Using Form 20-F reconciliations to internationalize an accounting course

Hughes, Susan B.

doi:10.1016/j.jaccedu.2007.07.002

Cited by 2 publications

(3 citation statements)

References 2 publications

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“…There is a dearth of concentration on IFRS education by smaller accounting firms. In the US the Big Four accounting firms have spent significant amounts of time developing educational resources, such as web seminars and notes for their staff and the public ( Another approach that was suggested as useful in educating for the application of IFRS was to raise students' awareness of the differences between national standards and IFRS (Hughes 2007; Singleton-Green 2010; Wolosky 2009). This suggestion resulted from the principles-based nature of IFRS, leading to possible differences in their application between countries (James 2011; Larson & Brady 2009).…”

Section: Approaches To Teaching Ifrsmentioning

confidence: 99%

“…This suggestion resulted from the principles-based nature of IFRS, leading to possible differences in their application between countries (James 2011; Larson & Brady 2009). The strength of this approach in the US, as suggested by Hughes (2007), is its ability to equip students with understanding of both the national standards and IFRS. This approach was favoured by most respondents (56%) in a survey conducted by KPMG and the education committee of AAA (Munter & Reckers 2009).…”

Section: Approaches To Teaching Ifrsmentioning

confidence: 99%

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The Rigour of IFRS Education in the USA: Analysis, Reflection and Innovativeness

Tan

Chatterjee

Bolt

2013

Accounting Education

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International Financial Reporting Standards (IFRS) are accepted throughout the world; particularly in the European Union (EU), Australia, New Zealand and Canada. Emerging economies, also, are aligning their practices with IFRS. Historically, the US has been cautious about accepting IFRS. However, following acceptance of IFRS worldwide, the US SEC has recently allowed the filing of IFRS-based financial statements from foreign issuers and is presently considering the same from domestic issuers. Due to lack of IFRS education and training in the country, concerns have been expressed about such moves of the US towards IFRS. Following such concerns the aim of the present study is to review previous literature on IFRS education to reflect on the present status of IFRS education in the US. The research method includes a review of past literature on IFRS education in the Business Source Complete database from 2001 to 2012. In line with the review this study reports that active learning approaches that stimulate critical thinking and judgement skills of students are the best methods to teach IFRS. The studies reviewed also report the lack of teaching materials, including software and technologies, to effectively teach IFRS. The only active learning strategies advocated in previous studies were the use of case studies and real life examples. Additionally, this study advocates the use of problem-based learning strategies. This study also reports the lack of research investigating students' and educators' perceptions of available resources and approaches. Future studies are suggested in this direction, employing surveys and interviews.

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Section: Approaches To Teaching Ifrsmentioning

confidence: 99%

Section: Approaches To Teaching Ifrsmentioning

confidence: 99%

The Rigour of IFRS Education in the USA: Analysis, Reflection and Innovativeness

Tan

Chatterjee

Bolt

2013

Accounting Education

View full text Add to dashboard Cite

show abstract

“…Descriptive articles. Hughes (2007) describes how using the reconciliation in Form 20-F provided by non-US firms to the SEC can help students in an upper-level undergraduate or graduate accounting course understand the differences between US GAAP requirements and IFRS. The author provides an assignment that includes an outline of the differences underlying specific company financial reporting and helps instructors identify where the differences occur.…”

Section: Financial Accountingmentioning

confidence: 99%