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Examine hiring preferences of nonpublic accounting professionals when selecting candidates with online versus traditional face-to-face (FTF) accounting degrees.

Surveys.

Consistent with Kohlmeyer, Seese, and Sincich (2011), this study revealed that accounting professionals, in general, indicated a strong preference to hire students with a FTF accounting degree as compared to a candidate with an online (OL) accounting degree. However, there were two significant departures from the results of Kohlmeyer et al. (2011). AACSB accreditation did help mitigate the respondents’ reluctance to hire students with OL degrees. In addition, nonpublic accounting professionals were neutral as to whether they would hire someone with an online accounting degree in the next three years. Public accounting professionals opposed hiring someone with an online accounting degree in the next three years (Kohlmeyer et al., 2011).

Online programs are going to have to be more proactive in persuading accounting professionals that an online and FTF accounting degree are equally desirable for hiring purposes.

Students need to be aware of accounting professionals’ hiring concerns in regard to candidates with online accounting degrees.

Little research has examined the hiring preferences of accounting professionals in selecting candidates with either an online or FTF accounting degree.

As proposed in this paper, in public accounting firms, supervisors and managers provide junior accountants with career-related benefits that include: career development support; social support; and role modeling. Also, employees who receive such career-related benefits are more likely to believe that the firm provides career growth opportunities and more likely to trust their managers. Career growth opportunities and trust, in turn, positively affect organizational commitment, which reduces turnover intentions. In summary, the relation between career benefits and turnover is mediated by several variables: career growth opportunities, trust in managers, and organizational commitment. Results of a survey of junior employees in public accounting firms support these assertions (with the exception of social support).

The purpose of this study is to investigate differences between individual and collective budgeting decisions with respect to budgetary slack creation and task performance. While a great deal of research exists in the area of budgeting, to our knowledge, no prior studies have dealt with budget settings in a collective (e.g. small group or cross-functional team) environment. Accordingly, the current study examines differences in slack creation and task performance using a two (decision mode: individual vs. collective decision) by two (incentive contract: slack-inducing vs. truth inducing) between-subjects experimental design. A total of 295 students participated in the experiment (79 individuals and 72 three-person collective units). As expected, individuals and collective decision-makers created significantly more slack under a slack-inducing contract than a truth-inducing contract. Additionally, as anticipated, collective decision-makers created more slack than individuals under a slack-inducing contract. Unexpectedly, however, collective decision-makers created more slack than individuals using a truth-inducing contract. Task performance was significantly different between individuals and collective unit members, such that performance of former exceeded latter, as hypothesized. Finally, preliminary analysis indicated that choice shift occurred in the collective units, such that the units became more cautious in setting budget goals than individuals under both incentive contract conditions.

Innovation is the key to competitive advantage, and attaining innovation often requires taking on higher-than-usual levels of risk. Yet, while managers commonly profess support for efforts in innovation, they often emphasize safe, short-term results over more risky, long-term outcomes. As a result, a major challenge to firms is increasing employees’ willingness to adopt risky yet more profitable alternatives.

This study uses an experiment to test how the level of performance standard, per se, affect employees’ propensity to take on (more) risky projects. Using participants from the U.S. and Taiwan to represent higher versus lower individualism national cultures, it also examines the effects of national culture on employee actions. The findings are consistent with expectations from combining goal and prospect theories that a specific high standard motivates greater risk taking than a low standard. We find only limited difference between the U.S. and Taiwanese samples’ individualism/collectivism scores, which may help to explain the lack of significant differences between their reactions to the performance standard treatment.

This study examines the roles of organizational justice and trust in a specific type of management control system (MCS), gain-sharing. According to the proposed theory, employee perceptions involving the procedural and distributive justice of the gain-sharing plan influence employee trust in managers. Positive perceptions of fairness lead to high trust, which, in turn has positive consequences for the organization such as lower employee turnover. To investigate these issues, a survey was administered to employees of a large manufacturing company. Results of structural equation modeling indicate that employee perceptions regarding the fairness of the gain-sharing plan are positively related to employee trust in managers. Further, trust is linked to employee turnover intentions. The results imply that the organizational justice of an MCS has consequences for the attitudes and behaviors of employees and thus the success or failure of the MCS.

This study examines how leadership style, budget participation, and perceptions of budgetary fairness influence an important employee outcome, organizational commitment. In the proposed model, the leadership style of the superior, specifically consideration, is linked to subordinate participation in the budgeting process. Both leadership style and budget participation, in turn, influence employee beliefs about budgetary fairness, that is, beliefs concerning the procedural and distributive justice of the budgeting system. Finally, the justice of the budgeting system and its antecedents (leadership and budget participation) affect organizational commitment. Results from a survey of supervisors and managers in several firms support the proposed model.

Prior studies in accounting argue that subordinates have private information about their areas of responsibility and that revelation of such information benefits the organization. This study investigates factors that encourage subordinates to share this information with their superiors during the budgeting process. According to the proposed theory, the fairness of the budgeting system, specifically its procedural justice, influences the degree of information sharing. If the subordinate believes that budgeting procedures are fair, the subordinate is more likely to disclose private information during the budgeting process.

We conduct an anonymous survey of supervisors and managers in four companies. Regression model is developed with information sharing as the dependent variable. Independent variables include procedural justice of budgeting system and also budget participation and organizational commitment, variables that prior studies have identified as important in information sharing.

Results support the proposed model in general. The three independent variables (procedural justice, budget participation, commitment) interact in their effect on information sharing.

Results suggest that companies that seek the private information of subordinates should consider the fairness of the budgeting system. Fair procedures encourage information exchange.

Online education may meet the needs of students who do not want to attend classes or of working adults who want to obtain a college degree. Yet an open question is whether online (OL) degrees meet the needs of employers (Adams & DeFleur, 2006; Columbaro & Monaghan, 2009). Specifically, our exploratory study investigates how professionals in public accounting firms perceive OL accounting degrees as compared to accounting degrees earned in the traditional face-to-face (FTF) environment relative to a hiring decision. To examine these issues, a survey was administered to accountants of small- and large-sized public accounting firms located in the southeast United States.

Our results revealed that public accounting professionals, in general, indicate a strong preference to hire students with a traditional FTF accounting degree as opposed to a candidate with an OL accounting degree. Even when both candidates (traditional vs. OL accounting degrees) had passed the CPA examination, public accounting firm professionals still prefer the traditional accounting degree. Yet public accounting firms were more willing to hire a candidate with an OL accounting degree from an Association to Advance Collegiate Schools of Business (AACSB) accredited university than a candidate with an OL accounting degree from a non-AACSB accredited university. Lastly, we found that the preferences for traditional accounting degrees existed across different job titles (e.g. partner, manager, senior) and different sized public accounting firms.

In this paper, we investigate the effect that employee rank has on attitudes and performance where supervisors establish budgeted standards of performance. This paper advances the extant management accounting literature by considering a variable (employee rank) not considered in prior related studies. Our findings indicate the impact of attitudes on performance is moderated by the rank of the employee within the organization. We find lower ranked employees within the organization performed better when they felt the process for establishing their performance standards was fair. For employees in higher ranking positions, the motivation associated with feedback on their performance was a factor in determining performance, while the degree to which they felt the process for establishing standards was fair was not.

This chapter includes a citation analysis of the first 16 volumes of Advances in Accounting Education: Teaching and Curriculum Innovations (henceforth, Advances in Accounting Education). Using this analysis, we identified the top 20 articles of the 195 articles published. This analysis provides an understanding of the relative contribution and impact of the papers published in Advances in Accounting Education, and the information provides past authors with a measure of how their contributions compare with the contributions of other authors. Also, this analysis may be valuable for potential contributors who are developing a research topic in that it will enable them to identify the types of articles that have traditionally had the greatest impact.

We also identify the top 30 authors of the 383 who have published in the journal. This analysis not only gives feedback to the authors listed, but also helps accounting education researchers identify authors whose work may be relevant to their interests.

We report the research categories (issues) and methodologies used for all articles published from 1998 to 2015 in Advances in Accounting Education. We also compare the research issues and research methodologies used in Advances in Accounting Education to those in the Journal of Accounting Education and Issues in Accounting Education for the period 2006–2015. Authors considering submitting a manuscript to one of these journals can use this information to determine which journal might be the best fit for their work.