Marshall A. Geiger

The first course in accounting: students’ perceptions and their effect on the decision to major in accounting

Abstract Little empirical evidence exists regarding students’ perceptions of the first course in accounting and the effect of these perceptions on deciding whether or not to major in accounting. The purpose of this study is to begin examining student perceptions regarding the first accounting course and how those perceptions relate to selection of accounting as a major. The study separately examines initial perceptions and changes in perceptions over the semester for intended accounting and non-accounting majors, and assesses the association of individual accounting instructors with changed student perceptions. We then examine the relationship between perceptual changes, final grades, and individual instructors on decisions to major in accounting. Responses from 331 introductory financial accounting students from two universities indicate that while intended accounting majors perceived the course more favorably than non-accounting majors at the beginning and end of the semester, both groups exhibited relatively positive attitudes toward the course. However, these attitudes were similarly less favorable by the end of the course for both groups. We also found evidence of the important role individual instructors play regarding changing student perceptions and selection of accounting as a major. The analyses for selection of accounting as a major indicate that the decision depended on initially intending to major in accounting, performance in the first course, and individual instructors, but not on changes in perception regarding the first course.

A Factor Analysis of Kolb'S Revised Learning Style Inventory

Kolbs revised Learning Style Inventory (LSI) was completed by 718 introductory accounting students. Their scores were factor analyzed to assess the construct validity of the LSI instrument. Both 2-factor and 4-factor solutions were examined in order to assess Kolbs two-dimensional learning style and four separate learning abilities, respectively. The results support two bipolar learning dimensions different than those theorized, and only one separate learning ability. Learning dimensions running from Concrete Experience (feeling) to Reflective Observation (watching),and. from Abstract Conceptualization (thinking) to Active Experimentation (doing) were found, along with the distinct construct of Abstract Conceptualization.

Market Expectations for First-Time Going-Concern Recipients

Prior research on market reaction to going-concern modifications indicates that unanticipated modifications cause a negative market reaction, whereas anticipated modifications produce no similar reaction. This paper uses previously proposed measures of market expectations and a naive model—actual subsequent viability status—to assess market reaction to going-concern report recipients. Our results indicate that a naive measure of market expectations provides information to the market that is incremental to previously developed measures when using market reaction as an indication of changed expectations. Multiple regression analyses controlling for firm size, going-concern expectation, bankruptcy probability, changes in financial condition, default status, and delisting support our finding of differential abnormal returns based on subsequent viability, and indicate a need for improved models of market expectations.

An Examination of Ipsative and Normative Versions of Kolb'S Revised Learning Tyle Inventory:

The construct validity of Kolbs revised 12-item Learning Style Inventory was examined by comparing results of the standard ipsatively scored version to an alternate normative version that was scored on a Likert Scale and consisted of 48 (12 statements x 4 endings) separate items. Findings of the study on the ipsative version were similar to those reported in prior research. Two strong bipolar dimensions were identified running from feeling to watching and from doing to thinking. These dimensions, however, are in contrast to Kolbs theorized bipolar dimensions of thinking to feeling and watching to doing. Additionally, only the thinking ability was supported as a separate learning construct by the ipsative inventory. The analysis of the normative instrument did not produce any bipolar dimensions, but did produce strong support for the four separate learning abilities theorized by Kolb and the Experiential Learning Model. While strong evidence was found to support the four separate learning abilities, the normative instrument did not indicate any relative learning preference trade-off as posited by the theory.

Predicting Academic Performance: The Impact of Expectancy and Needs Theory

Abstract Many approaches to the explanation/prediction of student performance have been presented in the literature. In this study, both expectancy theory and needs theory variables are used to predict college student performance—that is, overall GPA. The average valence variable from the expectancy theory model was found to be the best overall predictor of actual academic performance. Although exhibiting low internal reliability measures, need for autonomy scores were also found to be highly explanatory. Need for achievement was unexpectedly not a significant predictor of actual performance for this student group.

Costs Associated With Going-Concern-Modified Audit Opinions: An Analysis of the Australian Audit Market

This article examines the potential costs to Australian auditors and their clients from the issuance of first-time going-concern-modified audit opinions. We examine the population of Australian companies receiving a first-time going-concern-modified audit opinion during the period 1994-97 and a matched sample of financially distressed firms receiving a clean audit opinion. Results indicate that auditor switching is positively associated with receipt of a going-concern-modified opinion. However, we find no empirical evidence that there is a self-fulfilling prophecy of increased probability of company failure following the issuance of a going-concern-modified opinion for the Australian companies in our study. Our analyses of lost audit fees indicate that auditors issuing first-time going-concern-modified audit opinions lost proportionately more fees by losing clients (through switching or company failure) than firms not issuing a going-concern-modified opinion to financially stressed clients.

An examination of the relationship between answer changing, testwiseness, and examination performance

One hundred fifty college of business students participated in this study; the relationships between multiple-choice answer-changing behavior and testwiseness skills and between these 2 variables and examination performance were examined. The results indicated that answer-changing behavior was related to performance on the multiple-choice portion of examinations but not to performance on the non-multiple-choice portion of examinations or to testwiseness scores. Testwiseness scores, however, were related to performance on both the multiple-choice and non-multiple-choice portions of the examinations, indicating that overall testwiseness skills affect performance on both types of examination items. Areas for future research are also discussed.

Accounting student ethical perceptions: an analysis of training and gender effects

This study examined accounting student responses to academic and accounting/business ethical vignettes and examined if gender or formal training in ethics affected their responses. The study also controlled for a students tendency to respond in a socially desirable manner by including a social desirability response bias instrument as part of the research materials.The results indicate no general differences in responses between the students with and without formal ethical training, or between male and female students. However, comparisons between the academic and accounting/business vignettes revealed that although students perceived the unethical actions discussed in the cases similarly, they indicated they would be more likely to engage in the unethical actions in the accounting/business cases compared to the academic dilemmas.

Perceptions of earnings management: the effects of national culture

Manipulating, or “managing,” reported earnings is a temptation faced by every accountant and corporation around the world. This study investigates whether national culture influences perceptions of the acceptability of earnings management. Participants from eight countries evaluated 13 vignettes describing various earnings management practices (Merchant & Rockness, 1994). Our results demonstrate considerable variation in perceptions across nations to the earnings management scenarios, providing strong evidence that the practice of earnings management was not perceived similarly in all countries. Using Hofstedes (1991) cultural indices, we find that the differences in aggregate perceptions across countries were not closely associated with any of the cultural dimensions examined. We do, however, find that perceptions of earnings manipulations involving the timing of operating decisions were associated with both the Power Distance Index and the Masculinity Index.

Changes in Learning-Style Preferences: A Prefatory Report of Longitudinal Findings

Kolbs (1985) Learning Style Inventory has become increasingly popular as a method for measuring preferred approaches to assimilating information and learning in a classroom setting. The purpose of this study was to confirm, by longitudinal study, research suggesting that an individuals preferred learning style is likely to change over the course of a college career. 55 college students were given the inventory at the beginning of their sophomore and junior years. Analysis of scores obtained one year apart indicated no significant changes in learning style preferences. These findings suggest a reanalysis of accepted theory on changes in learning style.