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The operating activities section of the statement of cash flows presents a long-standing teaching challenge for accounting educators. The direct method is easy to understand yet difficult to prepare; the indirect method is harder to understand but easier to prepare. Many instructors address the two methods separately, requiring students to learn two different ways for preparing the operating section of a statement of cash flows. Because of this focus on the mechanics of preparation, the result is often an emphasis on how to prepare the cash flow statement rather than on the essential information the statement provides. In this paper, the authors note that both direct and indirect methods begin at the same point, that is, the income statement, and end at the same point, that is, cash flow from operations. Then, the authors describe one process by which the income statement and the balance sheet can be analyzed to provide the information required to present operating cash flow using either the direct or the indirect method. Using this approach allows students to apply one intuitive process for computing cash flow from operations rather than memorizing two different sets of rules for direct and indirect methods.

Despite the fact that learning the mechanics or the knowledge of how to prepare the Statement of Cash Flows (SCF) is not highly complex, students continually struggle. This paper summarizes the history along with the importance and value-relevance of the SCF in practice to better inform the classroom.

Specifically, I examine pedagogies, tools, and delivery methods from previous studies and suggest areas for future education-based research studies.

The use of the SCF in practice has persisted over centuries. I explore methods of incorporating the SCF into the classroom, including the implications of McNellis (2015) and Frischmann, Pumphrey, and Santhanakrishnan (2015). I also examine the use of technology in the classroom and online delivery.

Academics and administrators should find this paper helpful as it provides a summary of examples for the classroom, which could lead to continuous curriculum improvement. For many universities, maintenance of program accreditation mandates assessing learning and, therefore, continuous curriculum improvement.

This chapter advocates a teaching approach for the statement of cash flows (SCF) that includes introduction of the SCF early in the curriculum using the accounting equation format, which helps students visualize the cash and accrual activities. We then adapt this accounting equation format to a worksheet model that can be used later in the curriculum with more complex data sets. This approach provides several advantages: (1) it maintains a consistent, accounting equation approach throughout; (2) it can be used for both the direct and the indirect report format; (3) when used with Excel, the format is easier to explain, easier to use, and less prone to mechanical error than the worksheet approaches used in most textbooks; and (4) it is used by many professional accountants.

This chapter presents an approach to teaching bond liabilities and investments in the typical undergraduate Intermediate Accounting II course, using the statement of cash flows, including both indirect and direct approaches. From the perspectives of the issuer and holder, emphasis is placed on journal entries reflecting interest accruals, amortization of discounts and premiums, and early extinguishment of such financial instruments, as well as the treatments of such entries in the statement of cash flows. Students are expected to explain the reasons underlying such treatments. The results of this innovation suggest that students enhance their understanding of accounting for bonds and the statement of cash flows by application of this approach.

The purpose of this study is to characterise types of practices – or “routings” as they are denoted in this paper – that have been developed to incorporate non-financial inscriptions, representing value-in-kind (VIK) sponsorship resources, into accounting systems.

This study adopts field-based research, utilising Latour's (1999) concept of “circulating reference”, to illustrate how VIK (non-cash) resources were managed in an Australian sporting organization.

This paper contributes to our understanding of: first, how accounting infrastructure is constituted and stabilised by a network of multiple and overlapping accounting practices; second, how VIK resources are allocated and managed via local practices; and third, the importance of “budget relief” as a method of valuation in accounting practice.

Our paper has implications for understanding how financial and non-financial accounting inscriptions are related in practice, requiring both integration and separation within networks of multiple and overlapping routings of accounting practices.

Our work highlights previously unexplored accounting practices, which assist in the process of utilizing VIK resources in the context of a sporting organization.

Explore the use of simulation within managerial accounting principles courses to enhance business integration learning. Course pedagogy and content changes are examined as an alternative approach to traditional lecture. Specific outcome goals include critical thinking, engagement, and communication skills development.

Literature review, stakeholder feedback, assessment examination results.

Stakeholder feedback suggests increased student motivation and engagement can occur with simulation use. A positive impact on student learning is possible where a real-world, competitive decision-making scenario is provided in conjunction with enthusiastic instructor guidance. Further, standardized examinations are available as a means to evaluate assurance of learning goals and continuous improvement models related to assessment.

Highlights the development of quantitative and qualitative decision-making skills.

Students are better prepared for business study through development of decision-making, critical thinking, teamwork, and communication skills.

The use of simulation represents a powerful tool for study of the interdisciplinary nature of business. Instructors may find the feedback herein beneficial as they consider pedagogy alternatives for their managerial accounting principles courses.

This paper, via the use of management and entrepreneurial philosophies from Charles Clinton Spaulding, aims to advocate the integration of African-American Entrepreneurship and Management History into the business curriculum at historically black colleges and universities (HBCUs) as well as predominantly white institutions (PWIs). Along with this curriculum update, the use of critical pedagogy as a form of critical thinking is also recommended to complement the learning process.

Articles from early and recent newspapers, magazines, journals and books were examined and synthesised to clarify how curriculum modification and critical pedagogy could aid in increased entrepreneurial success.

The paper concludes with a framework that demonstrates the curriculum interface, including Spaulding’s insights and critical pedagogy, to connect black students to entrepreneurial success.

Although African-Americans surpass Caucasian-Americans in entrepreneurial attempts, blacks lag behind whites in entrepreneurial success. A reason for their higher failure rate is a lack of exposure to positive images who are also black. Integrating African-American Entrepreneurship and Management History into the business curriculum will help ensure that these positive images are sufficiently introduced and explored as a source of learning. Critical pedagogy is also endorsed as a complementary strategy to aid learning, as it is associated with processes that deviate from traditional instruction that often ignores student diversity, to facilitate the expansion of the mind as well as social transformation.

This chapter describes three active learning activities developed for use in the introductory financial accounting class: an interview with a financial statement user, an internal control paper, and a financial statement project where students analyze two competing businesses. We gathered student surveys and direct assessment data to see if these activities add value to the introductory accounting course.

The learning activities were originally developed using Fink’s (2003) Taxonomy of Significant Learning, aligning the activities with Fink’s learning dimensions, which also support the higher order learning skills in Bloom’s revised taxonomy. Students completed surveys by comparing how well traditional class activities (i.e., homework and tests) and the new activities support the core competencies of the American Institute for Certified Public Accountants (AICPA). We also asked students open-ended questions on how they felt about these new activities. Researchers then compared pre- and postadoption assessment data to investigate the impact of the new learning activities on class completion rates and grades.

Based on faculty comments and student survey results, the three active learning assignments appear to be more effective in developing many of the AICPA’s core competencies and real world skill sets valued by professionals, providing more value than traditional teaching methods. In addition, the passing rates in the course at the Youngstown State University increased by 12% after adopting the learning innovations.

This chapter describes the development of a two-course sequence, which explicitly breaks down the silos between the accounting and finance disciplines. A descriptive narrative demonstrates how these courses integrate introductory courses in general business, managerial accounting, financial accounting and finance, and are taught freshman year. The courses are based around an 18-chapter Instructional Narrative about a fictitious company, Windspark, which evolves from a start-up service business in the wind turbine industry to a retailer of parts and then a manufacturer. Topics are introduced as the entrepreneurs in the Instructional Narrative require business knowledge. Individual faculty members teach an entire course, rather than teams comprised from different disciplines. A diagnostic quiz at the beginning of the second course tests students’ understanding and retention of material in the first course. The vast majority of students pass the diagnostic quiz on the first try. Despite its rigor and difficulty, the sequence has coincided with a significant uptick in students choosing to major in finance and accounting. This sequence demonstrates the feasibility and replicability of teaching a truly integrated introductory accounting and finance course sequence. Greater coordination and cooperation between disciplines is possible, with measurable benefits for students.