Prelims
Advances in Accounting Education: Teaching and Curriculum Innovations
ISBN: 978-1-80071-702-2, eISBN: 978-1-80071-701-5
ISSN: 1085-4622
Publication date: 2 December 2021
Citation
(2021), "Prelims", Calderon, T.G. (Ed.) Advances in Accounting Education: Teaching and Curriculum Innovations (Advances in Accounting Education, Vol. 25), Emerald Publishing Limited, Leeds, pp. i-xvii. https://doi.org/10.1108/S1085-462220210000025015
Publisher
:Emerald Publishing Limited
Copyright © 2022 Emerald Publishing Limited
Half Title Page
ADVANCES IN ACCOUNTING EDUCATION
Series Page
ADVANCES IN ACCOUNTING EDUCATION: TEACHING AND CURRICULUM INNOVATIONS
Series Editors: Thomas G. Calderon
Recent Volumes:
Volume 1: | Edited by Bill N. Schwartz and David E. Stout |
Volumes 2–7: | Edited by Bill N. Schwartz and J. Edward Ketz |
Volumes 8–10: | Edited by Bill N. Schwartz and Anthony H. Catanach Jr |
Volumes 11 & 12: | Edited by Anthony N. Catanach Jr and Dorothy Feldmann |
Volume 13: | Edited by Dorothy Feldmann and Timothy J. Rupert |
Volume 14: | Edited by Dorothy Feldmann and Timothy J. Rupert |
Volume 15: | Edited by Dorothy Feldmann and Timothy J. Rupert |
Volume 16: | Edited by Timothy J. Rupert |
Volume 17: | Edited by Timothy J. Rupert and Beth Kern |
Volume 18: | Edited by Timothy J. Rupert and Beth Kern |
Volume 19: | Edited by Timothy J. Rupert and Beth Kern |
Volume 20: | Edited by Timothy J. Rupert and Beth Kern |
Volume 21: | Edited by Timothy J. Rupert and Beth Kern |
Volume 22: | Edited by Thomas G. Calderon |
Volume 23: | Edited by Thomas G. Calderon |
Volume 24: | Edited by Thomas G. Calderon |
Editorial Page
EDITORIAL REVIEW BOARD
William Baker
Queens University of Charlotte
Ryan Baxter
Boise State University
Jacquelene Birt
University of Western Australia, Australia
Cynthia Blanthorne
University of Rhode Island
Cathleen Burns
Creative Action Learning Solutions
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Indiana State University
Anne Christensen
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Ann Davis
Tennessee Tech University
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St. John’s University
Cintia Easterwood
Virginia Tech
Carol Fischer
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Michael Fischer
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University of Michigan-Dearborn
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University of Pittsburgh
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Auburn University
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San Jose State University
Arianna Pinello
Florida Gulf Coast University
Colin Reid
Washington and Lee University
Timothy Rupert
Northeastern University
Michael Schadewald
University of Florida
William Stout
University of Louisville
Jay Thibodeau
Bentley University
Pierre Titard
Southeastern Louisiana University
Michael Turner
The University of Queensland
Li Wang
University of Akron
Gerald (Jerry) Weinstein
John Carroll University
Matthew Wieland
Miami University
Li Xu
Washington State University
Title Page
ADVANCES IN ACCOUNTING EDUCATION: TEACHING AND CURRICULUM INNOVATIONS - VOLUME 25
Advances in Accounting Education: Teaching and Curriculum Innovations
EDITED BY
THOMAS G. CALDERON
The University of Akron, USA
United Kingdom – North America – Japan – India – Malaysia – China
Copyright Page
Emerald Publishing Limited
Howard House, Wagon Lane, Bingley BD16 1WA, UK
First edition 2022
Editorial matter and selection © 2022 Thomas G. Calderon. Published under exclusive licence.
Individual chapters © 2022 Emerald Publishing Limited.
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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters’ suitability and application and disclaims any warranties, express or implied, to their use.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-80071-702-2 (Print)
ISBN: 978-1-80071-701-5 (Online)
ISBN: 978-1-80071-703-9 (Epub)
ISSN: 1085-4622 (Series)
Contents
List of Contributors | ix |
Call for Papers | xi |
Writing Guidelines | xiii |
Statement of Purpose | xv |
Acknowledgments | xvii |
THEME 1 CURRICULUM AND PEDAGOGICAL INNOVATIONS | |
Accounting and Audit Quality Perspective: Fair Value Measurements and Disclosures Curriculum Gaps | |
Thomas R. Weirich and Natalie Tatiana Churyk | 3 |
Who’s got Next? An Analysis of the Inhibitors to Mobile Game Adoption in an Introductory Accounting Class | |
Todd White, Richard G. Brody and Gaurav Gupta | 23 |
A Service Learning Approach to Teaching Cvp Analysis in Cost Accounting | |
C. Andrew Lafond and Kristin Wentzel | 49 |
Using the Accounting Equation For Preparing the Statement of Cash Flows | |
Joseph G. Donelan and Yu Liu | 67 |
THEME 2: FACULTY REFLECTIONS ON TEACHING ACCOUNTING DURING THE COVID-19 PANDEMIC. | |
Teaching Forensic Accounting in a Covid Environment | |
J. Edward Ketz | 93 |
Accounting Education in the Time of the Coronavirus or how Flipping the Classroom Heightened my Appreciation for Student Behavior | |
Timothy J. Fogarty | 101 |
Leveraging a University’s Dynamic Capabilities in a Turbulent Environment | |
Carolyn Strand Norman, J. Matthew Sarji and Thomas Bowe Hansen | 109 |
Lecture Modality: Student Attendance Choices and Performance | |
Kelly Green | 119 |
THEME 3 RESEARCH ON PASSING PROFESSIONAL EXAMS IN ACCOUNTING | |
Do Grades Earned in Accounting Courses Predict Performance on Related Sections of the Cpa EXAM? | |
Dennis Bline, Stephen Perreault and Xiaochuan Zheng | 135 |
The Most Effective Study Methods for Passing the Cpa Exam: A Research Note | |
Denise Dickins, Rachel Hull and Linda Quick | 155 |
Perceptions of Challenges on the Cpa Exam: Evidence from Puerto Rico | |
Rogelio J. Cardona, Karen C. Castro-González, Carmen B. Ríos-Figueroa and José C. Vega-Vilca | 177 |
THEME 4: HISTORICAL UNDERPINNINGS AND THE CHOICE OF TAXATION AS AN AREA OF SPECIALIZATION | |
A History of Tax Education and the Adoption of the Aicpa Model Tax Curriculum | |
Marsha M. Huber, Ray Shaffer, Renee Castrigano and Gary S. Robson | 201 |
Accounting Student Selection of Taxation as a Professional Practice Area | |
Steven L. Gill and Brett S. Kawada | 221 |
Index | 243 |
List of Contributors
Dennis Bline | Professor of Accounting, Department of Accounting, Bryant University |
Richard G. Brody | Professor of Accounting, Department of Accounting, University of New Mexico |
Rogelio J. Cardona | Professor of Accounting, School of Business Administration, University of Puerto Rico-Rio Piedras |
Renee Castrigano | Assistant Professor of Accounting, Gannon University |
Karen C. Castro-González | Professor of Accounting, School of Business Administration, University of Puerto Rico-Rio Piedras |
Natalie Tatiana Churyk | Professor of Accounting, Department of Accountancy, Northern Illinois University |
Denise Dickins | Professor of Accounting, Department of Accounting, East Carolina University |
Joseph G. Donelan | Professor of Accounting, Department of Accounting and Finance, University of West Florida |
Timothy J. Fogarty | Professor of Accounting, Weatherhead School of Management, Case Western Reserve University |
Steven L. Gill | Associate Professor & Director of Grad Programs, Charles W. Lamden School of Accountancy, San Diego State University |
Kelly Green | Assistant Professor, Department of Accounting, University of Louisiana at Lafayette |
Gaurav Gupta | Associate Professor, Department of Accountancy and Business Law, University of North Carolina Wilmington |
Thomas Bowe Hansen | Associate Professor, Department of Accounting, Virginia Commonwealth University |
Marsha M. Huber | Director of Research, Institute of Management Accountants |
Rachel Hull | Graduate Student, Department of Accounting, East Carolina University |
Brett S. Kawada | Visiting Assistant Professor, College of Business Administration, The University of Texas at El Paso |
J. Edward Ketz | Associate Professor of Accounting, Accounting Department, The Pennsylvania State University |
C. Andrew Lafond | Associate Professor, Department of Accounting, La Salle University |
Yu Liu | Instructor, College of Economics and Management, Taiyuan University of Technology |
Carolyn Strand Norman | Professor of Accounting & Chair, Department of Accounting, Virginia Commonwealth University |
Stephen Perreault | Associate Professor, Department of Accountancy, Providence College |
Linda Quick | Associate Professor, Department of Accounting, East Carolina University |
Carmen B. Ríos-Figueroa | Associate Professor of Accounting, School of Business Administration, University of Puerto Rico-Rio Piedras |
Gary S. Robson | Professor Emeritus of Accounting, Bloomsburg University of Pennsylvania |
J. Matthew Sarji | Instructor, Department of Accounting, Virginia Commonwealth University |
Ray Shaffer | Emeritus Professor of Accounting, Lariccia School of Accounting and Finance, Youngstown State University |
José C. Vega-Vilca | Professor of Statistics, School of Business Administration, University of Puerto Rico-Rio Piedras |
Thomas R. Weirich | Professor of Accounting, School of Accounting, Central Michigan University |
Kristin Wentzel | Associate Professor, Department of Accounting, La Salle University |
Todd White | Assistant Professor, Department of Accounting, University of New Mexico |
Xiaochuan Zheng | Professor of Accounting, Department of Accounting, Bryant University |
Call for Papers
Submissions are invited for forthcoming volumes of Advances in Accounting Education (AIAE). AIAE publishes a wide variety of articles dealing with accounting education at the college and university level. AIAE encourages readable, relevant, and reliable articles in all areas of accounting education including auditing, financial and managerial accounting, forensic accounting, governmental accounting, taxation, accounting systems, etc. Articles from authors outside the United States. are encouraged. Papers can focus on:
Innovation in teaching and learning, with evidence to demonstrate effectiveness.
Research studies with implications for improving accounting education.
Efficacy of technology in teaching and learning.
Disruptive technologies, emerging business models and implications for accounting education.
Assessment of learning and continuous improvement.
Pedagogical implications of regulation.
Administrative and leadership issues related to innovation and effective teaching and learning.
Global challenges, constraints, and opportunities for accounting education.
Critical reviews of the domain of accounting with implications for curriculum innovation.
Conceptual models, methodology discussions, and position papers on particular issues.
Historical discussions and literature reviews with implications for pedagogical efforts.
AIAE provides a forum for sharing ideas and innovations in teaching and learning ranging from curricula development to content delivery techniques. Pedagogical research that contributes to more effective teaching and learning in colleges and universities is highlighted. All articles must include a discussion of implications for teaching, learning, and curriculum improvements. Non-empirical papers should be academically rigorous, and specifically discuss the institutional context of a course or program, as well as any relevant tradeoffs or policy issues. Empirical reports should exhibit sound research design and execution, and must develop a thorough motivation and literature review, possibly including references from outside the accounting field.
Submission Process
Send two MS Word files by e-mail:
- (1)
a manuscript with an abstract and any research instruments used, with no information to identify authors; and
- (2)
a cover page with a list of all authors’ names, institutional affiliations, mailing addresses, telephone numbers, and e-mail addresses.
Two reviewers assess each manuscript submitted and reviews are completed in a timely manner, usually 60–90 days.
Send manuscripts to Thomas Calderon, editor, aiae@uakron.edu
WRITING GUIDELINES
Write your manuscript using active voice. Therefore, you can use the pronouns “we” and “I.” Also, please avoid using a series of prepositional phrases. We strongly encourage you to use a grammar and spell checker on manuscripts before you submit to AIAE. Parsimony is a highly desirable trait for manuscripts we publish. Be concise in making your points and arguments.
Each paper should include a cover sheet with the names, addresses, telephone number, and e-mail address for all authors. The title page also should include an abbreviated title that you should use as a running head (see item 7 below). The running head should be no more than 70 characters, which include all letters, numbers, punctuation, and spaces between words.
The second page should consist of an abstract of approximately 150 words and up to five key words.
You should begin the first page of the manuscript with the manuscript’s title. DO NOT use the term “Introduction” or any other term at the beginning of the manuscript. Simply begin your discussion.
Use uniform margins of 1.5 inches at the top, bottom, right and left of every page. Do not justify lines; leave the right margins uneven. Do not hyphenate words at the end of a line; let a line run short or long rather than break a word. Type no more than 25 lines of text per page.
Double-space all lines of text, including titles, headings, and quotations.
Place each figure, table and chart on a separate page at the end of the manuscript. Include a marker in the body of the paper to show approximately, where in the final manuscript each figure, table, or chart will appear.
After you have arranged the manuscript pages in correct order, number them consecutively, beginning with the title page. Number all pages. Place the number in the upper right-hand corner using Arabic numerals. Identify each manuscript page by typing an abbreviated title (header) above the page number.
Format all citations within your text with the author(s) name and the year of publication. An appropriate citation is Catanach (2004) or Catanach and Feldmann (2005), or Catanach etl a1. (2006) when there are three or more authors. You do not need to cite six or seven references at once, particularly when most recent references cite earlier works. Please try to limit yourself to two or three citations at a time, preferably the most recent ones. Use APA 6.
You should place page numbers for quotations along with the date of the material being cited. For example: According to Beaver (1987, 4), “Our knowledge of education research …and its potential limitations for accounting ...”
List at the end of the paper the full bibliographic information (e.g., author, year, title, journal, volume, issue and page numbers) for all references cited in the body of the paper. List references in alphabetical order by the first author’s last name.
Center, capitalize each word and bold main headings; capitalize the first letter in each word, italicize and bold and center sub-headings; capitalize the first word, italicize and center the next level headings; capitalize the first word, italicize and left justify next level headings.
Statement of Purpose
Advances in Accounting Education: Teaching and Curriculum Innovations is a refereed academic journal whose purpose is to help meet the needs of faculty members and administrators who are interested in ways to improve teaching, learning and curriculum development in the accounting area at the college and university level. We publish thoughtful, well-developed articles that are readable, relevant, and reliable.
Articles may be either empirical or non-empirical and should emphasize innovative approaches that inform faculty and administrators as they seek to advance their classrooms, curricula, and programs. All articles should have well-articulated and strong theoretical foundations. Establishing a link to the non-accounting literature is desirable. Further, we expect all manuscripts to address implications for the scholarship of teaching and learning.
Normally, articles that emphasize pedagogy and classroom innovation (e.g., cases, exercises, specific approaches to teaching a topic, etc.) must demonstrate efficacy in at least one college setting. That is, the authors offer evidence to show that the innovation has been tried and it is effective.
Non-empirical manuscripts should be academically rigorous. They can be theoretical syntheses, conceptual models, position papers, discussions of methodology, comprehensive literature reviews grounded in theory, or historical discussions with implications for efforts to enhance teaching, learning, and curriculum development. Reasonable assumptions and logical development are essential.
Sound research design and execution are critical for empirical reports. Reviewers focus on the quality of method, data, results, and analysis as well as the implications for teaching, learning, and curriculum development.
Review Procedures
Advances in Accounting Education: Teaching and Curriculum Innovations provides authors with timely reviewer reports that clearly indicate the status of the manuscript. Each manuscript is reviewed by at least two reviewers. Authors receive initial reviews normally within eight to 12 weeks of manuscript submission.
Acknowledgments
The authors would like to thank the Editor and two anonymous referees for their helpful recommendations and suggestions. We are also grateful for valuable comments received from Aníbal Báez-Díaz, Nidia S. Carrero, Marsha M. Huber, Dennis M. López, Wanda Rivera-Ortiz, and Valaria P. Vendrzyk on earlier drafts of the manuscript. We also appreciate the recommendations received from the participants at the 2017 First Research and Creative Activity Conference of Puerto Rico Accounting Professors, the 2016 AAA Diversity Section Midyear Meeting, the 2016 AAA Mid-Atlantic Region Meeting, the 2015 AAA Diversity Section Midyear Meeting and the 2015 AICPA Pre-certification Education Executive Committee (PcEEC) Semi-Annual Meeting. We also would like to thank Juan M. García-Merced, the Puerto Rico Society of CPAs and the National Association of State Boards of Accountancy (NASBA), for providing us with access to participants of the Becker Puerto Rico CPA Review Course, participants of a CPE seminar, and exam performance data, respectively.
This study was financially supported by a PwC INQuires Research Grant and a summer research grant from the School of Business Administration of the University of Puerto Rico-Río Piedras. The sponsors were not involved in the study’s design; in the collection, analysis and interpretation of data; in the writing of the report; or in the decision to submit the manuscript for publication.
- Prelims
- Theme 1: Curriculum and Pedagogical Innovations
- Accounting and Audit Quality Perspective: Fair Value Measurements and Disclosures Curriculum Gaps
- Who’s Got Next? An Analysis of the Inhibitors to Mobile Game Adoption in an Introductory Accounting Class
- A Service Learning Approach to Teaching CVP Analysis in Cost Accounting
- Using the Accounting Equation for Preparing the Statement of Cash Flows
- Theme 2: Faculty Reflections on Teaching Accounting during the Covid-19 Pandemic
- Teaching Forensic Accounting in a Covid Environment
- Accounting Education in the Time of the Coronavirus or How Flipping the Classroom Heightened My Appreciation for Student Behavior
- Leveraging a University’s Dynamic Capabilities in a Turbulent Environment
- Lecture Modality: Student Attendance Choices and Performance
- Theme 3: Research on Passing Professional Exams in Accounting
- Do Grades Earned in Accounting Courses Predict Performance on Related Sections of the CPA Exam?
- The Most Effective Study Methods for Passing the CPA Exam: A Research Note
- Perceptions of Challenges on the CPA Exam: Evidence from Puerto Rico
- Theme 4: Historical Underpinnings and the Choice of Taxation as an Area of Specialization
- A History of Tax Education and the Adoption of the AICPA Model Tax Curriculum
- Accounting Student Selection of Taxation as a Professional Practice Area
- Index