Social media networks enable flood‐affected individuals to obtain and share credible information; however, their full potential is not recognised by official institutions. This study evaluates flood‐related usage of Facebook and Twitter by organisations in Northern Ireland. Data collection involved extraction of publicly visible flood‐related Facebook and Twitter posts, over a 9‐month period, from official accounts of selected organisations. NVivo was used to conduct a content analysis of the data. The results concluded that flood‐related information are predominantly distributed at the flood response stage, illustrating the present reactive social media presence of organisations. Twitter accounted for a higher proportion of broadcasting information, while Facebook was more likely to encourage specific behaviour. Public preference was associated with information provided by emergency services and information transmitted at the response stage. Policy implications include the need for an established proactive social media presence among organisations with a flood‐related function and community consultation to identify public information needs.
Ethical instruction is critical in accounting education. However, does accounting ethics teaching actually instil core ethical values or simply catalogue how students should act when confronted with typical accounting ethical dilemmas? This study extends current literature by distinguishing between moral/ethical and legal/ethical matters and then re-evaluating the effectiveness of ethics training. A cohort of final year accounting students with significant ethical training evaluated ethical scenarios. Half were moral (non-legal) and half contained legal as well as moral components. After further ethical instruction they re-evaluated the scenarios. Ethical attitudes towards legal/moral issues improved, but attitudes towards moral only issues did not. This questions previous studies which purport to demonstrate the effectiveness of ethical instruction and queries the benefits of accounting ethics education. Are fundamental ethical principles being ignored in an effort to prevent more obvious accounting wrongdoings? Accounting ethics training needs to be reassessed if true ethical improvement is to be achieved.
at a GlanceThis study investigates the impact of non-GAAP earnings disclosure practices on nonsophisticated investors in Australia, given Australia's high investor participation rates, including those operating self-managed superannuation funds. The results show a positive association between the prominent disclosure of non-GAAP earnings information and the reliance of non-sophisticated investors on this information.The disclosure of non-GAAP earnings in Australian annual reports has risen steadily in recent years. These non-statutory earnings measures are generally disclosed in the unaudited section of the annual report and are not consistent with statutory profit as defined under generally accepted Australian accounting standards (GAAP). Recent research conducted in the United States has provided evidence that non-sophisticated investor decisions are influenced by the presence and prominence of non-GAAP earnings information. Further evidence suggests that investor perception changed after non-GAAP earnings disclosures became subject to regulation in that jurisdiction. Australia has high investor participation rates by international standards, including investors operating self-managed superannuation funds, resulting in a significant number of active individual investors. This study employs an experimental design to investigate the impact on non-sophisticated investors of the reporting of non-GAAP earnings information in addition to GAAP earnings information in Australian annual reports. The results of this study show a positive association between the prominent disclosure of non-GAAP earnings information and non-sophisticated investor reliance on this information. These results provide important evidence to Australian regulators as these narrative disclosures are not subject to regulation, in contrast to the United States where mandatory regulation has been in place since 2003.
Improvements in the tertiary education of accounting students benefit the profession. Analysis of the interaction of learning styles and teaching methodologies in accounting degree programs revealed that when learning styles matched teaching methods used, usefulness was assessed as high. When they differed, usefulness deteriorated. To maximise educational benefit this interaction should be considered, but this has resource implications. Accounting education is critical and any improvements in the tertiary education of accounting students should result in better prepared graduates entering the profession. This study evaluates accounting students’ learning styles and the interaction of learning styles and teaching methodologies in degree programs. Nine classes of accounting students (648 students) spread across four years and two degree programs were evaluated. Students self‐evaluated their learning styles, pre‐instruction. They were then subject to two separate teaching techniques (one active and one passive) in each course. Learning styles were then re‐assessed and teaching techniques evaluated. Accounting students displayed a preference for passive learning, even those far advanced in their degrees. Furthermore, when learning styles matched teaching methods used, usefulness was assessed as high but when learning styles and teaching methods differed, usefulness deteriorated. Overall, active learners rather than passive learners deemed the teaching methods to be more effective. The implications are significant. To maximise educational benefit for the accounting profession, student learning styles should be assessed before designing appropriate teaching methodologies. This has resource implications, which would have to be considered.
Before 2001, Australian companies reported abnormal items on the face of the income statement or by way of note. In response to perceived abuses in classifying items as abnormal, AASB 1018 was reissued in October 1999 with the reference to abnormal items removed. We analyse the implications of the changes to accounting standard requirements relating to abnormal items, and examine whether there is empirical evidence of opportunistic classification of operating profit items as abnormal. Our results suggest that some companies may have opportunistically classified large expense items as ‘abnormal’ to boost their reported ‘normal’ earnings number.
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