementation of the extension curricularization, it is also reflected on the evaluation of such actions. In methodological terms, a qualitative approach was taken, in a documentary research, based on the following documents: Resolution CNE/CES nº 7 of 2018, National Extension Policy of the Forum of Pro-Rectors for Extension of Public Institutions of Higher Education in Brasil and the announcement of the Federal University of ABC (UFABC). The results described dialogue with the current literature on the subject and advance towards a better understanding of the extension evaluation processes, especially for professors and coordinators of Administration and Accounting courses, in order to enable the systematization of extension actions, as well as allow the student to be the protagonist in the extension activities.

Assessment indicators in university extension curriculum: proposal for business and accounting courses

Resumo Com a publicação da Resolução CNE/CES nº 7 de 2018, que trata da curricularização da extensão, houve mobilização das Instituições de Ensino Superior (IES) para o atendimento das diretrizes estabelecidas no referido documento. Diante deste cenário, este artigo tem como objetivo apresentar algumas possibilidades de indicadores que podem ser utilizados como referência por docentes dos cursos de Administração e Contabilidade nas IES em suas ações extensionistas. Além da implantação da curricularização da extensão, reflete-se também sobre a avaliação de tais ações. Em termos metodológicos, assumiu-se abordagem qualitativa, em pesquisa de caráter documental, com base nos seguintes documentos: Resolução CNE/CES nº 7 de 2018, Política Nacional de Extensão do Fórum de Pró-Reitores de Extensão das Instituições Públicas de Educação Superior Brasileiras e o edital da Universidade Federal do ABC (UFABC). Os resultados descritos dialogam com a literatura atual sobre o tema e avançam para maior compreensão sobre os processos de avaliação da extensão, em especial para professores e coordenadores de cursos de Administração e Contabilidade, no sentido de possibilitar a sistematização das ações de extensão, bem como permitir que o estudante seja protagonista nas atividades de extensão.

Exploration on teaching reform of non-accounting major “Accounting” under the background of new liberal arts

With the proposal of the new liberal arts concept, the traditional liberal arts education model is facing new challenges. In the future, more attention will be paid to the cultivation of composite talents, and cross-integration knowledge will become an important part of the future classroom teaching reform. Based on the analysis of the teaching status quo and problems of the Accounting course, and through the reform and innovation of curriculum setting, course content, teaching means, teaching evaluation and other aspects, It aims to improve the quality of personnel training and provide reference for the teaching reform of Accounting in other universities under the background of new liberal arts.