ACCTING 3503 - Strategic Management Accounting III
North Terrace Campus - Semester 1 - 2018
General Course Information
Course Code ACCTING 3503 Course Strategic Management Accounting III Coordinating Unit Business School Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Prerequisites ACCTING 2500 Course Description This course builds on material covered in Management Accounting (ACCTING2500) and examines many of the current issues in management accounting. One of the primary objectives of this course is to develop students? analytical and problem-solving skills by using several case studies. It is assumed in this course that students have an appreciation and good understanding of the basic cost accounting concepts and techniques.
Since the early 1990s, management accounting has been in the process of continual change. While some firms still use traditional methods of management accounting such as costing, performance measurement and cost analysis, an increasing number of firms are using innovative management accounting techniques such as activity-based costing, strategically oriented performance measurement systems and strategic cost analysis.
This course deals with many of the present-day management accounting techniques. Moreover, it also considers the skills and competencies that management accountants should develop in order to take advantage of the many opportunities offered by the new management accounting techniques.
Course Coordinator: Dr Grant Richardson
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
On successful completion of this course, students will be able to:1. Explain how management accounting information is used in strategic decision making.
2. Illustrate the process of strategy formulation, communication, implementation and control within an organisation.
3. Explain how to integrate conventional and contemporary management accounting techniques into a strategic management accounting framework.
4. Solve practical and applied problems by using research papers and case study analysis.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1,2,3,4 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1,2,3,4 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
1,2,3,4 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1,2,3,4 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
1,2,3,4 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Hoque, Z. 2006. Strategic Management Accounting, 2nd Edn., Sydney: Pearson Education. http://www.pearsoned.com.au/Catalogue/TitleDetails.aspx?isbn=9780733984457.
Note that this text is supplemented by journal articles and extracts from other texts.
Recommended ResourcesAdditional Textbooks
Horngren et al. 2014. Cost Accounting A Managerial Emphasis, 2nd Edn (Aus).,Pearson Education.
Langfield-Smith et al. 2015. Management Accounting; Information for Creating and Managing Value, 7th Edn.,McGraw Hill Education.
Banker, R., G. Potter, and D. Srinivasan. 2000. An empirical investigation of an incentive plan that includes non-financial performance measures. The Accounting Review 75 (1): 65-92.
Baumann, S O.M. Lehner & H. Losbichler (2015) A push-and-pull factor model for environmental management accounting: a contingency perspective, Journal of Sustainable Finance & Investment, 5:3, 155-177.
Dekker, H.C. 2003. Value chain analysis in interfirm relationships: a field study. Management Accounting Research 14: 1-23.
Elenathan, D., T.W., Lin, and M.S. Young. 1996. Benchmarking and management accounting. Journal of Management Accounting Research 8: 37-54.
Foster, G., M. Gupta, and L. Sjoblom. 1996. Customer profitability analysis: challenges and new directions. Journal of Cost Management (Spring): 5-17.
Govindarajan, V., and A.K. Gupta. 1985. Linking control systems to business unit strategy: impact on performance. Accounting, Organizations and Society 10 (1): 51-66.
Guilding, C. 1999. Competitor-focused accounting: an exploratory note. Accounting, Organizations and Society: 24: 583-595.
Hope, J., and R. Fraser. 2003. Who needs budgets? Harvard Business Review (February): 108-115.
Hoque, Z. 2000. Just-in-Time production, automation, cost allocation practices and importance of cost information: an empirical investigation in New Zealand based manufacturing organisations. British Accounting Review 32 (2): 133-159.
Hoque, Z., and M. Alam. 1999. TQM adoption, institutionalism and changes in management accounting systems: a case study. Accounting and Business Research 29 (3): 199-210.
Hoque, Z., and W. James. 2000. Linking balanced scorecard with size and market factors: impact on organizational performance. Journal of Management Accounting Research 12: 1-17.
Ittner, C.D., and D.F. Larcker. 2002. Determinants of performance measure choices in worker incentive plans. Journal of Labor Economics, 2002 20 (2, pt. 2): S58-S90.
Ittner, C.D., D.F. Larcker, and T. Randall. 1997. The activity-based cost hierarchy, production policies and firm profitability. Journal
of Management Accounting Research 9: 143-162.
Libby, T., and R.M. Lindsay. 2010. Beyond budgeting or budgeting reconsidered? A survey of North-American budgeting practice. Management Accounting Research 21: 56-75.
Maltz, A.C., A.J. Shenhar, and R.R. Reilly. 2003. Beyond the balanced scorecard: refining the search for organizational success measures. Long Range Planning 36: 187–204.
Perera, S., G. Harrison, and M. Poole. 1997. Customer-focused manufacturing strategy and the use of operations-based non-financial performance measures: a research note. Accounting, Organizations and Society 22 (6): 557-572.
Shank, J.K., and V. Govindarajan. 1992. Strategic cost management: the value chain perspective, Journal of Management Accounting Research (4) 179-197.
We note that the reading material (especially the journal articles) may be added/deleted during the course of the semester due to new developments in the field. Students will be alerted to any changes to the reading material in a timely manner.
Learning & Teaching Activities
Learning & Teaching ModesThe University expects full-time students (i.e. those taking 12 units per semester) to allocate a total of at least 48 hours per week to their studies. Students in this course are expected to be present at all seminars each week throughout the semester.Lecture topics and related problem questions will be discussed weekly in each seminar.
The communication, interaction and problem-solving skills developed by students in seminars by regularly and actively participating in discussions on case studies and/or problem questions are considered to be most important by the Business School, and are also highly regarded by employers and professional accounting bodies.
The Lecturer and Teaching Assistant are available for student consultation. We will notify students of the appropriate consultation times in due course. Moreover, please check your student email as course-related announcements are normally communicated via email.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The University expects full-time students (i.e. those taking 12 units per semester) to devote a total of 48 hours per week to their studies. This means that, for this course, you are expected to commit approximately 9 hours to private study in addition to 3 hours of seminars, which is study outside of your regular classes.
Students in this course are expected to attend all seminars each week.
Please refer to Access Adelaide for your timetable and enrolment details: www.adelaide.edu.au/access/
Learning Activities Summary
Week Topic Text chap Readings 1 Introduction to the Subject
Accounting for Strategic Management
Conceptual Framework Context
1 Hope and Fraser (2003) 2 Vision, Mission, Goals, Objectives and Strategy Typology
The Basics of Management Control
2 & 3 Govindarajan and Gupta (1985)
Libby and Lindsay (2010)
3 Cost Allocations
4 Ittner, Larcker and Randall (1997) 4 Advanced Manufacturing Technology, JIT, Target Costing and Product Life Cycle Costing 5 Hoque (2000) 5 Quality Costing, Total Quality Management and Management Accounting 6 Hoque and Alam (1999) 6 Mid Semester Test - Bonython Hall (Time TBA) 7 Value Chain Analysis 7 8 Customer Profitability Analysis/Customer Accounting 8 Foster, Gupta and Sjoblom
9 Competitor Analysis/Competitor Accounting 9 Guilding (1999) 10 Measuring Non-Financial Performance
The Balanced Scorecard
11 & 12 Perera, Harrison and Poole (1997)
Hoque and James (2000)
11 Benchmarking Analysis and Mangement Accounting 13 Malz, Shenhar and Reilly (2003)
Elenathan, Lin and Young (1996)
12 Incentive Plans
Revision Exam Issues
14 Banker, Potter and Srinivasan (2000)
Ittner and Larcker (2002)
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Due date Weight Learning Outcomes Class Participation Weekly 10 % All Mid Semester Test Week 6 30 % All Final Exam Exam Period 60 % All TOTAL 100%
Assessment Related RequirementsNOTES ON ASSESSMENT:
1. To pass this course, students must achieve an overall minimum grade of 50% as well as at least 45% in the Final Exam.
2. Legible hand-writing and the quality of English expression are considered to be integral parts of the assessment process for this course. Marks may be deducted in the Final Exam because of poor hand-writing.
3. Students in this course are not permitted to take a Dictionary (English or English-Foreign) into the Final Exam.
4. The use of a “non-programmable” calculator incapable of storing text in the Final Exam is permitted in this course.
Assessment DetailClass Participation
A student needs to attend at least 8 seminars to be eligible for the class participation marks. In addition to the attendance, assessment will be based on the quality of participation in seminar discussion.
Mid Semester Test
There will be a one-hour Mid Semester Test held in Week 6 (Friday 20 April 2018) in Bonython Hall (Time TBA). Topics from Week 1 to Week 4 are potentially examinable. The test is 'closed book' and you will be permitted to take in a calculator. It is highly advisable that students attend all lectures and tutorials to prepare for this test.
There will be a three-hour Final Exam at the end of the semester. All topics in the course are potentially examinable. The exam is ‘closed book’ and you will be permitted to take in a calculator. An exam overview and revision session is scheduled for Week 12 of the course. It is highly advisable that students attend this (and all lectures and tutorials) to prepare for this exam.
No information currently available.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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- Student Life Counselling Support - Personal counselling for issues affecting study
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- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
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