Claire K. Latham

Trust and Commitment: Intangible Drivers of Interorganizational Performance

Non-traditional performance indicators have gained broad acceptance in recent years. We continue this discussion and contribute to the knowledge base by employing trust and commitment as two critical intangibles existing between organizations that directly and indirectly influence performance metrics. Each interorganizational contact creates a transactional history that influences cumulative perceptions of trust, that then guide outcome behavior. Using an interdisciplinary foundation, we test a causal model where formal and informal interorganizational relationship structures impact trust and commitment, which then stimulates performance outcomes. The healthcare industry provides the field context where we empirically test our model. A survey was administered to physician practice professionals to measure the theoretical dimensions of the dyads relationship structure, including antecedents to the mediating variables, trust and commitment, and the resulting outcome constructs. Results demonstrate that relationship dynamics are vital drivers of tangible outcomes. Trust and commitment emerge as variables to be explicitly managed to improve performance.

Unauthorized electronic access: Students’ ethics, attitudes, and actions

Universities are expected to prepare accounting students to conduct themselves with integrity in all environments, including those that utilize information technology (IT). Our study investigates student integrity in an online environment to determine if students are honest about accessing unauthorized Internet solutions. We then evaluate student responsiveness to interventions designed to discourage unauthorized access using techniques suggested by the literature to foster ethical behavior. Our examination of such factors as moral development, moral identity, age, gender, and grade point average finds no significant relationship with student ethical behavior. More problematic, classroom interventions proved ineffective in preventing students from accessing unauthorized online solutions. We conclude with suggestions for developing and encouraging ethical behavior among accounting students in IT learning environments.

Ethical Financial Reporting Choice: The Influence of Individual Characteristics

Abstract This study explores the influence individual characteristics identified in prior research have on ethical choice in a financial reporting task. An action-based, multi-metric dependent variable is developed to measure ethical reporting choice. Intermediate accounting students participate in the task as part of a curricular assignment in a revenue recognition module. Results demonstrate that several, but not all, individual characteristics found in prior research do influence accounting students’ ethical revenue recognition choices. Specifically, the external locus-of-control, idealism, consequentialist, and Machiavellian characteristics are found to influence ethical reporting choice.

RELATIONSHIP QUALITY: A CRITICAL LINK IN MANAGEMENT ACCOUNTING PERFORMANCE MEASUREMENT SYSTEMS

Performance measurement has benefited from several management accounting innovations over the past decade. Guiding these advances is the explicit recognition that it is imperative to understand the causal linkage that leads a firm to profitability. In this paper, we contend that the relationship quality experienced between two organizations has a measurable impact on performance. Guided by prior models developed in distribution channel and relationship marketing research (Cannon et al., 2000; Morgan & Hunt, 1994) we build a causal model of relationship quality that identifies key relationship qualities that drive a series of financial and non-financial performance outcomes. Using the healthcare industry to illustrate its applicability, the physician practice – insurance company relationship is described within the context of the model’s constructs and causal linkages. Our model offers managers employing a causal performance measurement system such as, the balanced scorecard (Kaplan & Norton, 1996) or the action-profit-linkage model (Epstein et al., 2000), a formal framework to analyze observed outcome metrics by assessing the underlying dynamics in their third party relationships. Many of these forces have subtle, but tangible impacts on organizational performance. Recognizing them within performance measurement theory adds explanatory power to existing performance measurement systems.

Peer-to-Peer Implementation of an Action-Oriented Ethics Framework in the Introductory Accounting Sequence

Abstract Purpose We present a peer-to-peer teaching approach designed to prepare introductory accounting students to address ethical challenges they will face in the workplace. We describe the motivation, processes, and resources used, introduce an effectiveness measure and discuss refinements so that other universities may adopt the innovation. Design/methodology/approach Upper division Beta Alpha Psi (BAP) accounting honor society members, with faculty guidance, create and deliver workshops in the 200-level introductory accounting sequence using the Giving Voice to Values (GVV) curriculum. GVV provides tools to move from recognition to action when confronted with a values conflict. The BAP members had completed the GVV exercises and casework in their upper division accounting courses. Now as peer coaches, they guide sophomore-level business students through the GVV curriculum to prepare them to act on their values when challenged. Findings Post-training perceptions express consistent beliefs that the introductory accounting students’ skills and abilities had improved with the training. Additionally, introductory accounting students’ descriptions of how they would address values conflicts based on what they learned in the training reflects development of personalized specific approaches. Social implications GVV provides students with an action-based ethics toolkit to build upon as they move forward academically and professionally. The peer-to-peer innovation builds stronger mentor and mentee ties and introduces the business program’s ethical culture to sophomore-level business students. Originality/value The innovation won the 2014 Beta Alpha Psi Ethics Award sponsored by Grant Thornton and reflects the first use of a peer-to-peer approach with GVV in a university setting.

EXAMINING BOTH SIDES OF STAKEHOLDER ENGAGEMENT: BEHAVIORAL IMPLICATIONS IN INTERORGANIZATIONAL ALLIANCES

Building on prior research linking stakeholder relationship quality with financial performance, we explore interorganizational engagement from a bilateral perspective, more fully representing the dynamics within an alliance. Interorganizational relationship quality and stakeholder management theory in healthcare and in accounting research provide the foundation for these insights. While the studys findings demonstrate consistent views regarding the importance of relationship management and patient care, the two stakeholder groups hold divergent perspectives on how to accomplish these goals. Insurance executives take a population perspective, whereas physician practices focus their decision making at the patient level. The relative power and size between stakeholders was instrumental in how insurers chose to develop relationships with individual physician practices. These findings provide the nucleus for understanding reported frictions.

An Examination of Tax Scholars’ Publications

This study examines the research productivity of three samples of tax scholars with accounting Ph.Ds. We compare publication activity in the pre-tenure period for each sample and in the first 25, 15, and 10 years for scholars whose careers began in 1977/1978, 1987/1988, and 1993/1994, respectively. The percentage of publications in “academic” journals in the pre-tenure period has increased from 38 to 42 to 47 percent for the 77/78, 87/88, and 93/94 tax scholars, respectively. The average number of academic and professional publications combined were 3.51 for 77/78 scholars, 5.87 for 87/88 scholars, and 4.00 for 93/94 scholars.