ACCTING 7103 - Advanced Management Accounting and Control

North Terrace Campus - Semester 1 - 2021

This course exposes students to a range of accounting and management control techniques and their effects on organizational design and performance. Successful completion of this course provides additional skill-sets to students for resolving several real world governance problems

  • General Course Information
    Course Details
    Course Code ACCTING 7103
    Course Advanced Management Accounting and Control
    Coordinating Unit Adelaide Business School
    Term Semester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites ACCTING 7014
    Course Description This course exposes students to a range of accounting and management control techniques and their effects on organizational design and performance. Successful completion of this course provides additional skill-sets to students for resolving several real world governance problems
    Course Staff

    Course Coordinator: Dr VG Sridharan

    This course will be coordinated and run by A/Prof. VG Sridharan.  

    Email: vg.sridharan@adelaide.edu.au

    Phone: 08-8313 0730

    Location: Room 13.07 Nexus 10 Building,
                  Corner of Pulteney Street and North Terrace


    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    DETAILED SESSION-PLAN: 

    INTRODUCTION TO CONTROL SYSTEMS
    1 Introduction to advanced management accounting and control (AMAC) systems  Refer Wong’s Pharmacy in Chapter 1 pp. 3-23

    SESSIONS 2-4 CONTROL SYSTEM ALTERNATIVES AND COSTS
    2 Results controls.  Refer to the case on Houston Fearless 76 in Chapter 2 pp. 33-46; and pp. 71-78
    3 Action, personnel and cultural controls. Refer to the case on Platinum Point Land Deal in Chapter 3 pp. 86-104 and pp. 106-114
    4 Control system costs. Refer to the cases on Philip Anderson; and Sunshine Fashion in Chapter 5 pp. 173-190

    SESSIONS 5-7 RESPONSIBILITY CENTERS AND INCENTIVE MECHANISMS
    5 Financial responsibility centers. Refer to the case on Kranworth Chair Corp. in Chapter 7 pp. 261-282
    6 Planning and budgeting. Refer to the case on Royal Wessanen NV in Chapter 8 pp. 297-323
    7 Motivation and incentive compensation. Refer to the case on Superconductor Tech. in Chapter 9 pp. 353-383

    SESSIONS 8-10 PERFORMANCE MEASUREMENT
    8 Performance measures and effects. Refer to the case on Corbridge Industries, Inc. in Chapter 10 pp. 397-415; and 424-433
    9 Myopia problem and remedies. Refer to the case on Catalytic Solutions, Inc. in Chapter 11 pp. 448-470
    10 Evaluation of non-controllable factors. Refer to the cases on Olympic Car Wash; Hoffman Discount Drugs in Ch. 12 pp.517-532; 534-541

    SESSIONS 11-12 ETHICS AND GOVERNANCE
    11 Ethical issues and analysis. Refer to the cases on Two Budget Targets; and General Products Division in Chapter 15 pp. 677-694
    12 Conclusion: Controls in For- and Not- For-Profit Sectors. Refer to Chapter 16 pp. 721-733
  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:
    1. Describe the broad scope of management accounting function in manufacturing and service businesses
    2. Analyse and think creatively to resolve practical control problems from an accounting perspective.
    3. Evaluate alternative scenarios that emerge after critical inquiry and identify appropriate business solutions.
    4. Appreciate the significance and value of applying ethical principles in practical control dilemmas.
    5. Integrate prior learning of cost accounting knowledge into a practical context of relevance to business.
    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 and 5
    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
    2 and 3
    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
    3 and 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
    2,3,4, and 5
    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
    3,4, and 5
    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
    1,2, and 5
  • Learning Resources
    Required Resources
    Prescribed Textbook:
    Management Control Systems by Kenneth Merchant and Wim Van der Stede, Pearson Publishers, 2017 (Fourth Edition).

    Students, please note:
    This textbook is the vital resource and you cannot afford not having your own copy for your learning in the class. This is because we will not only be learning the concepts but we will be referring to and presenting case studies from out of this textbook.
    Recommended Resources
    Students, please note: 
    There are a couple of other textbooks on management control systems such as Anthony and Govindarajan's. You can refer to them but the main textbook is the critical, everyday resource that we will be using in this course.
    Online Learning
    Students, please note:

    1. Though the preferred method of teaching for a typical case-study oriented learning is face-to-face, the current conditions prevailing around the world do not provide us the desired flexibility.  Therefore, online students are also enrolled into this course this year, though the situation may vary in the coming years.

    2. As part of the learning process, you have to make presentations on the specified case studies either face-to-face or via zoom.


  • Learning & Teaching Activities
    Learning & Teaching Modes
    Teaching Plan:

    1. The concepts will be first introduced to the class by the lecturer. This will be followed by a student-group led presentation on the prescribed for each case study. Finally, the lecturer will summarize the key learnings of the case and integrate that with the concepts with the idea of developing key learnings for each week.

    2. Each week seminar will run for 3 hours. The concept introduction will be for the first one hour and a half. The student-group presentation will be for 30 minutes followed by a question-defence for 15 minutes. Each group will comprise on an average of 3-4 members. Finally, the teacher will integrate the case with the concepts and present the key findings in the last 45 minutes.

    3. As the course develops over the years and with increased enrolment numbers, we could perhaps plan two student group presentations on two different cases each week.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.


    Students, please note:

    The seminar time each week is 3 hours and over a 12-week semester, the in-class learning time will be 36 hours. 

    I expect another 36 hours outside the class for the preparation and study required to master the materials and pass this course.  Approximately, this would be 5 hours for your own group presentation; 1.5 hours of advance preparation for each of the 12 weeks, which works out to 18 hours; another 5 hours for your group assignment and finally another 8 hours preparation for the final examination.
    Learning Activities Summary

    No information currently available.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Due Weighting Word Count / Time Learning Outcome
    Presentation and feedback* Group

    Each week

    20% 30 minutes 1, 2, 3, and 4
    Group assignment Group Middle of the term 20% 4000 words 1, 2, 4,  and 5
    Final Examination Individual Exam period 60% 1, 2, 4, and 5
    * More information on the presentations are clarified under the Assessment Details 
    Assessment Related Requirements
    Students, please note:

    Teamwork is a critical component of learning in this course.  Case presentations will be in small groups of 2 to 3 members.  This is to allow high quality interactions and analysis.  The written assignment will also in relatively small groups, of course, which would depend on the actual number of students enrolled in this course.

    The teams will be determined by you upfront in the first session and thereafter the groups will remain intact throughout the semester.  The details of the specific cases to be presented and the assignments will be provided to you in the first session.
    Assessment Detail
    Assessment details on the presentation component:

    Student presentation task requires some clarifications. 10 cases will be analyzed during the semester. Assuming that there are 40 students in the first batch, each case analysis will be presented by a group of 4 students. This essentially means that each student will engage in only one case analysis. However, to keep all students engaged throughout the semester, a partial weight (say 5% out of the 20%) will be reserved for student participation when other students present their case analyses.

    Assessment details on the written assignment component: 

    The written assignment is based on the assumption that a group of 4 students will each be required to work on an average of 1000 words each.
    Submission
    Submission details on the written assignment component:

    The written assignment is based on the assumption that a group of 4 students will each be required to work on an average of 1000 words each.
    Course Grading

    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.

  • Student Feedback

    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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    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.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.