AIR

Spreadsheet Simulation in Accounting Without Add-ins

Simulation is widely used in both accounting practice and auditing practice for a variety of types of problems. It is also utilized extensively in accounting education. Addressing the functional competencies in the AICPA Core Competency Framework for Entry into the Accounting Profession, AICPA states that individuals entering the accounting profession must be able to build appropriate models and simulations using electronic spreadsheets and other software. Developing and experimenting a simulation model on an electronic spreadsheet not only eliminates the need for learning a programming language and simplifies the model building process but also eases the experiments for different values of the parameters. This paper is organized as follows. At first, it provides a discussion of random number generators in the electronic spreadsheet environment. Next, it demonstrates the use of Microsoft Excel to develop two working simulation models without third-party add-ins.
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Debate as a Great Learning Tool

A debate may be used in lieu of a lecture of specific topics in the first-year accounting course. An advantage of a debate is that, instead of just memorizing a lecture or a textbook content, students will get to exercise their critical thinking, oral communication and research skills. The use of debate is also consistent with principles based alternative of teaching accounting because students would learn to apply to specific issues a conceptual framework for financial reporting, which includes objectives of financial reporting, qualitative characteristics of accounting information, basic elements of financial statements, and recognition and measurement concepts. This could also make instructors of the first-year accounting course approach the course in a brand new way by shifting an emphasis from just covering required materials to reinforcing the conceptual framework upon all accounting topics.
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Using an Online Homework System in an Introductory Managerial Accounting Course: Some Lessons Learned

This paper reports on the introduction of an online homework system in a managerial accounting course, and tests whether or not the introduction of an online homework system has any impact on student evaluation of teaching. In addition, student and instructor reaction to the introduction are reported and some lessons learned are noted.
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Student Attitudes Toward Online Homework in Accounting Courses

The authors studied student attitudes toward online homework in community college second year accounting classes. Overall, students indicated that online homework was preferable to traditional paper based homework. In addition, students reported that online homework increased their understanding of the subject and that doing online homework assignments resulted in an increase in the amount of time devoted to doing homework. In addition to analyzing these results, we compare and contrast to other recent findings in the literature of web based homework. This paper should be of interest to any educators who are currently using or considering adding online homework to their course.
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A Survey of Community College Educators on the Incorporation of IFRS into the Accounting Curricula

The move towards adopting International Financial Reporting Standards (IFRS) continues. Currently, over 100 countries have adopted IFRS and the SEC asked the U.S. accounting profession to comment on its Roadmap for adoption and/or convergence to IFRS. The SEC stated, “This Roadmap sets forth several milestones that, if achieved, could lead to the required use of IFRS by U.S. issuers in 2014 . . .” (p. 1) One of the milestones relates to education and training. The SEC stated, “Colleges and universities would need to include IFRS in their curricula. Furthermore, it would be appropriate to include IFRS in the Uniform CPA Examination.” (p. 29).
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Social Networking: Has Its Time Come?

This article is from the Accounting Instructors’ Report, an electronic journal that provides teaching tips and insights to those who teach accounting and other business courses.

Contributor:
Belverd E. Needles, Jr., Ph.D., CPA

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Accounting Instructors’ Report, Fall 2010: Table of Contents

TRENDS
Social Networking: Has Its Time Come?

Belverd E. Needles, Jr., Ph.D., CPA
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Designing a Hybrid Class in Accounting: How to Get Maximum Mileage?

The purpose of this paper is to present a recommended design for a hybrid course in accounting. The demand for distance education courses has seen a significant growth in the last few years. The Department of Education provides that during the 2000-2001 academic year, 56% of all two-year and four-year institutions offered distance education courses (U.S. Department of Education 2003). This emerging method of teaching has been popularly termed as “online education” by various constituents. For the purpose of this paper, an “online course” is where the teacher and student may never have face-to-face contact and the entire course is taught through a course management software, such as Blackboard Learning System (Blackboard) or WebCT.
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Forming Groups in the Age of YouTube

The American Institute of Certified Public Accountants (AICPA) has identified interaction and communication as important personal competencies in its Core Competency Framework for Entry into the Accounting Profession. The Accounting Education Change Commission in Position Statement Number 1 (September 1990) also emphasized the importance of Interpersonal skills, which include the ability to work effectively in groups and to provide leadership when appropriate. Hence, learning to work together in groups has thus become an essential part of the introductory accounting class experience. The question becomes “What is the best way for an instructor to form or facilitate the formation of these groups?” Students can be placed in groups randomly by the instructor. Alternatively, students can self-select their own groups. However, in the introductory accounting course, students usually do not know each other and typically choose students who happen to be sitting next to them in class. This often does not lead to the optimum group outcome. It is more helpful for students to strive for balanced competencies to achieve their common goal.

After a YouTube segment on speed dating came to my attention, it seemed to be a fun and possibly ideal solution to forming groups of diverse students in my introductory classroom. I decided to try it!
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Formal and Informal Feedback Tools to Enhance the Student Learning Process

Feedback, while being an important part of the learning process, is often misunderstood and poorly constructed. A common complaint of feedback by the receiver is that the sender or giver only focuses on the negative aspect of the performance without providing any positive comments. Also, the feedback process is intended to be interactive where the receiver can disagree, ask a question, repeat information for understanding, or otherwise talk back in the communication process, whereas it often is not. This article is from the Accounting Instructors’ Report, an electronic journal that provides teaching tips and insights to those who teach Read More…