Top PDF A STUDY ON THE CORE CURRICULUM OF ACCOUNTING AS THE COMPETENCIES BUILDER OF THE ACCOUNTING GRADUATES (A Study on The Accounting Graduates Who Work at Private Companies, State Companies, Non-Profit Organizations, And Public Accountant Firms in Surabaya) |
According to the Decree of National Education Minister No. 232/U/2000 and No. 45/U/2002, competency means a set of smart and responsible conducts possessed by an individual as criteria to be considered capable by common people to perform duties in certain work field. Competency can also be defined as ability to demonstrate certain behaviours in certain situation/context. Based onthe above definition, university graduates’ competency should at least have three capabilities i.e. capability to perform an action (skills), knowledge, and attitudes. According to Sudjimat (2003), the procedure of formulat- ing competency is as shown in figure 1 below. In competency identification, there are eight sources to be the base i.e. (1) existing list, (2) translating subjects, (3) translating subjects with reference, (4) taxonomy analysis (5) inputs from profession, (6) building theories (7) inputs from students and society, (8) tasks analysis. In short, this part will ex- plain the fifth source, inputs from profession. Inputs from profession are (a) objective information about thecompetenciesof practitioners who just begin their professional experiences, (b) practical information needed
As generally known accountinggraduates are considered to have low quality. Based on recent studies and practitioners experience, there are two reasons for this: (1) accoun- ting curriculums are not matched with up to date practices, and (2) they were not intro- duced to real practices that they will face when they have finished their study. The objec- tive of this study are (1) to obtain an empirical evidence about accounting practitioner competences, and (2) establishing acurriculum structure that is relevant with user needs.
operating in the area. Furthermore, Article 81, paragraph 1 confirms that the Government together with Local Government gradually developing at least 1 (one) community college in the appropriate fields with excellent potential in the area ofthe district / city and / or in the border area. Community Academy curriculum was developed in synergy between the academic community in industrialized societies, and professional organizations. Community Academy graduates product is ready for use asa principal activity at the center of economic growth in each economic corridor. Asa provider of professional personnel in accordance potential ofthe region, then its presence in every city / district throughout Indonesia should be the primary consideration. Community Academy curriculum refers to or aligned with thecurriculumof vocational higher education. Thecurriculum defines each stage is held on an annual basis by having a specific competence achievement. These achievements referring to the graduate program profile in the world of work or industry based on local seed each region. The basic framework and structure ofthe Community Academy curriculum for each education program developed by universities, related industries and stakeholders, with reference to Presidential Decree No. 8 of 2012 on KKNI. Community Academy curriculum has a primary structure consisting of three competencies: (a) general competence, (b) competency skills, and (c) a special competence. In the group of general competency‐based courses students are expected to have the ability to communicate both in Indonesian and foreign languages, in at least one foreign language. The ability to utilize the information and technology base became an important part asa device to explore and expand scientific knowledge. Thus, students are expected to be able to access as much information and knowledge related to his chosen field and were able to compile it. The practice is intended for all sake of learning conducted via the Internet.
This research is a replication of Nugroho and Kristanti (2013) research onthe investigation ofaccounting students’ perceptions of International Financial Reporting Standards (IFRS) conducted at Krida Satya Wacana University; Chiang (2013) about IFRS in theAccountingCurriculum-Implications from Different Perspectives; Helen and Wong (2013) on An Empirical Study- Adoption of International Financial Reporting Standards (IFRS) in Hong Kong Education. The gap between the previous research and this research is the characteristics ofthe respondent into the variable measuring components such as gender and field of interest, summarizes the results of previous research into the variable components consisting ofthe level of knowledge ofaccounting students, the level of students' desire for learning IFRS and level of student interpretation. Another gap is the demographic difference, where the authors conduct research only on private universities in Indonesia. The reason for the election of 28 (twenty eight) private universities in Indonesia is that the whole private university contributes high enough to produce graduatesof accountants. However, most of these private universities are not ready to implement or integrate IFRS into thecurriculum to improve the quality of their education. The author has proven it by observing directly or observing directly to several universities whose results reflect the subtle refusal by the college onthe grounds that the internal curriculum should not be published. Another reason is that private universities are managed by the community so there is a need for special closeness with regulators and facilitators to upgrade thecurriculum development information. Unlike the case with state universities according to Government Regulation No. 4 of 2014 is a college established and / or organized by the government so that the systematic curriculum in accordance with the policies ofthe regulator and facilitator.
Boyd, & Boyd, 2000). In 1990, the American Institute of Certified Public Accountants (AICPA) endorsed a move to- ward a 150-hr AICPA member requirement (Boyd et al.). Many professional organizations such asthe AICPA, the Na- tional Association of State Boards of Accountancy, and the Federation of Schools of Accountancy (FSA) have expressed their support ofthe 150-hr requirement. Legislation has made the 150-hr education effective in most American states for li- censing; currently, the Uniform Accountancy Act (2011), the model for state-by-state legislation, requires 150 hr of col- lege education in order to sit for the uniform Certified Public Accountant (CPA) examination. In 2000, four major groups (i.e., the Institute of Management Accountants, the AICPA, the American Accounting Association, and the then Big 5 ac- counting professional service firms) cosponsored astudyonaccounting education by Albrecht and Sack (2000). Albrecht and Sack predicted that accounting education would face a grim future as fewer and less qualified students would choose accountingasa major. Business students could choose other attractive business majors, and it was feared that there would be a decline in accounting majors and first-time CPA exam candidates (Abels, 2004; Schroeder & Franz, 2004). The 150-hr requirement also resulted in changes in the account- ing curriculum (Hurt, 2007; Lin & Hunter, 1992) at a time when accounting programs are challenged by a general
Field data from a preliminary study done by the researchers show that most vocational high school graduatesoftheaccounting program are able to work according to their educational background. This can be seen from the school data in which 50% - 60% ofgraduates were accepted to work as cashiers, financial staff, bank employees, tax consulting office staff, and employee of public accounting firms. Meanwhile, the preliminary study shows that most ofthegraduatesof private VHS do not work in accordance with their educational background. Data obtained from the school demonstrate that most students prefer to choose the field of administrative work and marketing rather than theaccounting field. In average, the number of students who were employed in accordance with accounting expertise was only about 20% - 30%, while the remaining graduates worked in other areas that did not correspond to educational background. This shows that the maturity level of students' career of private vocational high schools oftheaccounting program is lower when compared to that ofthe public vocational high school students.
The design of Management study program curriculum reflects the aim ofthestudy program to adapt and anticipate the environment changes at present and in the future. This objective is achieved by improving the students’ knowledge oncore subjects. In this case, Manage ment curriculum gives priority onthe materials which emphasize the science and art of business concepts and methods. Students are guided and encouraged to think either as manager or business leader. With this view, graduates are expected to have potential to be manager in the future because they can demonstrate the following competencies:
The book contains several papers that would be most useful in a course of instruction in international accounting. It begins with a thought-provoking paper entitled ``Global Challenges for Accounting Education,'' by Gerhard G. Mueller. The paper identifies several issues that are important in ensuring that accounting education is relevant to the changing environment. The paper on ``Accounting for the Global Economy: Is National Regulation Doomed to Disappear,'' by John Hegarty, the secretary general ofthe FeÂdeÂration des Experts Comptables EuropeÂens, provides an excellent account ofthe harmonization efforts undertaken by the EU at different stages, highlighting the challenges and opportunities for the profession. The experiences described in this paper would be useful in addressing similar issues in other contexts.
The environmental uncertainty facing major industry in the province of South Sumatra can be categorized in a very high environmental uncertainty, uncertainty environment dominated by the external environment such as customers, suppliers, competitors, social, political and technological. Based onthe answers of respondents that need attention are the supplier, meaning that if the company wants to continue producing basis, the company's management should be able to predict the state ofthe supplier of raw material suppliers. Because ofthe availability of raw materials into the company's main capital in production. Thus it can be interpreted that the management company has been able to predict the events ofthe external and internal that may impact the company's operations.
Application of different inventory accounting methods would affect the financial statements, which will be responded by investors, thus affecting the market value ofthe company. This study is a replication of two previous studies Anisa (2004) and Wiryadi and Supatmi (2008) which have different results. This study wanted to retest the effect ofthe method ofaccounting for inventories onthe company's market value. The hypothesis of this study is the method of average inventory accounting in the financial statements has more influence onthe market value ofthe company compared to the FIFO accounting method. Hypothesis test is done using the test nonnested The discrimination approach and the discerning approach. The population in this study is the companies listed in the Stock Exchange in 2007 to 2009. The results ofthe 2 methods of testing hypotheses in this study showed different results. In testing using the discrimination approach of inventory accounting method more reflect the average market value than the FIFO method of inventory accounting. In contrast to the approach discerninig testing using the FIFO method of inventory accounting better reflect the company's market value. With the weakness in discrimination approach method of which models a simple ranking is only based ona model selection criterion and provide the highest value of election measures of goodness of fit, then the conclusions of this study using discerninig approach methods. So in this study proves that the FIFO method of inventory accounting in the financial statements more influence onthe market value ofthe company compared with the method of average inventory accounting.
Accounting is defined as “an information and measurement system that identifies, records, and communicates relevant, reliable, and comparable information about an organization’s business activities” (Wild, Shaw & Chiappetta 2013, 4). Despite the specific definition, students studying accounting are not only expected to be an accountant for companies or business entities, but also they are meant to fit in other opportunities since the demand is not merely to be a public accountant or as administration staff in companies. In accounting field, for example, accountinggraduates can pursue their career in the areas of financial accounting area - bookkeeping and financial statement preparation, financial statements analysis, auditing, regulatory, and consulting for financial analysis, planning, and criminal investigation. In the managerial area, they could be in general accounting, cost accounting, budgeting, controller, treasurer, or internal auditing. Furthermore, there are also career paths in taxation area, such as investigators, consulting, legal services, and least but not least other accounting- related such asa lender, consultants, traders, entrepreneurs, appraisers, business valuation and many other positions. (Wild, Shaw, & Chiappetta 2013). Therefore, undergraduate students majoring in accounting have to realize that accounting profession is in high demand, particularly in the business world.
statement Principals were always open to ideas and opinions from teachers. Culture in schools encouraged accounting teachers to work in a coordinated effort, evidenced by the high score item statement at school “ I was always encouraged to work in a coordinated model, but in fact lack of planning in the face ofa change ”. I t is evidenced by the low score onthe item statements “ all over the teachers and principals help planning ahead for the school ” . The cause was possibly organizational culture is an environment product that was agreed and interpreted together with the members ofthe organization in the school environment. Organizational culture is sometimes contrary to visionary leadership style, especially if the implemented organizational culture is a old culture which often creates conflict of visionary leadership style that gives information and the description ofthe future. Then, the organizational culture in this study could not moderate the influence of principal visionary leadership style against theaccounting teacher readiness in facing changes in thecurriculum. These results are in line with studies Made Sudarma and Sutrisno (2012), which suggested that the organizational culture significantly cannot moderate the visionary leadership style in the face of change.
computer to Exceptional Computer Company was $60,000 and has an estimated useful life of four years and a $5,000 residual value. Velde has guaranteed the lessor a residual value of $5,000. Velde has an incremental borrowing rate of 12% but has knowledge that Exceptional computer Company used a rate of 10% in setting annual rentals. Collection ofthe rentals is reasonably predictable and there are no important uncertainties regarding future unreimbursable costs to be incurred by the lessor.
• NEW Key Takeaway Feature. At the end of each main topic throughout the book, we’ve included a brief takeaway feature. This marginal feature hones in onthe key point of that section so students will know exactly what they should have understood before moving on. • NEW Translation Guides. We’ve included “translation guides” throughout the text, set off by a different font style/treatment, in which accounting terminology is translated into a lan- guage students can easily understand. In doing so, we aim to make accounting more approachable (for example: Assets are resources that provide future economic benefits to a company. An asset is something you own that has value, like your iPod.).
A potential issue facing the convergence project is that many companies have entered into contracts based upon U.S. GAAP financial reporting, many of these contracts will have to be renegotiated using IFRS which potentially could cause some companies more harm than good.
The process ofthe adoption of IFRS by Indonesia still remains controversy in one accounting standard, IAS 41 that regulates the biological assets from corporate agriculture. This standard cannot be considered to accommodate both types of existing biological assets, such as Bearer Biological Assets (BBA) and Consumable Biological Assets (CBA), with different accounting treatment required.
A number of features oftheaccounting treat- ment of pension costs need to be highlighted. First, although it is not made explicit, there is an under- lying desire to arrive at a pension expense in each period that is not materially different from the em- ployer’s contributions to the pension fund. APB 8 notes ‘the amount ofthe pension cost determined under this Opinion may vary from the amount funded’ (APB, 1966: para. 43), but this situation is not analysed in detail. For unfunded pension plans, costs are to be determined using an actuarial cost method. The criteria for the selection of an appro- priate actuarial cost method are that the method is ‘rational and systematic and should be consistent- ly applied so that it results in a reasonable measure of pension cost from year to year’ (para. 23), and several methods commonly used at that time in the USA for determining pension funding are en- dorsed as meeting the criteria. Second, there is an emphasis on avoiding short-term fluctuations, so extensive use of cost-spreading is supported. This applies particularly to actuarial gains and losses. APB 8 recognises that, given the need for actuar- ies to make a range of estimates in arriving at their cost or funding recommendations, differences be- tween original estimates and actual outcomes (or revised estimates) need to be dealt with. The Opinion recommends that theaccounting impact of actuarial gains and losses should be accounted for by spreading them over a period of between 10 and 20 years or by adjusting the normal cost by an estimate ofthe average actuarial gains and losses arising over several years. Third, the Opinion makes a distinction between defined-benefit and defined-contribution plans and suggests different accounting approaches for the two types of plan. Fourth, the Opinion provides no theoretical ration- ale for its recommendations, while basing some provisions onthe accidents of current US tax prac- tices.
Based onthe phenomena above, the writer was interested in conducting astudyof errors that is produced by students ofAccounting Department a case study in the English Tutorial Program, and in this study writer will describe the type, frequency, dominant of errors, and sources made by students ofAccounting Department in the English Tutorial Program in academic years of 2016/ 2017.
This study was conducted to a) to investigate the English needs of students ofAccountingstudy program, b) to analyze whether the existing syllabus and textbooks have covered the English needs of students ofAccountingstudy program, and c) to select materials which are relevant with the English needs of students ofAccountingstudy program.