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The purpose of this paper is to investigate students’ experiences of, and attitudes on, the use of technology – in the form of ePortfolio – as an assessment tool. The authors seek to determine whether ePortfolios aid students in facilitating critical reflection on their learning and academic skill development. The authors also determine whether ePortfolios can provide an alternative assessment tool to the traditional assessment practices in the accounting and business discipline.

This study surveys students enrolled in an indigenous business course using questions on the usability of ePortfolios, technical support and effectiveness in critical reflection and learning. Formal evaluations were included to capture students’ self-reflections on their ePortfolio experience. The analysis included analysis of variance, t-tests, correlations and hierarchical regression.

Results indicated that students show positive attitudes toward ePortfolios even after controlling for possible confounding variables such as previous experience, attitudes and accessibility. The authors also found that ePortfolios are a useful vehicle for enhancing students’ learning and understanding of indigenous knowledge in a business context. They were also found to facilitate students’ ability to critically reflect, engage in learning and develop their academic skills.

The findings of this study could benefit those working in higher education, particularly accounting academics in Australian universities, and the adaptation of ePortfolios in a blended learning environment, and contribute to pedagogical knowledge regarding indigenous business issues. Academics could design the curriculum of the accounting courses within the commerce programme that addresses programme learning objectives to align with graduate employability outcomes.

This study provides a foundation for improving the design and assessment of written communication activities in accounting courses to achieve employability skills outcomes commensurate with university accreditation criteria. This could be achieved with the development of a community of practice developed by the professional accounting bodies in collaboration with Australian universities.

The research is not wholly new, although the use of ePortfolios in accounting education is not widely reported and, therefore, may be of interest to those in advancing the accounting education agenda. In light of the recent call by Australian professional accounting bodies, ePortfolios can provide accounting graduates the non-technical or soft skills such as communication, interpersonal and critical thinking.

The purpose of this paper is to investigate whether International Financial Reporting Standards (IFRS)-based data improve bankruptcy prediction over Australian Generally Accepted Accounting Principles (AGAAP)-based data. In doing so, this paper focuses on intangibles because conservative accounting rules for intangibles under IFRS required managers to write off substantial amounts of intangibles previously capitalized and revalued upwards under AGAAP. The focus on intangibles is also motivated by empirical evidence that financially distressed firms are more likely to voluntarily capitalize and make upward revaluations of intangibles compared with healthy firms.

This paper analyses a sample of 46 bankrupt firms and 46 non-bankrupt (healthy) firms using a matched-pair design over the period 1991 to 2004. The authors match control firms on fiscal year, size (total assets), Global Industry Classification Standard-based industry membership and principal activities. Using Altman’s (1968) model, this paper compares the bankruptcy prediction results between bankrupt and non-bankrupt firms for up to five years before bankruptcy. In the tests, the authors use financial statements as reported under AGAAP and two IFRS-based data sets. The IFRS-based datasets are created by considering the adjustments on the AGAAP data required to implement the requirements of IAS 38, IFRS 3 and IAS 36.

This paper finds that, under IFRS, Altman’s (1968) model consistently predicts bankruptcy for bankrupt firms more accurately than under AGAAP for all of the five years prior to bankruptcy. This greater prediction accuracy emanates from smaller values of the inputs to Altman’s model due to conservative accounting rules for intangibles under IFRS. However, this greater accuracy in bankruptcy prediction comes with larger Type II errors for healthy firms. Overall, the results provide evidence that the switch from AGAAP to IFRS improves the quality of information contained in the financial statements for predicting bankruptcy.

Small sample size and having data available over the required period may limit generalizability of findings.

Although bankruptcy prediction is one of the primary uses of accounting information, the burgeoning literature on the benefits of IFRS adoption has so far neglected the role of IFRS data in bankruptcy prediction. Thus, this paper documents a new benefit of IFRS adoption. In this paper, the authors demonstrate how the restrictions on the ability to capitalize and revalue intangibles enhance the quality of information used to predict bankruptcy. These results provide evidence to international standard setters of what they can expect if their efforts to remove non-restrictive accounting practices for intangibles are abandoned.

The purpose of this study is to describe and evaluate the implementation of an online self and peer assessment model (SPARKPLUS) to assess team work skills of accounting students.

This study describes the background and implementation of SPARKPLUS and employs a survey questionnaire administered to students enrolled in an undergraduate company accounting subject before and after the implementation of the model. The survey results and selected qualitative data are used to evaluate students' attitudes to group work and the impact of SPARKPLUS.

The study suggests that students understand the benefits of group work activities in developing their technical knowledge in company accounting. However, students do not appreciate the value of group work activities in developing generic skills or how SPARKPLUS supports group work activities.

Professional and accreditation bodies require evidence of teaching and learning activities and assessment of team work skills during the students' undergraduate accounting degree. This study demonstrates that students require significant teaching and learning activities in relation to team work skills and the assessment model for successful implementation.

This study makes an original contribution to the accounting education literature pertaining to assessment of team work skills in two respects. First, the study outlines the design, implementation and preliminary evaluation of an online self and peer assessment model in an undergraduate company accounting course. Second, preliminary evidence concerning the impact of this model on group work activities and team work skills is provided.