Course Co-Ordinator
Associate Professor Janice Loftus
Location: 13:10, Level 13, 10 Pulteney Street (Nexus 10)
Telephone: 8313 1024
email: janice.loftus@adelaide.edu.au

Teaching Assistant
Jessica Yi
email: jessica.yi@adelaide.edu.au

The objectives of Accounting Theory III are that students should:

1. Develop an appreciation of accounting policies available or under consideration for application within International Financial Reporting Standards;
2. Be able to think critically about underlying theories, concepts, assumptions and arguments in accounting;
3. Be able to apply accounting principles and knowledge of accounting techniques and to exercise judgement in forming solutions to financial reporting problems;
4. Be able to effectively utilise oral and written communication skills to further learning and impart understanding of accounting issues to others; and
5. Appreciate the importance of ethical reasoning and social and cultural considerations in professional accounting practice.

Rankin, M., P. Stanton, S. McGowan, K. Ferlauto and M. Tilling, Contemporary Issues in Accounting, 2012, John Wiley and Sons, Australia.* AND

Financial Reporting Handbook 2016, John Wiley & Sons, Australia (CAANZ Handbook).*

* E-book is available.

Students are permitted to use earlier editions of the Handbook but may place themselves at a disadvantage in doing so.

Please note: The 2016 Handbook will also be very helpful to those studying Corporate Accounting III.

Readings
At relevant sections of the course additional prescribed readings elaborate on, or supplement, items in the prescribed texts. These readings are provided via links on MyUni or are available in the Barr Smith library.

If you are seeking additional reading in relation to assumed knowledge you should refer to:

• Deegan, C. (2014). Financial Accounting Theory, 4th Edition.McGraw-Hill, Australia.
• Godfrey, J., A. Hodgson, A. Tarca, J. Hamilton and S. Holmes, Accounting Theory, 7th Edition, 2010, John Wiley and Sons, Australia.
• Henderson, S., G. Peirson, K. Herbohn, T. Artiach and B. Howieson (2013) Issues in Financial Accounting, 15th edition. Pearson Education Australia.
• Leo, K., J. Knapp, S.McGowan and J. Sweeting (2015) Company Accounting, 10th Edition, John Wiley & Sons Australia.
• Loftus, J., K. Leo, N. Boys, S. Daniliuc, B. Luke, H.N. Ang and K. Byrnes, Financial Reporting, John Wiley & Sons Australia
• Loftus, J., K. Leo, R. Picker, V. Wise and K. Clark (2013), Understanding Australian Accounting Standards, 3rd Edition, John Wiley & Sons Australia.

Resources to assist in developing communication skills:

The writing centre provides academic learning and language development services and resources for local and international students including drop-in consultations: http://www.adelaide.edu.au/writingcentre/

An internationally recognised volunteer program is also available to provide language support for students from non-English speaking backgrounds who have an additional need to improve their oral communication:http://international.adelaide.edu.au/life/current/talkaussies/ 

Students should refer to the course website for certain required readings and additional references as directed. The website also includes links to some useful websites.

https://myuni.adelaide.edu.au/webapps/login/

At this advanced level of study you are much more responsible for the quality of your learning than when you first entered university. Accordingly, active rather than passive learning is emphasised. For each topic there are self-study questions; and tutorial questions.

Self-study questions

Self-study questions facilitate your comprehension of the content of the prescribed readings. Guidance on self-study questions is provided on MyUni. Your learning will be enhanced by attempting the questions before referring to the guidance notes to assess your response.

Tutorial questions

Tutorial questions are generally more challenging than self-study questions because they emphasise analysis, evaluation and synthesis of information, as well as the development of creative solutions to problems. There are two types of tutorial questions:

• Tutorial questions that you should attempt in preparation for the tutorial, and which are submitted electronically as homework; and
• In-class activities, which are to be completed during tutorials.

Students in this course are expected to attend one lecture and one tutorial class each week.
· Lectures : 2 hours per week, commencing Wednesday 27 July
· Tutorials: 1.5 hours per week, Tutorials START week commencing Monday, 1 August 2016 

The University expects full-time students (i.e. those taking 12 units/semester) to devote a total of 48 hours/week to their studies. Accounting Theory III is a three-unit course and you are expected to commit 8 - 9 hours of private study outside of your regular classes.

Wk       Starting               Topic
               PART I – INTRODUCTION
1         25/07/16              Introduction to accounting policy decisions
               PART II – WHY IS THERE CHOICE OF ACCOUNTING POLICIES?
2         01/08/16              Regulatory context - True and fair view, principles-based accounting standards and conceptual framework
               PART III – ACCOUNTING POLICY – DEFINITION, RECOGNITION, MEASUREMENT & DISCLOSURE
3         08/08/16              Definition and recognition of elements of financial statements, including introduction to revenue
4         15/08/16              Measurement and disclosure
5         22/08/16              Applying the accounting policy decision model
6         29/08/16              No lecture held, mid-semester test held during lecture time
               PART IV – ETHICS AND ACCOUNTING
7         05/09/16              Ethics and accounting - ethical code, principles and the application of the DECIDE model
               PART V - GETTING THE EVIDENCE - ECONOMIC CONSEQUENCES OF ACCOUNTING POLICY DECISIONS
8         12/09/16              Economic consequences- agencey theory
               MID-SEMESTER BREAK
9         04/10/16              Capital markets research
               PART V1 – ACCOUNTING POLICY DECISIONS IN THE CONTEXT OF CONTEMPORARY ISSUES
10       11/10/16               Social & environmental reporting - accounting for participation in emission allowance schemes
                REFLECTING ON OUR JOURNEY OF DISCOVERY
11       18/10/16               Overview and summary of the course
12       25/10/16               Revision

The third-year stage of the the University of Adelaide Small Group Discovery Experience (SGDE) for accounting is implemented in this course. SGDE groups will be formed in tutorials and communicated to students in week 3.

Several skills workshops will be provided to help you (and your small group) on your journey of discovery. The skills workshops will be accommodated within the usual lecture timetable. The skills workshops will cover analysing questions, accessing on-line materials, giving and using feedback, research, oral presentation and report writing.

Assessment Summary
A variety of assessment tasks are used to reflect your knowledge and understanding of the content covered and your progress in achieving the learning objectives for Accounting Theory III. 

Requirements
To pass this course, a mark of at least 50% must be obtained on the final exam, as well as a total of at least 50% overall. Students not achieving the minimum exam mark will be awarded no more than 49.

Assignment Guidelines including Referencing Details: Correct referencing is important because it identifies the source of the ideas and arguments that you present and helps to avoid the problem of plagiarism. This course makes use of the “Harvard” system of referencing. Guidelines for the use of this style of referencing can be found in the Communication Skills Guide for Business Programmes (look under ‘downloads’):
http://www.adelaide.edu.au/professions/hub/ug/downloads/ This booklet also provides guidelines on a range of other important communication skills (including writing essays and reports, making oral presentations etc.).

Late Assignment Submission: Students are expected to submit their work by the due date to maintain fairness and equity. Extensions will generally only be given for medical or other serious reasons. All requests for extensions must be emailed to the lecturer in charge of the course before the due date. Each request will be assessed on its merits. Unless subject to an extension (by prior arrangement) assignments will be penalised by a 10% mark reduction (10% of the maximum mark) for each day, or part thereof, that it is late.

Extensions for assignments may be granted under special circumstances. An extension request based on illness or exceptional personal circumstances must include the Supporting Statement/Certification Form, of the Modified Arrangements for Coursework Assessment application form at: http://www.adelaide.edu.au/student/exams/mod_arrange.html
Students applying for an extension based on medical reasons must visit their medical practitioner, with that approved University form, and have the medical practitioner complete it. A doctor's certificate will not be accepted. Any student seeking an extension must contact the course co-ordinator PRIOR to the due date. Extensions, except on medical grounds, cannot be given after the due date.

Marking of Assignments: Staff will aim to complete marking communicate feedback and grades to students within three weeks of submission.

Assessment Detail
The assessment components are as follows:

Individual Assignment 8%
Due Date: Monday, 19 September 2016, on or before 6.00 pm 

Mid-semester Test (Week 6) 16%
A 50-minute, closed-book test will covering topics one to four, inclusive. This assessment task relates to learning objectives a) - e). Further details, including location(s), will be posted on MyUni. There will be no face-to-face lecture in week 6.

Tutorial Activities: 12%
This assessment task relates to learning objectives a) – e). Marks are NOT awarded for merely attending tutorials. Tutorial participation marks will be awarded for participation in various activities, including:
· Writing tasks (average of two) (4 marks)
· Homework (4 marks), and
· Engagement in general class discussion and in-class activities (4 marks).

Short-Answer Writing Tasks: The first writing tasks will be held during tutorials in the week commencing 15 August
(Week 4). The first writing task will be based on topic 2: Regulatory context. The second writing task will be held during tutorials in the week commencing 10 October (Week 10). The second writing task will be based on topic 8: Agency theory. Writing tasks will be scheduled at the beginning of tutorial classes, unless specified otherwise by your tutor. Writing tasks can only be taken in your enrolled tutorial. Missed tests cannot be 'made up' on another occasion for any reason (including medical). Requests for special consideration may be made in accordance with University policy and, if granted, will be addressed by reweighting of assessment. The writing tasks are intended to help develop your written communication skills.

Homework: Completed homowork must be uploaded on MyUni each week by 6.00 p.m  on the day before your scheduled tutoiral. The homework will be assessed four times per semester. Students are not given prior knowledge of the weeks in which homework will be assessed. Tutors do not provide feedback on submitted homework. It is the responsibility of students to take additional notes, etc. during tutorials.

Engagement in General Discussion: This is an assessment of your ability to answer questions when your tutor directs a question to you as well as contributing to general class discussion and in-class activities. Demonstrating that you have prepared answers to tutorial questions and being willing to discuss them in class is an important part of tutorial participation. Your participation will be assessed on how often you engage in class discussion of tutorial questions, the quality of your contribution and the extent to which you comply with appropriate tutorial etiquette (as described in this course outline under Teaching and learning Activities – Teaching and learning modes). The full range of the marking scale may be used – if you attend every tutorial but make no contribution, you should expect to be awarded zero for this assessment item.

Research Report on Small Group Discovery Experience (SGDE)  14%

This course will facilitate the third-year SGDE for the accounting plan of the Bachelor of Commerce. Assessment of your participation
in the SGDE will be based on a group report:
·        Individual contribution to a group presentation in tutorials in week 11     (4 marks)
·        Group mark awarded for written submission due 9.30 a.m. on Monday 24 October 2016 (10 marks)

Each group will also give a 10-minute presentation of their SGDE proposal (research questions and methods) in tutorials in week 7
for formative feedback:

·  Feedback on your research proposal from your group’s mentor; and
·  Feedback on your presentation skills from your tutor.

The first oral presentation (week 7) will be assessed for the purpose of providing formative feedback only, and will not be counted towards your grade. The marking rubric for the group tutorial presentations will be posted on MyUni to assist you in your preparation. The same rubric will be used to assess the oral presentation in week 11.

Final Exam 50%
There will be a three-hour exam. This assessment task relates to learning objectives a) – d). The Financial Reporting Handbook will be permitted in the final examination (Hard copies only; e-books not permitted). This must be unannotated and contain no inserts or other material and no sticky tabs. It is permissible for the Handbook to include highlighted text. Handbooks will be checked and offenders may face penalties for cheating. In this course, only calculators incapable of storing text are permitted in the final examination. You are not permitted to take a DICTIONARY (English or English-Foreign) into the examination. Legible hand-writing and the quality of English expression are considered to be integral parts of the assessment process. Poor or illegible handwriting may result in marks not being awarded.

Presentation of Assignments
The assignment may be completed individually or in groups of up to three students. The assignment relates to learning objectives (a) to (e). Criteria for assessing the assignment will be provided with the instructions.

· Assignments must be submitted electronically through MyUni Turnitin Assignments, which is a computer programme that detects plagiarism.
· Please retain a copy of all assignments submitted.
· All group members are expected to contribute approximately equally to a group assignment.

Students were asked to respond on a range of 1 (strongly disagree) to 7 (strongly agree) to
the following statements:
       
The course
a)  has clearly identified learning outcomes
b)  is well organised
c)  Workload is appropriate to achieve learning outcomes
d)  Uses appropriate strategies to engage me in my learning
e)   Uses appropriate online resources and technologies to help me achieve its learning outcomes
f)   Uses methods of assessment that help me achieve its learning outcomes
g)   Helps me develop thinking skills (e.g., problem solving and critical analysis)
h)   Has a learning environment that takes into account student diversity
And       
i)  My learning in this course is supported by effective feedback
j)  Overall, I am satisfied with the quality of this course

In 2015 the median response to the all statements was 6 and mean responses varied from 5.89 to 6.13, which reflected continuous improvement 2014 (4.15 – 5.03 in semester 1; 5.13 – 5.61 in semester 2). In semester 1 of 2016, the median was 6 for all questions, except items (f) and (i), for which the median was 5. However, there was broad agreement on both of these items.

While measures were introduced in semester 1 to provide more feedback on the participation mark (the first-half of the tutorial participation mark communicated in week 7), there was a delay with marking the individual assessment task. The nature of the task will be modified this semester to facilitate more timely feedback.

We acknowledge the contribution of feedback from past students in our endeavours to providing a more effective learning environment.

Individual comments are dispersed and sometimes contradictory, reflecting the diversity of learning needs and approaches to learning within the enrolment (or at least within the 30 – 35% of the enrolment who responded to the survey). Frequently
recurring comments and course response (in italics) are summarised below:

The SGDE report was the best part of the course.

Staff allocation of students to SGDE groups is dumb. While there was a recurring recommendation for students to be able to choose their own SGDE groups, this is not feasible for both logistical reasons and the days of staff time that are consumed by
relying on students to ‘self-report group membership. In contrast, some students welcomed being allocated to a group by staff and reported that it reduced problems with ‘free-riding’.

It was a bit too much to have the small group assignment as we were really busy with revisions for other course but we still
have assignments to deal with for this course when it is week 12 or 13.
While other tasks on the course were reduced, and linked to the SGDE project, to avoid workload problems, further consideration is being given to workload issues in designing assessments in semester 2. We have also brought forward the presentation to facilitate better time management for finalising the report in response to feedback at the presentation.

Workload is sufficient.

The self-study questions are very helpful. We are pleased to hear that the self-study questions are an effective tool and
will increase the extent of self-study questions in those topics that students find most difficult.

A recurring comment was that people felt unsure about what they were being asked in assessment tasks.  More surprisingly,
some people claimed that no guidance had been provided. Students are reminded of the guidance on answering questions provided in the first week of lectures, which was reinforced through an in-class activity in tutorials in week 2. Further guidance was provided in the context of the assignment feedback (general feedback) and the revision lecture and exam preparation workshop.  Students are reminded to take advantageof general feedback on assessments task, in addition to the individual feedback and seek further help in consultations, if required.

Some people would like heavier weighting on tutorial work to reflect the effort they had made to prepare for tutorials. Tutorials are part of the learning process, as is the work that you do to prepare for them. The knowledge acquired and the skills developed through preparation for, and participation in, tutorials is assessed in other components of the assessment, in addition to being directly assessed through the tutorial marks for participation and writing tasks. In response, the assessment from semester 2 2015 onwards was modified to include a tutorial preparation (homework) component.

More feedback on homework would help Tutors go through the questions in tutorials. It is the responsibility of students to self-assess their homework based on the class discussion.

Some people would like model answers to tutorial questions. These are not provided because many of the questions and problems considered in the course do not have a unique correct answer or solution. The emphasis of many questions and problems is on the exercise and justification of judgement. However, expansion of self-study material, as discussed above, has alleviated the concerns raised.