Statement of Cash Flows

The statement of cash flows is a required financial statement, just like the income statement and balance sheet. Its purpose is not to measure the quantity of the cash flow during any given accounting period; that could be obtained simply by comparing the total of all cash increasing activity with all cash decreasing activity during the accounting period. The statement of cash flows examines a qualitative feature, specifically the reliability, of cash flows during the accounting period.
This paper covers the classification of the statement of cash flows, as well as methods of compiling the statement of cash flows. It also provides an example of the methods used for Operating activities.
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Perceptions of Efficacy Across Course Levels, Course Types, and Location in a Distance Learning Environment

During the last decade, technology has made a dramatic impact on the pedagogical environment of business schools across the country and this trend is likely to accelerate in future. Two major forms of technology-mediated learning that have emerged are: web based instruction and distance learning. Also, the number of part-time, off-campus, and non-traditional students is growing. The demands of family and work place often prevent such students from going back to campus on a full-time basis. Compression technologies, increased computing power and speed, high quality video transmission, and access to highspeed Internet and their declining costs, have made distance learning a viable medium of instruction. From an economic perspective, distance learning allows sharing of instructional costs among multiple sites, giving schools that implement distance learning programs a cost advantage (Yang 2006). It also gives the schools an opportunity to tap the market segment of non-traditional students and students residing in remote regions (Walsh and Reese 1995). Therefore, it is not surprising that an increasing number of universities, both large and small, currently offer courses and sometimes even entire degree programs in a distance learning environment. (Mackay and Stockport 2006).
Despite such widespread use of distance learning technology, there is scant evidence about students’ perceptions of the teaching environment in distance learning
courses. This paper examines responses to a survey of students enrolled in a variety of distance learning business courses. The remainder of this paper is organized as follows. First, various distance learning delivery formats are reviewed and the class environment in which distance learning courses are offered at a regional university is described. Sample selection procedure and descriptive statistics are provided in section 3. The fourth section provides a review of prior research and presents the hypotheses tested in this study. The results appear in section 5. Limitations of the study are pointed out in section 6. The final
section summarizes the results of the study.
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Teaching Auditing Students About Internal Controls From an Internal Audit Perspective

In the Sarbanes-Oxley era there is a real need for a good understanding of the different responsibilities and reliances that can be placed on the work of others. External auditors must have a good comprehension of the types and extent of work that internal auditors do. Since most universities do not provide a stand-alone course on internal auditing, students must rely on what they learn in the mainstream auditing class to obtain their understanding of what an internal auditor does. This paper provides auditing instructors a vehicle for teaching the need for, and the approach to, how internal auditors do their jobs.
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Electronic Portfolios as Assessment Tools

Growing professional demands on college graduates, coupled with the program assessment requirements for obtaining necessary program accreditations, create a need for assessment tools to assist faculty and staff in evaluating programs and their achievement of desired educational outcomes. Electronic portfolios provide an efficient and feasible means of evaluating student learning. This paper presents an overview of electronic portfolios, discusses using electronic portfolios as an assessment tool, and provides an example of an available electronic portfolio system that meets both student and program needs. This article is from the Accounting Instructors’ Report, an electronic journal that provides teaching tips and Read More…

Develop Team Skills in Introduction to Accounting Courses

For more than two decades, employers have criticized the writing, oral communication, interpersonal, and teamwork skills of new college hires. As a result accounting professionals and educators have advocated that greater attention be given to skill or personal competency development in the accounting curriculum. In its Core Competency Framework, the American Institute of Certified Public Accountants (AICPA) identified interaction as one of the key personal competencies, stating that accounting professionals must be able to work with others to accomplish objectives. The Institute of Management Accountants’ practice analysis (1999, 5) found that team participation and leadership was increasing. The report noted that more than 70 percent of management accountants work in companies where at least some management accountants serve on cross-functional teams. And the first position statement issued by the Accounting Education Change Commission (1990, 7) identified the ability to work with others, particularly in groups, as one of the capabilities needed by accounting graduates. These three documents echoed the accounting profession’s plea for enhanced team skills. As a result many business schools and accounting programs have introduced pedagogical changes into their curriculums. This article focuses on ways to enhance the development of students’ team or group skills.
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Accounting Instructors’ Report, Winter 2008: Table of Contents

Can You Teach Ethics in Beginning Accounting?
Belverd E. Needles, Jr., Ph.D., CPA

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A Successful Stand Alone “Bridge” Course

This paper provides an overview of a platform that transforms classroom teaching into effective multimedia e-learning by recording audio, video, and instructor’s writing, drawing, pointing, and highlighting of content that a student sees in the classroom. The system provides an integrated software solution for the creation and delivery of online content. Educators can easily create course videos within this platform and its flexible distribution options that provide content to students. The article explains how it can be applied in an introductory accounting course.
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Implementation of the Wall Street Journal Project in Intermediate Accounting Courses: A Follow-Up

Robert Morris University (RMU) offers a bachelors degree in accounting and has established a good reputation for preparing students for entry into the work force. RMU
is successful in placing graduates in a variety of accounting positions ranging from public accounting, to management accounting, to internal auditing, to government.
Krause (2006) reports that the Wall Street Journal (WSJ) project gives students an awareness of emerging professional issues, an understanding of the importance of staying current, and improves their written communication skills. Use of the WSJ project in Intermediate Accounting courses that I have taught also demonstrates to students that they are capable of reading and understanding the WSJ, that the topics we discuss in class are relevant both to the practice of accounting and to business in general and that ethical business behavior is very important, if not critical, in the current business environment.
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Personal Response System and Its Effects on Student Learning

A personal response system (PRS) was implemented during a summer session of introductory accounting. A PRS uses hand-held wireless transmitters, receivers, and computer software to obtain immediate feedback from students. The potential effectiveness of a PRS to increase learning is shown through a significant increase in exam scores, results of a student evaluation, and the instructor’s observations.
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The Potential Usefulness of Accounting Portfolios for Entry Level Accountants and Accounting Programs – A Concept Paper

During a recent curriculum assessment, the accounting faculty at UNCPembroke developed a checklist of the recommended competencies. They employed this checklist to determine in which course(s) specific competencies were covered.
As they aligned the student capabilities and skills suggested by the AAA, AICPA, and other professional associations with the various courses in their current accounting curriculum, the concept of an accounting portfolio emerged. Portfolios can demonstrate value-added skills that students have gained and that the accounting program has imparted. The accounting portfolio may also indicate where further improvement in the program is needed. The accounting portfolio would Read More…