Gregory Kenneth Laing

Applying the VAIC™ model to Australian hotels

Purpose – This paper aims to examine the extent to which intellectual capital (IC) adds value to a service provider and presents an approach for interpreting the results.Design/methodology/approach – The value added intellectual coefficient (VAIC™) model is used to determine the relevant elements of intellectual capital because it employs existing financial data. The number of subjects was restricted to two companies operating in the Australian hotel industry over a four‐year period (2004‐2007).Findings – The VAIC™ model provides a robust tool for assessing the efficient use of intellectual capital. The model can be used by management to assess their own organisations performance without having to rely upon industry standards.Research limitations/implications – The data derived from published financial statements and the limitations associated with accounting standards may be questionable. However, the financial statements were subject to external audit verification. The restricted number of companies is...

A Whole-of-program Approach to the Development of Generic and Professional Skills in a University Accounting Program

This paper describes a strategy for conducting a whole-of-program review of the teaching of generic skills in a university Accounting program. Importantly, the strategy also builds the longer-term capacity of accounting staff to maintain the relevance and coherence of their program. In a systematic process, Accounting staff first map the courses they teach, ensuring alignment between generic skills and objectives, and objectives and teaching and assessment activities. On the basis of the individual course maps, an Accounting program map is then developed. The information contained in the program map is subsequently analysed to provide data about the depth to which generic skills are being taught. This analysis underpins a review of the teaching of generic skills by all academic staff teaching on the Accounting program and, as discussed, can lead to changes in objectives, teaching activities and teaching methods. The strategy thus builds in academic staff an awareness of and the capacity to apply effective course design principles while at the same time improving generic skill learning outcomes for students.

An Empirical Test of Mnemonic Devices to Improve Learning in Elementary Accounting

The author empirically examined the use of mnemonic devices to enhance learning in first-year accounting at university. The experiment was conducted on three groups using learning strategy application as between participants factors. The means of the scores from pre- and posttests were analyzed using the student t test. No significant difference was found between the groups for the pretest; however, both treatment groups performed significantly better in the posttest than did the control group. The findings support the literature that mnemonic devices can accelerate the rate at which new information is acquired and improve formal reasoning. A model is introduced for assessing the characteristics which affect memory recall.