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In the context of the Australian Government’s attempts to impose budget austerity measures on publicly funded universities in its higher education sector, the purpose of this paper is to assess the sector’s financial health.

The multi-dimensional study is based on seven years of government financial data from all 39 publicly funded Australian universities, supplemented by information from universities’ annual reports. Using a financial health model that reflects vulnerability, viability and resilience, the authors examine sector data using a suite of metrics. The authors analyse differences between those universities in the Top 10 and Bottom 10 by revenue, as a window into the financial health of the sector at large.

While mostly financially viable, the sector shows signs of financial vulnerability, particularly in the areas of expense control and financial sustainability. Possibly in response to an uncertain funding environment, universities are managing long-term liquidity by growing reserves. Debt represents largely untapped potential for universities, while differences between the Top 10 and Bottom 10 universities were most evident in the area of revenue diversity, a strong predictor of financial viability.

Focussing on a specific set of financial metrics limits the scope of the study, but highlights further research possibilities. These include more detailed statistical analysis of data, financial case studies of individual universities and the implications of revenue diversification on academic standards.

The paper contributes to higher education literature, providing empirical evidence of universities’ finances. It highlights the importance of universities’ financial resilience in an uncertain funding environment.

This study aims to extend the current literature on International Financial Reporting Standard (IFRS) teaching by examining the argument by Hodgdon et al. (2013) that arranging accounting prescriptions into the level of concept, principle and rules is helpful to students in comprehending the complex set of accounting standards. Besides, the study aims to attest the argument that analogy is a useful tool in teaching, especially when dealing with complex knowledge or concepts.

The study used a 3 × 2 between-subjects design, which includes the independent variables of the three-step teaching method (concept-only, concept + principle and concept + principle + rules) and the presence or absence of analogy.

The findings support Hodgdon et al. (2013). However, the combination of Hodgdon et al.’s (2013) technique with analogy resulted in only better-perceived comprehension under the concept-only condition.

There are limitations to the use of analogy as an instructional tool. The reasoning behind an analogy is that it is produced from different fields in which the target and source topics have only some similarity in structure or function. This suggests a limited capacity in which the source topic can be used to fully explain a targeted topic, and thus caution needs to be exercised in the use of analogy as a teaching tool. Additionally, this study uses a perceived understanding of control in IFRS 15. While perceived understanding may likely result in actual comprehension, there is a possibility that this may not be the case. Finally, this study did not consider about how rule comprehensiveness is affected.

The findings of this study provide a useful combination of teaching tools to educators on how to deliver technical business subjects such as accounting effectively.

This paper aims to answer the call by Hodgdon et al. (2013) to verify the effectiveness of teaching IFRS via the three-step approach. In addition, this study extends the literature by examining whether an analogy could be used with the three-step approach to effectively improve students’ understanding of IFRS.

This study seeks to identify how professional accountants in France are educated in sustainability; we examine the French accounting programs in regard to sustainability accounting education recommendations.

We analyze a variety of documents to ascertain what comprises the typical accounting education program in France. Additionally, we conduct five interviews of various stakeholders to understand the importance of sustainability accounting and education in the French context.

We note an interesting paradox in the French context: while the government requires the reporting and auditing of corporate sustainability information, we find that sustainability is not greatly present in the government-funded French accounting education program. We determine that the government’s power in setting the education agenda combined with its budget restrictions and ability to defer responsibility to other parties has resulted in this paradox in the French setting.

This research draws attention to the consequences of society ignoring sustainability education for professional accountants.

This paper contributes to the discussion on how to educate responsible professional accountants and the implications for the planet if accountants are not trained in sustainability.

This research contributes to the important domain of sustainability accounting education. We also explore additional implications for the accounting profession and the general public.

The purpose of this paper is to describe how a student-managed investment fund (SMIF) moved from an idea to an operational program over the period of a year at Memorial University in Newfoundland, Canada. The aim is to provide insight to other institutions on how to build capacity when developing their own SMIF.

I summarize the choices made with respect to funding source, governance structure, faculty involvement, recruitment, investment activities and integration into curriculum.

Underlying these choices were challenges pertaining to capacity, student competencies, the existing finance program and ties to industry. Through the development of the SMIF, efforts ensured that capacity was suitably developed in each of these areas.

This paper provides insight to other institutions on how to build capacity while developing their own SMIF.

This account provides the field with a unique perspective. It is written following a year spent developing a SMIF that is about to launch.

This account provides the field with a unique perspective. It is written by a new faculty member following a year spent developing a SMIF that is about to launch.

Prior literature has found that as uncertainty in a firms information environment increases, optimism increases in equity analysts’ earnings forecasts. The studies suggest an economic incentive explanation, commonly called the management‐relations hypothesis. However, there is conflicting evidence that managers would prefer pessimistic forecasts and encourage analysts to “walk‐down” their forecasts to prevent negative earnings surprises. To test these contradictory findings, this study uses an experimental setting to remove economic incentives from the analyst’s decision process and isolate the cause of observed bias in analysts’ reports. The results of the experiment show that an increase in the perceived uncertainty of the forecasting task results in significantly lower relative optimism in analysts’ earnings forecasts. This finding is consistent with a negativity hypothesis and the managementrelations hypothesis extolled in the empirical research. The findings also show that relative forecast optimism bias is positively related to the level of analysts’ buy/sell recommendations consistent with more recent findings that suggest that analysts use motivated reasoning (the tendency to process information in a manner that supports one’s goal) in their judgments of forecasted earnings and recommendations. Together, these results suggest that analysts consider and use financial information differently depending on their decision goal.

Certain of GASB Statement 34’s requirements might on their face induce an upgrading of local sector forecasting capacity as well as a reduction of tolerated forecast error. Results from our national survey of local and county finance officers suggest that respondents with graduate degrees who work in offices with forecasting software may respond to GASB 34 implementation in a manner consistent with this expectation. Others are unlikely to view the standard as a cue to enhance their forecast capacity at this early stage of rollout. Our results also suggest that the norm of revenue underforecasting is deep-seated and that survey results understate its magnitude. These results are a baseline; further experience with the GASB 34 may alter practitioner perception of need and lead to deployment of more advanced forecasting methodology and heightened expectations of forecast accuracy.

This study sought to identify teachers' overall experiences in teaching social studies, the considerations they make in planning and implementing social studies lessons in the absence of mandated curriculum, approaches to social studies instruction and the role of legislation on social studies instruction.

Two practicing teachers at different grade levels participated in this study to allow for comparative case study analysis. Teachers were observed teaching social studies lessons and then were interviewed to gain an understanding of their perspectives on teaching social studies at the elementary level and the role that administrative and legislative messaging played in their decision-making.

The lack of a scripted and formal program for social studies created opportunities for teacher autonomy and content integration in lessons. This is especially true for teachers that place a high value on social studies content and skills. Persistent issues, such as limited time and mandated testing pressures, continue to create barriers that teachers must work to overcome.

Since teachers play a critical role in the enactment of policy and curriculum, when a formal curriculum program is absent, opportunities arise. Control of the classroom and inherent messaging therein continues to create a high value battleground. When teachers are given the autonomy to set lesson outcomes, opportunities for quality instruction, such as project based learning and content integration, are possible.

Innovation enables growth and helps address social challenges. This research aims to identify evidence that can characterize an innovative university based on its university management. Thus, the authors define the following research problem: How to measure innovation in a Higher Education Institution (HEI) that intends to be innovative based on its university management?

To this end, the authors conducted a literature review, with a qualitative approach, as well as a case study with data collection through the documental analysis of research that was carried out with the community, namely: Undergraduate Students Profile survey, Reputation of the Institution and Innovation Octagon.

The authors noticed that the results presented by Innovation Octagon show an increase in most indexes, mainly Processes and People, followed by Leadership, Strategy, Relationships and Funding. However, there was a reduction in Structure and Culture.

The results point to the relevance of measuring innovation in the institution, mainly through the use of the Innovation Octagon. The longitudinal measurement of innovation in the institution enables the management of the HEI to constantly progress and develop in favor of the society’s demands for the training of competent professionals for their future professional reality.

India has taken a successful step towards meeting Sustainable Development Goals (SDG) by providing access to basic amenities such as safe drinking water, waste management, drainage systems and bio-compost pits in households. The purpose of this study is to identify factors that significantly impact access to such basic amenities in villages in two states in the hilly regions of India.

Village-level secondary data collected from the Unnat Bharat Abhiyan (UBA) website has been analyzed using multiple linear regression and non-parametric statistical tests. Socio-economic and demographic variables are the independent factors in regression whereas availability of basic amenities is the dependent variable.

Findings reveal that in Himachal Pradesh, gender ratio, annual income per family, percentage of BPL households, percentage of pucca houses, and percentage of village population above graduation, significantly impact access to piped water in village households. Also, literacy rate and percentage of population with education above graduation significantly impact availability of compost pits. Further, in Uttarakhand, percentage of pucca houses influences access to waste collection system and availability of compost pits. Availability of drainage systems is influenced by literacy rate. A comparison between the two hilly states reveals that Himachal Pradesh is better off in terms of ease of access to drinking water whereas Uttarakhand is ahead in terms of other amenities.

To the best of the authors’ knowledge, no other studies have used socio-economic and demographic variables to study access to basic amenities in villages in hilly states in India.

Switzerland faces an HIV epidemic that is concentrated among certain groups, including migrants from high‐prevalence countries. This study explores the HIV/AIDS knowledge of professionals providing asylum and integration services at cantonal level, with a view to optimising the role they can play in HIV prevention. Data was collected by means of a self‐administered questionnaire; 266 of the 368 professionals (72%) approached responded. Answers were analysed with regard to the respondent's sex, age, workplace and geographical location. General HIV/AIDS knowledge is sound, although there are deficits regarding the vulnerability of migrants. Staff working for non‐governmental organisations are significantly more likely (39%) to attach high importance to HIV/AIDS than civil servants (25%). They are also significantly more likely to have undergone training in HIV/AIDS (25% compared with 15%). Respondents from the German parts of Switzerland are significantly more likely (75%) than those from Romandie and Tessin (48%) to feel sufficiently well informed to be able to address the HIV/AIDS needs of migrants.Professionals providing asylum and integration services could be familiarised more systematically with HIV/AIDS policy documents and with the HIV/AIDS projects and materials in place for migrants. There is also scope to institutionalise targeted training and knowledge management opportunities better.