The objective of this research was to determine the extent to which municipal budget variances are systematically biased, the direction of any biases, and the relationship between the biases and various political, economic, demographic and organisational factors. We compared budgeted and actual revenues and expenditures for 125 of the largest US cities and developed regression models to explain the magnitude of differences. Our results indicate that budget variances are decidedly conservative and are most significantly influenced by the extent of political competition and the percentage of funding from inter‐governmental grants. Inasmuch as unreliable budget estimates can thwart the political process, our findings suggest that there may be a need for both citizens and legislative bodies to review more thoroughly the budgets presented to them by city officials.

PurposeThe paper aims to use a neoliberal ideology to frame an analysis of how the power of ideas can be used to maintain a failed corporate governance model based on stockholder primacy.Design/methodology/approachThe paper employs the concept of corporate hegemony to provide an understanding of the conditioning environment in the USA in the 1990s. It examines the tactics that neoliberals used to gain consensus for their ideology and to skillfully deflect criticism in the face of significant policy failures that have had a global impact.FindingsThe paper highlights the power of ideology to create a desired outcome. It finds that Sarbanes‐Oxley represented a neoliberal victory in that it legitimated shareholder primacy and continued use of a failed corporate governance model.Practical implicationsSarbanes‐Oxley did not address the systemic problems associated with deregulation; it will not resolve the basic problem of how to prevent corporate malfeasance in an economic environment that rewards arbitrage capitalism, high risk and a focus on short‐term profits.Originality/valueIf shareholder primacy weakens accountability, as the paper suggests, then accounting researchers need to develop models that focus on deregulation rather than on regulatory capture and the use of state power to promote private interests. Accounting academics need to assume the role of public intellectuals and to reject Milton Friedman's focus on negative freedom as the sole objective of economic activity and examine economic well being in terms of positive freedom.

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The accounting scandals at the beginning of the 21st century led to public distrust and demands for reform. Were these scandals unexpected? From an old institutional economics (OIE) perspective, which originated with the work of Thorstein Veblen in the 1890s, these failures and the moral lapses should not be a surprise. OIE theorists, like critical theorists, generally, contend that corporate hegemony, i.e., the domination of business values in all areas of human life, has eroded moral sensitivities. All institutions, including our once-autonomous educational institutions, have become mechanisms for promoting economic interests. We first present a brief overview of institutional theory, to provide a theoretical framework for our subsequent experimental analysis. We discuss the concept of corporate hegemony and explain how hegemony impacts higher education, generally. We then examine efforts to commodify higher education and explain how that impacts all students in universities in the United States. Finally, we discuss the effect of commodification on accounting education to explain why we posit that our current accounting educational environment should be expected to desensitize students to the ethical aspects of their profession. This theoretical framework provides the basis for three hypotheses that we test in an experimental context to determine if accounting education desensitizes students to the moral aspects of their discipline. The experiment utilizes a capital budgeting context, which incorporates financial, social, and environmental factors. Subjects ranked and provided perceptions on eight alternatives as to their economic and moral content. Three groups of students, with differing levels of accounting knowledge, participated in the experiment. We develop hypotheses based on institutional theory and test those hypotheses in the latter part of this paper. Our results suggest that accounting education needs reform, so that accounting students become more aware of the ethical dimensions of our discipline.