Search results

Notes that despite moves towards the international harmonization of accounting standards, some important differences remain between UK and US generally accepted accounting principles which affect the comparability of their financial statements. Outlines the development of the UK accounting profession, accounting standards and the regulatory environment, including company law, before discussing the specific differences between UK and US accounting treatment of assets, liabilities, foreign currency translations etc. and in reporting and disclosure requirements. Briefly considers the underlying reasons for them and stresses the importance of understanding them for accountants, investors, security analysts etc.

Explores the impact that recent fraudulent financial reporting has had on the capital markets. Attempts to examine the stock market reaction, both to return and risk, to fraudulent financial reporting that has occurred in major corporations during the decade 1990‐1999. Finds that capital market impact is significant in dollar terms with strong negative announcement effects the day before and on the day of a news event. Concludes that auditor and regulator vigilance needs to be strongly maintained in monitoring firms’ financial reporting.

The accelerated pace of change in the global economy and capital markets along with the complexity of transactions and financial reporting that involve applying fair value measurements (FVM) is a major third-party user concern. The 2008 financial crisis highlighted risks that investors are exposed to when making FVM-related capital allocations. Accounting estimates often involve subjective assumptions and measurement uncertainty, increasing potential management bias (Choudhary, 2011; Ramanna & Watts, 2012). FVMs are of critical importance to the reliability of the financial statements. Therefore, the purpose of this chapter is to inform educators of the possible need to evaluate their curriculum as to coverage of FVM topics. The support for this evaluation is based on our attempt to: (1) evaluate the extent of reported FVM-related deficiencies with reference to regulatory bodies’ findings of significant deficiencies in FVM; (2) examine the use of FVM specialists; (3) determine if colleges and universities are keeping pace with FVM demands; (4) list the Uniform CPA Examination Blueprint FVM testing areas; and (5) provide curricular FVM topic recommendations.

Establishing an audit committee presumably strengthens the external auditor’s independence. Several studies have examined how audit committees affect the selection of the company’s external auditor, negotiate audit fees and enhance the auditor’s independence. But what of the independence of the audit committee members themselves? Do audit committee members exhibit biases when they select their company’s auditors? The relationship between the entity’s external auditor and the audit committee member’s affiliated company’s auditors has not been examined. For example, are audit committee members prone to select or remain with audit firms with which they have developed a formal relationship within their own company? This study of 247 New York Stock Exchange firms finds significant relationships (at the 0.05 level of significance) between CPA firms selected by audit committees and by the CPA firm which audits the audit committee member’s own organization. Results indicate that audit committee members exhibit conscious or unconscious biases in their selection or retention of their companies’ auditors.

In response to many authoritative and honorary bodies, the accounting profession has recognized the importance of accounting curricula emphasizing written and oral communications skills. Accounting practitioners expect accounting students to master communications skills as accounting curricula become more responsive to changes in the accounting environment. Discusses key provisions of the US Securities and Exchange Commission’s (SEC) recent Rule #33‐7380 that requires registrants to use “plain English” to prepare a prospectus’s cover page, summary and risk factor sections in filing with the SEC. The rule specifies six principles of clear writing and provides a handbook for use in preparing prospectuses. Accounting professors should consider adopting the suggestions of this SEC rule as a basis for improving their students’ writing skills.

With the passage of the Sarbanes‐Oxley Act of 2002, corporate legal counsel has an increasing responsibility related to fraud. The purpose of this paper is to focus on financial reporting fraud resulting in the false presentation of operating results and financial position to the public, lenders, taxing authorities or other corporate stakeholders.

The paper reviews cases with a focus on financial reporting fraud as identified by corporate counsel.

The ways in which corporations can utilise corporate counsel to protect themselves from financial statement and other reporting frauds.

This paper provides guidance to corporate counsel as to some of the common forms of financial statement fraud and the risk factors (red flags) that may indicate the presence of fraud.

Corporate counsel, by virtue of their natural involvement in the negotiation of contracts and customer/vendor disputes, as well as their consulting role to top management in many types of business transactions and problems, are uniquely positioned to identify financial statement fraud issues and other financial disclosure problems.

The international business researcher in the United States faces considerable barriers to obtaining and understanding firm‐level data about foreign companies. Although the Internal Revenue Service, the Bureau of Economic Analysis, the Bureau of the Census, the Securities and Exchange Commission, and other government agencies collect detailed data on foreign companies doing business in the U.S., most of these data are readily obtainable only as aggregate figures. The SEC alone releases company‐specific reports for public companies trading on U.S. stock exchanges. International bodies like the United Nations Centre on Transnational Corporations (UNCTC), the Organization for Economic Co‐operation and Development (OECD), the International Monetary Fund, and the World Bank follow the practice of individual governments in suppressing and protecting any firm‐level data, publishing only aggregate figures where those figures will not reveal the workings of individual firms. Therefore, most of the sources of data on the company level truly available to U.S. researchers are published by private information companies.

Creating a mindset for research, including the development of professional research skills and critical thinking, is of the utmost importance in preparing students for the business world. To help faculty with this mindset, we discuss novel approaches for incorporating professional research and interactions into the undergraduate classroom, although the recommendations can apply to the entire curriculum. We describe three scenarios where our recommendations might apply – research/financial, tax, and accounting information system courses. Using a professional accounting research course and a financial course as examples, we start out broadly discussing a practitioner-coauthored professional case study approach that is applicable to any course, at any level. We then present a capstone undergraduate tax research course followed by an introduction of a specific project in an accounting information systems course. We include suggested syllabi, projects, and assessment rubrics throughout the discussion.

Rapidly evolving fintech and decentralized finance environments present an opportunity to reconsider how best to teach financial reporting, internal controls, auditing, taxation, and accounting information systems. Industrial firms have found considerable success in growing the customer value/cost ratio by applying “design thinking” (DT) to product and service innovation. DT may serve a similar, value-enhancing role in curriculum development and accounting pedagogy. The authors demonstrate the application of DT to the accounting curriculum using non-fungible tokens (NFTs) as an illustration. This chapter defines NFTs and DT, proposes a DT-based curriculum development model, and offers specific recommendations for teaching about NFTs in the classroom.