LEADER 05193nam 2200649Ia 450 001 9910455392503321 005 20200520144314.0 010 $a1-280-77152-6 010 $a9786613682291 010 $a1-84855-883-X 035 $a(CKB)1000000000799401 035 $a(EBL)471097 035 $a(OCoLC)781258213 035 $a(SSID)ssj0000333943 035 $a(PQKBManifestationID)12064033 035 $a(PQKBTitleCode)TC0000333943 035 $a(PQKBWorkID)10378297 035 $a(PQKB)10426631 035 $a(MiAaPQ)EBC471097 035 $a(Au-PeEL)EBL471097 035 $a(CaPaEBR)ebr10333681 035 $a(CaONFJC)MIL368229 035 $a(EXLCZ)991000000000799401 100 $a20091002d2009 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aTeaching and curriculum innovations$b[electronic resource] /$fedited by Bill N. Schwartz, Anthony H. Catanach, Jr 210 $aBingley, UK $cEmerald$d2009 215 $a1 online resource (276 p.) 225 0 $aAdvances in accounting education ;$v10 300 $aDescription based upon print version of record. 311 $a1-84855-882-1 327 $aFront cover; Advances in Accounting Education: Teaching and Curriculum Innovations; Copyright page; Contents; List of contributors; Call for papers; Submission Information; Witing guidelines; Editorial review board; Statement of Purpose; Review Procedures; Chapter 1. Earnings management and corporate social responsibility: An in-class exercise to illustrate the short-term and long-term consequences; Literature review; Earnings management and CSR exercise; Student reaction and decision making; Recommendations for implementation; Acknowledgments; References 327 $aChapter 2. Establishing an eMentor program: Increasing the interaction between accounting majors and professionalsMentoring in the accounting literature; Program implementation; Evaluation of the program; Insights on running a successful eMentor program; Summary and conclusions; Acknowledgments; References; Appendix A. Accounting area college of business - Northern Arizona University eMentor program survey - for accounting majors; Appendix B. Accounting eMentor program guidance for professionals and students; Appendix C. Accounting eMentor Program Profile-Accounting Students 327 $aAppendix D. Accounting eMentor Program Profile-Accounting ProfessionalsAppendix E. Accounting eMentor Program E-Mail Etiquette; Appendix F. Accounting eMentor Program Survey (Students); Appendix G. Accounting eMentor Program Survey (Professionals); Chapter 3. Using service-learning in graduate auditing courses: a standards-based framework; Literature review; Case description; Framework to incorporate service-learning into graduate auditing courses; Conclusion and call for research; References; Chapter 4. Instilling student responsibility with team contracts and peer evaluations 327 $aTeam learning in the context of cooperative learningTeam contracts; Peer evaluations; Discussion and conclusions; Notes; Acknowledgments; References; Chapter 5. Factors affecting initial placement of accounting Ph.Ds; Research hypotheses; Research method; Results; Conclusions and implications; Acknowledgments; References; Chapter 6. Students' ethical and professional perceptions of earnings management; Hypotheses and research method; Results and analysis; Limitations; Conclusion; Acknowledgment; References 327 $aChapter 7. Accounting certificate programs: Serving the needs of students while benefiting your university and accounting departmentSurvey and data sources; Benefits and costs of a certificate program to an accounting department and university; Benefits of a certificate program for students; Certificate program design and considerations; Summary; Notes; Acknowledgments; References; Chapter 8. Accounting department chairs' perceptions of the importance of communication skills; Prior literature; Method; Results; Conclusion and limitations; Acknowledgments; References 327 $aChapter 9. The influence of motivation on cheating behavior among accounting majors 330 $aAdvances in Accounting Education is a referenced, academic research annual whose purpose is to help meet the needs of faculty members interested in ways to improve their classroom instruction. We publish thoughtful, well-developed articles that are readable, relevant and reliable. Articles may be either empirical or non-empirical. They emphasize pedagogy i.e. explaining how faculty members can improve their teaching methods or how accounting units can improve their curricula/programs. 606 $aAccounting$xStudy and teaching 606 $aBusiness education 608 $aElectronic books. 615 0$aAccounting$xStudy and teaching. 615 0$aBusiness education. 676 $a657.0711 701 $aSchwartz$b Bill N$0115249 701 $aCatanach$b Anthony H$0888599 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910455392503321 996 $aTeaching and curriculum innovations$92274645 997 $aUNINA