Chinese students’ perceptions of the teaching in an Australian accounting programme – an exploratory study

This exploratory study is designed to elicit and understand the views of Mainland Chinese students concerning their learning experience in an Australian accounting education programme. The article contributes to the literature by investigating the issues and implications associated with international students’ perceptions of teaching, as little research has been undertaken in this context. Data were obtained from focus group interviews at two Australian universities, comprising students who had no prior experience of Western education. Based on an adaptation of Ramsden's 2003 model [Learning to teach in higher education (2nd ed.). London: Routledge], the data show that the students’ educational experience in China has a direct and negative influence on their perceptions of the teaching and learning experience in Australia. The negativity is particularly strong for entry-level students but dissipates to some extent with time. Issues concerning teachers’ enthusiasm, commitment, delivery skills and students’ expectations also emerged as important factors affecting student perceptions.

Australian government budget balance numbers: the hybrid nature of public sector accrual accounting

Purpose - The purpose of this paper is to analyse the nature and comparability of budget balance (surplus/deficit) numbers headlined by the Australian Commonwealth Government and the governments of the six Australian States and the two Australian Territories. It does this in the context of the transition to Australian accounting standard AASB 1049 Whole of Government and General Government Sector Financial Reporting. Design/methodology/approach - A case study research method is adopted, based on a content/documentary analysis of the headline budget balance numbers in the general government sector budget statements of each of the nine governments for the eight financial years from 2004-2005 to 2011-2012. Findings - Findings indicate some variation in the measurement bases adopted and a number of departures from the measurement bases prescribed in the reporting frameworks, including AASB 1049. Findings also reveal that none of the nine governments have headlined a full accrual based budget balance number since the implementation of AASB 1049 in 2008. Research limitations/implications - While the study focuses on the Australian general government sector environment, it has significant implications in highlighting the ambiguity in the government budget balance numbers presented and the monitoring and information asymmetry problems that can arise. Research findings have wider relevance internationally in highlighting issues arising with the public sector adoption of accrual accounting. Practical implications - The paper highlights the manner in which governments have been selective in the manner in which they present important budget aggregates. This has important practical and social implications, as the budget balance number is one of the most important measures used to evaluate a government's fiscal management and responsibility. Originality/value - The paper represents the first detailed examination of aspects of the effect of the transition to AASB 1049.

Drivers of teaching effectiveness: Views from accounting educator exemplars in Australia

This paper summarizes the views, obtained via a survey instrument created by the authors and reported in studies by Stout and Wygal, of 22 accounting educator teaching exemplars from Australia. Each of these individuals has been cited for teaching excellence through receipt of one or more formal teaching awards. The paper responds to calls in Australia for increased attention to the dimensions of teaching effectiveness and to initiatives in the United States calling for a broader sharing of information among members of the academy regarding the characteristics of teaching effectiveness. Little direct evidence from the field of accounting education is available to date regarding such characteristics or antecedents of teaching effectiveness in the student learning environment. Our research therefore extends in a fundamental way the work of Stice and Stocks and Stout and Wygal. Specifically, perceptions from a sample of award-winning non-US faculties regarding the 'drivers of teaching effectiveness' in accounting education are recorded and analyzed. In decreasing order of perceived importance, drivers of teaching effectiveness are: having a student focus; commitment to teaching (as a profession); high levels of preparation/organization; the ability to link subject matter to the practice environment; and, instructor skills and attributes. This paper adds to our understanding of the drivers of teaching effectiveness and begins the process of creating a worldwide knowledge base in accounting education. The paper should be of interest to accounting faculty members interested in improving their teaching effectiveness and/or mentoring junior faculty members. © 2014 © 2014 Taylor & Francis.

2nd generation concrete construction: carbon footprint accounting

Purpose – Construction contractors and facility managers are being challenged to minimize the carbon footprint. Life cycle carbon‐equivalent (CO2‐e) accounting, whereby the potential emissions of greenhouse gases due to energy expenditure during construction and subsequent occupation of built infrastructure, generally ceases at the end of the service life. However, following demolition, recycling of demolition waste that becomes incorporated into 2nd generation construction is seldom considered within the management of the carbon footprint. This paper aims to focus on built concrete infrastructure, particularly the ability of recycled concrete to chemically react with airborne CO2, thereby significantly influencing CO2‐e estimates.

Design/methodology/approach – CO2‐e estimates were made in accordance with the methodology outlined in the Australian National Greenhouse Accounts (NGA) Factors and were based on the energy expended for each life cycle activity from audited records. Offsets to the CO2‐e estimates were based on the documented ability of concrete to chemically react with airborne carbon dioxide (“carbonation”) and predictions of CO2 uptake by concrete and recycled concrete was made using existing predictive diffusion models. The author's study focused on a built concrete bridge which was demolished and recycled at the end of the service life, and the recycled concrete was utilized towards 2nd generation construction. The sensitivity of CO2‐e and carbonation estimates were tested on several different types of source demolition waste as well as subsequent construction applications using recycled concrete (RCA). Whole‐of‐life CO2‐e estimates, including carbonation of RCA over the 1st and 2nd generations, were estimated and contrasted with conventional carbon footprints that end at the conclusion of the 1st generation.

Findings – Following demolition, CO2 capture by RCA is significant due to the more permeable nature of the crushed RCA compared with the original built infrastructure. RCA also has considerably greater exposed surface area, relative to volume, than a built concrete structure, and therefore more highly exposed surface to react with CO2: it therefore carbonates more comprehensively. CO2‐e estimates can be offset by as much as 55‐65 per cent when including the contribution of carbonation of RCA built within 2nd generation infrastructure. Further offsets are achievable using blended fly ash or slag cement binders; however, this study has focused on concrete composed of 100 per cent OPC binders and the effects of RCA.

Originality/value – Construction project estimates of life cycle CO2‐e emissions should include 2nd generation applications that follow the demolition of the 1st generation infrastructure. Life cycle estimates generally end at the time of demolition. However, by incorporating the recycled concrete demolition waste into the construction of 2nd generation infrastructure, the estimated CO2‐e is significantly offset during the 2nd generation life cycle by chemical uptake of CO2 (carbonation). This paper provides an approach towards inclusion of 2nd generation construction applications into whole‐of‐life estimates of CO2‐e.

Societal role expectations of management accounting professionals: an Australian study

Purpose This paper seeks to advance the understanding of the relevance of management accounting (MA) as a profession by examining societal role expectations of MA professionals in Australia.Methodology/approach The study presented in this paper is based on a questionnaire survey.Findings Findings of the study show that Australian MA professionals are expected to have skills in cost management, corporate social responsibility, carbon accounting, risk management, business analysis, corporate governance, and asset valuations. The demand of MA professionals exceeded the pool of MA talents in Australia. The role expectations of MA professionals from different stakeholder groups are fairly consistent.Social implications The study adds to the immigration institution discussion by demonstrating that there are inadequate professionals in Australia with the skills and experience in MA to meet the projected demand. Australia has very little option but to fill the supply-side shortfall in the short-term with overseas MA professionals.Originality/value The study adds to the literature of the societal relevance of MA by providing evidence of an increasing demand for MA skills in Australia.

Towards a conceptual framework on the categorization of stereotypical perceptions in accounting

The stereotypical image of the profession is poor with accountants appearing in the popular media as either the object of satire or the criminally inclined expert who deceives the public for self-gain. Extant research on the portrayal of the stereotypic accountant is limited in two ways: (1) existing research assumes a unitary concept by inferring a dominant image when the accountant stereotype is multifaceted; and (2) it is unclear from existing research whether the dominant image results from perceived character traits or the duties undertaken by accountants. This paper relies on qualitative methods of data analysis to unpack the elements that underpin stereotypical images in accounting to develop a framework of external perceptions that distinguishes one image from another. The framework is constructed on two broad criteria that comprise accountants (personality traits and physical characteristics) and accounting (task functionality). The interplay of these two criteria creates four subtypes representing positive (Scorekeeper and Guardian) and negative (Beancounter and Entrepreneur) interpretations of the two basic categorizations: bookkeeper and business professional. Further analysis revealed four primary dimensions (Ethics and Sociable, Skill and Service) that underlie the construction of the subtypes. In general, the 'Scorekeeper' rates more highly than the 'Beancounter' on 'Ethics and Sociable' and the 'Guardian' rates more highly than the 'Entrepreneur' on 'Ethics'. Accounting researchers and the profession could benefit from understanding how stereotypical perceptions are constructed and managed.

Relationships between vocational interests and learning approaches to advance the quality of student learning in accounting

This study investigates the influence of vocational interests on the learning approach of accounting students at the undergraduate level. It brings together two theoretical models: vocational interests and approaches to learning, to investigate student learning in the accounting discipline. The research focus is supported by more general findings from the education literature which suggest that interest-oriented learning leads to superior approaches to learning. The research was tested using 917 tertiary accounting students across two universities. The associations between vocational interests and learning approaches provide support for the theoretical model linking vocational interests (e.g. conventional) with deep learning approaches in a tertiary accounting environment. There are practical implications for the teaching of accounting with particular reference to whether the current curriculum reinforces the values of those individuals with conventional interests.

Generic skills in accounting education in a developing country: exploratory evidence from Sri Lanka

Purpose - The purpose of this paper is to investigate the generic skills developed during the undergraduate degree from the perspectives of final year undergraduates and graduate employers. Design/methodology/approach - The list of generic skills tested in this study was contextualized to Sri Lanka and developed based on prior studies. Data obtained from stakeholders via a questionnaire survey was analyzed using paired sample t-test; independent sample t-test; principal component analysis; and one-way analysis of variance, with a view to explore, evaluate and compare respondents' perspectives. Findings - The findings revealed both stakeholders believe that most of the generic skills tested in this study are important for graduates' career success. Consistent with prior studies, respondents prioritized generic skills for career success above technical skills. Final year accounting undergraduates are aware of the skill expectations in the employment market. However, they perceive that most of the important generic skills are not adequately developed during the degree. Practical implications - Findings of this study inform the importance of adopting a holistic approach to the redesign of the accounting curricula to accommodate generic skill development during the degree. Suggestions include: establishing strong links between universities, professional accounting institutions and employers; introducing participatory methods of curriculum design; and assimilating continuous reviews and frequent updates to curricula. Originality/value - Sri Lanka, a developing country, was selected for this research given that little has been reported in the literature in terms of generic skills development of accounting graduates in developing countries.

Accounting for uncertainty in volumes of seabed change measured with repeat multibeam sonar surveys

Seafloors of unconsolidated sediment are highly dynamic features; eroding or accumulating under the action of tides, waves and currents. Assessing which areas of the seafloor experienced change and measuring the corresponding volumes involved provide insights into these important active sedimentation processes. Computing the difference between Digital Elevation Models (DEMs) obtained from repeat Multibeam Echosounders (MBES) surveys has become a common technique to identify these areas, but the uncertainty in these datasets considerably affects the estimation of the volumes displaced. The two main techniques used to take into account uncertainty in volume estimations are the limitation of calculations to areas experiencing a change in depth beyond a chosen threshold, and the computation of volumetric confidence intervals. However, these techniques are still in their infancy and, as a result, are often crude, seldom used or poorly understood. In this article, we explored a number of possible methodological advances to address this issue, including: (1) using the uncertainty information provided by the MBES data processing algorithm CUBE, (2) adapting fluvial geomorphology techniques for volume calculations using spatially variable thresholds and (3) volumetric histograms. The nearshore seabed off Warrnambool harbour - located in the highly energetic southwest Victorian coast, Australia - was used as a test site. Four consecutive MBES surveys were carried out over a four-months period. The difference between consecutive DEMs revealed an area near the beach experiencing large sediment transfers - mostly erosion - and an area of reef experiencing increasing deposition from the advance of a nearby sediment sheet. The volumes of sediment displaced in these two areas were calculated using the techniques described above, both traditionally and using the suggested improvements. We compared the results and discussed the applicability of the new methodological improvements. We found that the spatially variable uncertainty derived from the CUBE algorithm provided the best results (i.e. smaller confidence intervals), but that similar results can be obtained using as a fixed uncertainty value derived from a reference area under a number of operational conditions.

Accounting for habitat and seafloor structure characteristics on southern rock lobster (Jasus edwardsii) assessment in a small marine reserve

Where to place marine protected areas (MPAs) and how much area they should cover are some of the most basic questions when designing MPAs. Based on the theory of island biogeography, larger reserves are likely to protect more species and individuals but smaller reserves have been shown to positively influence populations. In this study, we assess a localised population of the ecologically and economically important southern rock lobster (Jasus edwardsii) inside and outside a small reserve. We used standardised fishery assessment trapping methods to sample J. edwardsii populations inside a reserve and an adjacent area outside the reserve. The population characteristics of the captured individuals were compared inside and outside the reserve using t tests (male size, female size,number of reproductive females, number of individuals and biomass), and we found that there were significantly greater numbers and larger individuals and biomass inside the reserve. However, many assessments of MPA effectiveness are confounded by differences in habitat. To account for possible differences in habitat, we collected multibeam bathymetry data to allow us to characterise seafloor structure and video data to assign each sampling location to a biotope class based on macroalgae assemblages. Then, using generalised linear models (GLMs), we assessed differences in populations while accounting for habitat. The GLMs revealed that there was still a significant difference in populations inside the reserve despite habitat differences inside and outside the reserve. We demonstrate a methodological approach to provide a baseline data set to assess MPA effectiveness through time and measure how habitat may respond to indirect consequences of fishing or other human impacts at the species or ecosystem level. We also highlight some of the limitations in sampling design and data availability common in MPA studies and resulting implications for assessment.