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The purpose of the study is to show a system of public school accounting that will provide more information for the use of the school in: (1) spending and in planning future expenditures, (2) eliminating unnecessary details commonly found in school accounting systems, and (3) showing the working process of public school accounting to the student that plans to enter this type of work.

The recent adoption of International Financial Reporting Standards (IFRS) by major bodies, such as the European Union, has encouraged a global effort to attain universal financial comparability and consistency. The U.S. has recently proposed a roadmap to adopt IFRS as the basis of financial reporting for publicly traded companies. The roadmap outlines issues that must be considered to successfully transition from United States Generally Accepted Accounting Principles (US GAAP) to IFRS. The purpose of this thesis is to dissect the broad implications of transitioning financial reporting from US GAAP to IFRS and to examine the primary issues that must be addressed. A discussion of the four key goals used to enhance financial standards, comparability and consistency, transparency, independence, and perception, provides a basis for examining the fundamental questions that provide the impetus for this transition. The implementation process and issues will also be examined. Issues and concerns that directly relate to the discussion of IFRS implementation in the United States (US) include political relations, education, audit methodology, technology, taxation effects, and overall costs for companies. Public perception of changes in the above issues may affect financial markets and economies worldwide. The thesis is intended to provide an in depth discussion for those who wish to further educate themselves on the potential IFRS implementation in the US. The results should allow readers to understand the vast effects of the US implementing IFRS, encouraging further consideration of critical issues that need to be resolved before the transition takes effect.

The purpose of this study is to reveal the current thinking in accounting as indicated by the questioning of candidates for the CPA examinations and to prepare a topical arrangement of the questions that have appeared on the uniform CPA examinations for the last twelve years.

Typescript, etc. / Digitized by Kansas State University Libraries

Digitized by Kansas State University Libraries

Typescript, etc. / Digitized by Kansas State University Libraries

Call number: LD2668 .T4 1929 W71

This study extends previous work which attempted to describe why different managers use different accounting techniques (for financial reporting purposes only). The focus is accounting changes, specifically depreciation changes, both to and from accelerated methods. Seven hypotheses are proposed. Three of them predict a negative relationship between a manager's use of accelerated depreciation and (1) the firm's debt/equity ratio, (2) the existence of a bonus plan based on accounting income and (3) the potential impact of a depreciation change on earnings. These three hypotheses are referred to as H(D/E), H(BONUS) and H(IMPACT), respectively. The other four hypotheses predict a positive relationship between a manager's use of accelerated depreciation and (1) firm size, (2) the degree of voting control exercised by insiders, (3) the strength of current earnings relative to the preceding year's, and (4) industry-wide barriers to entry. These are referred to as H(SIZE), H(CTRL), H(EPS) and H(BTE), respectively. Designating accelerated as A and straight-line as S, the (tax/book) depreciation changes studied are the switch from S/S to A/A in 1954 and the switches from A/A to A/S in 1968 and 1969. All seven hypotheses were jointly tested with respect to the A/A to A/S changes in 1968 and 1969. The 1968 multivariate results indicate varying degrees of support for all the hypotheses except H(BTE), while the 1969 multivariate results support only H(D/E), H(BONUS) and H(SIZE). Only five hypotheses were jointly tested with respect to the change from S/S in 1954 (not H BONUS or H BTE ). Support is offered for H(SIZE), H(D/E) and H(CTRL), but not for H(EPS) or H(IMPACT). Further, the 1954 support is strongest when the 1968/1969 "switchback" firms are excluded from the analysis; that is, when the sample includes only firms which consistently used S as opposed to A for book purposes both before and after 1968-1969. Additional analyses used 1968 data for firms which switched from A/A to A/S in 1969. These "prior year" analyses reveal little new information except to suggest that the D/E ratio of the 1969 "switchers" rose significantly in 1969 from its 1968 level.

Published Article / Accountants have been unfavourably stereotyped over the years, and this holds negative implications not only for the attraction of sufficient numbers of students, but also for the attraction and retention of high-aptitude students. Many studies have been performed on student's perceptions of accountants and the profession. A South African study at a residential university found that accountants are perceived as being structured, precise and solitary. This study provides a distance-learning perspective. By using an existing research instrument and applying statistical analysis, the study found that distance-learning students perceive accountants as exciting/interesting, precise/methodical, factual/predictable and structured/stable. Various areas for future research have been identified in the area of students' perspectives on the accounting profession, including a longitudinal study, studies on the work environment's impacts and studies to determine the motives or reasons for studying accounting.