Functional Competencies For Entry Into The Accounting Profession
Each student graduating with a MS in Accounting will be proficient in the AICPA Functional Competencies of Decision Modeling, Risk Analysis, Reporting, Research, and Leveraging Technology.
Objective
Risk Analysis Competency
Risk analysis and control is fundamental to professional service delivery. The identification and management of audit risk (that is, the risk that the auditor will fail to detect a misstatement, caused by inadvertent error or fraud, that is material to financial statements) is the basis for the conduct of a GAAS audit. The understanding of business risk (that is, the risk that an entity - either a client or the prospective accounting professionals employer - will fail to achieve its objectives) affects how business strategy is created and implemented.
Examples include:
- Identifies risks of negative outcomes (including fraud)
- Evaluates controls that mitigate risk of negative outcomes through prevention or detection and correction
- Assesses and controls unmitigated risks through, for example, designing and applying tests
- Communicates the impact of identified risks and recommends corrective action
Indicator
Course Embedded Measures Of Risk Analysis Competency
A mix of exam questions, projects, cases, and / or problem assignments, in multiple courses spread across the accounting curriculum, will be used to assess students' achievement on selected sub-objectives of the Risk Analysis competency. The mix depends on the course in which the assessment is being made and the instructor’s choice of instrument and selected sub-objectives. The results from the various classes will be forwarded to the Departmental Assessment Committee. This committee will compile the results and present the findings to the departmental faculty.
Criterion
Level Of Success Standard For Risk Analysis Competency
In each course, the instructor will determine a minimal acceptable score for each indicator used for assessment in that class. This minimal acceptable score may vary both across classes as well as inside a particular class. This variability is necessary due to the different type of indicators (exam questions, projects, cases, and / or problem assignments) used to assess students' achievement on selected sub-objectives of the Risk Analysis competency.
Once the assessment of Risk Analysis is completed in the appropriate courses, the percentage of successful student attempts (number of students successfully completing the specific outcome predetermined success level divided by the total number of students attempting the specific outcome) will be reported for each class. The Departmental Assessment Committee will then compile the reports into an aggregated report that will show the success percentage by classification (junior, senior, and graduate). The Department of Accounting has set different target standards based on classification. The standards are 60% for junior-level classes, 70% for senior-level classes, and 75% for graduate-level classes.
Finding
Risk Analysis Competency Finding
Graduate Successes 262 Attempts 279 Success Ratio 94%
Minimum Acceptable Rate 75%
Three Year Trend: 3-Yr. 2012 2013 2014 Avg. * Risk Analysis 95% 96% 94% 95%
Action
Risk Analysis Competency Action
The success ratio of 94% exceeds the minimum acceptable level of 75% by 19 percentage points. The faculty teaching courses where Risk Analysis is an objective will continue to place emphasis on this item. PLANNED ACTION: Acct 5324 Risk Analysis: For Fall 2015, again increase the use of case examples in which students are required to assess the unmitigated risks due to control weaknesses in computerized accounting processing systems. This will be accomplished through the increased use of the Informations Systems Audit and Control materials related to COBIT. The course will not be taught in the Spring 2016.
Acct 5379 Risk Analysis: Not that dissimilar from Decision Modeling- using newer real life or developed fictional cases that emphasize the risks of negative outcomes and how they can be avoided by ethical means.
Objective
Leveraging Technology To Develop And Enhance Functional Competencies
Technology is pervasive in the accounting profession. Individuals entering the accounting profession must acquire the necessary skills to use technology tools effectively and efficiently. These technology tools can be used both to develop and apply other functional competencies.
Examples include:
- Accesses appropriate electronic databases to obtain decision-supporting information
- Assesses the risk of technology and automated business processes
- Uses technology assisted tools to assess and control risk and document work performed
- Builds appropriate models and simulations using electronic spreadsheets and other software
Indicator
Course Embedded Measures Of Leveraging Technology To Develop And Enhance Functional Competencies
A mix of exam questions, projects, cases, and / or problem assignments, in multiple courses spread across the accounting curriculum, will be used to assess students' achievement on selected sub-objectives of the Leveraging Technology competency. The mix depends on the course in which the assessment is being made and the instructor’s choice of instrument and selected sub-objectives. The results from the various classes will be forwarded to the Departmental Assessment Committee. This committee will compile the results and present the findings to the departmental faculty.
Criterion
Level Of Success Standard For Leveraging Technology To Develop And Enhance Functional Competencies
In each course, the instructor will determine a minimal acceptable score for each indicator used for assessment in that class. This minimal acceptable score may vary both across classes as well as inside a particular class. This variability is necessary due to the different type of indicators (exam questions, projects, cases, and / or problem assignments) used to assess students' achievement on selected sub-objectives of the Leveraging Technology competency.
Once the assessment of Leveraging Technoloy is completed in the appropriate courses, the percentage of successful student attempts (number of students successfully completing the specific outcome predetermined success level divided by the total number of students attempting the specific outcome) will be reported for each class. The Departmental Assessment Committee will then compile the reports into an aggregated report that will show the success percentage by classification (junior, senior, and graduate). The Department of Accounting has set different target standards based on classification. The standards are 60% for junior-level classes, 70% for senior-level classes, and 75% for graduate-level classes.
Finding
Leveraging Technology To Develop And Enhance Functional Competencies Finding
Graduate Successes 142 Attempts 153 Success Ratio 93%
Minimum Acceptable Rate 75%
Three Year Trend: 3-Yr. 2012 2013 2014 Avg. * Leveraging Tech 87% 95% 93% 92%
Action
Leveraging Technology Competency Action
The success ratio of 93% exceeds the minimum acceptable level of 75% by 18 percentage points. The faculty teaching courses where Leveraging Technology is an objective will continue to place emphasis on this item. PLANNED ACTION Acct 5352 Leveraging Technology: It is expected that more online materials will be employed in the class environment combined with research during the classroom periods and beyond. These enhancements are the natural outgrowth of the maturing tax materials available online as opposed to print materials.
Objective
Decision Modeling Competency
Individuals preparing to enter the accounting profession must be able to use strategic and critical approaches to decision-making. They must objectively consider issues, identify alternatives, and choose and implement solution approaches in order to deliver services and provide value.
Examples include:
- Identifies problems and potential solution approaches
- Uses quantitative techniques to determine relative importance and likelihood of alternative scenarios
- Employs model-building to quantify problems or test solutions
- Evaluates the cost/benefit of alternative solutions
- Organizes and evaluates information, alternatives, cost/benefits, risks and rewards
- Links data, knowledge, and insights together for decision-making purposes
- Objectively identifies strengths, weaknesses, opportunities, and threats associated with a specific scenario, case, or business activity
Indicator
Course Embedded Measures Of Decision Modeling Competency
A mix of exam questions, projects, cases, and / or problem assignments, in multiple courses spread across the accounting curriculum, will be used to assess students' achievement on selected sub-objectives of the Decision Modeling competency. The mix depends on the course in which the assessment is being made and the instructor’s choice of instrument and selected sub-objectives. The results from the various classes will be forwarded to the Departmental Assessment Committee. This committee will compile the results and present the findings to the departmental faculty.
Criterion
Level Of Success Standard For Decision Modeling Competency
In each course, the instructor will determine a minimal acceptable score for each indicator used for assessment in that class. This minimal acceptable score may vary both across classes as well as inside a particular class. This variability is necessary due to the different type of indicators (exam questions, projects, cases, and / or problem assignments) used to assess students' achievement on selected sub-objectives of the Decision Modeling competency.
Once the assessment of Decision Modeling is completed in the appropriate courses, the percentage of successful student attempts (number of students successfully completing the specific outcome predetermined success level divided by the total number of students attempting the specific outcome) will be reported for each class. The Departmental Assessment Committee will then compile the reports into an aggregated report that will show the success percentage by classification (junior, senior, and graduate). The Department of Accounting has set different target standards based on classification. The standards are 60% for junior-level classes, 70% for senior-level classes, and 75% for graduate-level classes.
Finding
Decision Modeling Competency Finding
Graduate Successes 94 Attempts 100 Success Ratio 94%
Minimum Acceptable Rate 75%
Three Year Trend: 3-Yr. 2012 2013 2014 Avg. * Decision Modeling 100% 94% 97%
Action
Decision Modeling Competency Action
The success ratio of 94% exceeds the minimum acceptable level of 75% by 19 percentage points. The faculty teaching courses where Decision Modeling is an objective will continue to place emphasis on this competency. PLANNED ACTION: Acct 5379 Decision Modeling: Continued emphasis on significant ethical cases, both real life and fictional, with particular emphasis on development of case materials dealing with newer ethical challenges that are ever developing. Also have students develop their own case study(ies) on related matters to gauge their own interests in ethical issues.
Objective
Reporting Competency
Communicating the scope of work and findings or recommendations is an integral part of a professional service. An accounting professional in public practice might issue an audit or attestation report, recommendations for improved services, or tax or financial planning advice. An accounting professional in business, industry, or government might analyze operations or provide communications to the board of directors. Communicating clearly and objectively the work done and the resulting findings is critical to the value of the professional service. Some forms of communication are governed by professional standards (such as the form and content of the standard auditor's report or the required communications to audit committees) or law. Others are based on the service applied and the needs of those to whom the accounting professional reports.
Examples include:
- Prepares reports with objectivity, conciseness and clarity
- Describes work performed and conclusions reached in a manner that enhances the reports' usefulness
- Employs appropriate media in report preparation and presentation
Indicator
Course Embedded Measures Of Reporting Competency
A mix of exam questions, projects, cases, and / or problem assignments, in multiple courses spread across the accounting curriculum, will be used to assess students' achievement on selected sub-objectives of the Reporting competency. The mix depends on the course in which the assessment is being made and the instructor’s choice of instrument and selected sub-objectives. The results from the various classes will be forwarded to the Departmental Assessment Committee. This committee will compile the results and present the findings to the departmental faculty.
Criterion
Level Of Success Standard For Reporting Competency
In each course, the instructor will determine a minimal acceptable score for each indicator used for assessment in that class. This minimal acceptable score may vary both across classes as well as inside a particular class. This variability is necessary due to the different type of indicators (exam questions, projects, cases, and / or problem assignments) used to assess students' achievement on selected sub-objectives of the Reporting competency.
Once the assessment of Reporting is completed in the appropriate courses, the percentage of successful student attempts (number of students successfully completing the specific outcome predetermined success level divided by the total number of students attempting the specific outcome) will be reported for each class. The Departmental Assessment Committee will then compile the reports into an aggregated report that will show the success percentage by classification (junior, senior, and graduate). The Department of Accounting has set different target standards based on classification. The standards are 60% for junior-level classes, 70% for senior-level classes, and 75% for graduate-level classes.
Finding
Reporting Competency Finding
Graduate Successes 196 Attempts 227 Success Ratio 86%
Minimum Acceptable Rate 75%
Three Year Trend: 3-Yr. 2012 2013 2014 Avg. * Reporting 79% 83% 86% 83%
Action
Reporting Competency Action
The success ratio of 86% exceeds the minimum acceptable level of 75% by 11 percentage points. The faculty teaching courses where Reporting is an objective will continue to place emphasis on this competency. PLANNED ACTION: Acct 5352 Reporting: Continued and additional emphasis will be necessary as new tax measures are placed into effect (ie, effect of Obamacare on businesses, etc and related reporting requirements); such emphasis will be via specific assignments related to such areas.
Objective
Research Competency
Although accounting professionals need a foundation in standards and other relevant rules, such guidance is constantly evolving. Many accounting profession functions depend on obtaining information from within and outside of an entity. Accordingly, the individual preparing to enter the accounting profession needs to have strong research skills to access relevant guidance or other information, understand it, and apply it.
Examples include:
- Employs relevant research skills
- Accesses relevant standards, rules, and other information
- Evaluates different sources of information and reconciles conflicting or ambiguous data
- Analogizes from existing rules to problems not explicitly described
- Identifies relevant information such as industry trends, internal performance history, benchmarks, and best practices
Indicator
Course Embedded Measures Of Research Competency
A mix of exam questions, projects, cases, and / or problem assignments, in multiple courses spread across the accounting curriculum, will be used to assess students' achievement on selected sub-objectives of the Research competency. The mix depends on the course in which the assessment is being made and the instructor’s choice of instrument and selected sub-objectives. The results from the various classes will be forwarded to the Departmental Assessment Committee. This committee will compile the results and present the findings to the departmental faculty.
Criterion
Level Of Success Standard For Research Competency
In each course, the instructor will determine a minimal acceptable score for each indicator used for assessment in that class. This minimal acceptable score may vary both across classes as well as inside a particular class. This variability is necessary due to the different type of indicators (exam questions, projects, cases, and / or problem assignments) used to assess students' achievement on selected sub-objectives of the Research competency.
Once the assessment of Research is completed in the appropriate courses, the percentage of successful student attempts (number of students successfully completing the specific outcome predetermined success level divided by the total number of students attempting the specific outcome) will be reported for each class. The Departmental Assessment Committee will then compile the reports into an aggregated report that will show the success percentage by classification (junior, senior, and graduate). The Department of Accounting has set different target standards based on classification. The standards are 60% for junior-level classes, 70% for senior-level classes, and 75% for graduate-level classes.
Finding
Research Competency Finding
Graduate Successes 825 Attempts 894 Success Ratio 92%
Minimum Acceptable Rate 75%
Three Year Trend: 3-Yr. 2012 2013 2014 Avg. * Research 87% 95% 92% 91%
Action
Research Competency Action
The success ratio of 92% exceeds the minimum acceptable level of 75% by 17 percentage points. The faculty teaching courses where Research is an objective will continue to place emphasis on this competency. PLANNED ACTION Acct 5352 Research: As the course materials are constantly evolving as the Legislature revises, add or deletes laws, more emphasis on data bases will be required and implemented.
Acct 5379 Research: While the course has relied on “staples” (ie, traditional and well known cases dealing with ethical lapses), more emphasis will be put on lesser known but yet important cases to allow research into the rules of conduct in “real world” situations, particularly in conflicting situations requiring ethical judgements.