THE UNIVERSITY OF THE WEST INDIES, ST. AUGUSTINE FACULTY OF SOCIAL SCIENCES DEPARTMENT OF MANAGEMENT STUDIES

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1 THE UNIVERSITY OF THE WEST INDIES, ST. AUGUSTINE FACULTY OF SOCIAL SCIENCES DEPARTMENT OF MANAGEMENT STUDIES Semester 2 ( ) ACCT ADVANCED MANAGEMENT ACCOUNTING (Case Analysis) COURSE OUTLINE No. of Credits: 3 Level: III Pre- Requisites: ACCT 2021 COST AND MANAGEMENT ACCOUNTING or MGMT 2023 FINANCIAL MANAGEMENT I Co-Requisite: ACCT 3041 ADVANCED ACCOUNTING Course Description The course integrates topics covered in previous accounting courses as well as related fields in finance, managerial economics, quantitative analysis and M.I.S. Course Rationale The course objective is to allow students to develop and apply the concepts and analytical techniques learned in this and previous accounting courses as well as to extend their knowledge and to improve their communication skills. The course also focuses on explicit recognition of the effects of uncertainty and multi period strategies on the design of accounting systems and use of accounting information aimed at encouraging behaviour in congruence with the organization goals. 1

2 Course Calendar/Content Assignment Topic Schedule Profit Planning & Decision Making (M&J) Chap. 9 (A&H) Chap. 26 (KPR) Chap. 10 K Chap. 5 GN Chap. 13 C.V.P. Analysis (K) Chap. 1 (KPR) 8 th Ed (M&A) Chap. 4 Performance Measures (K) Chap. 10 (KPR) Chap. 14 Test Bank HFD Chap. 23 Transfer Pricing (K) Chap. 9 (GN) Chap. 12 (KPR) Chap. 13 [MS25H Notes] Test Bank HFD Budgeting Behavioural approach. The Management Accountant and Human Behaviour Chap. 22 (K) Chap. 14 Handout Why you should consider (K) Chaps. 4,5 ABC/ABM [MS25H Notes] Assigning Service Centre Costs Horngren Chap. 13 (K) Chap. 3 Environmental Issues Intellectual Capital Emerging Management Practices Variance Analysis, Reporting and expectation (KPR) Chap. 11 Handout (KPR) Chap. 19 (K) Chap. 9 (A&H) Chap.25 (M&A) Chap. 20 (KPR) Chap. 16 Assignment Questions/Cases P9-1 to P9-12 Case 12-1 P 38 P5-1 Class Problem P 1-5 P 58 Chp. 13 P 4-61 to P4-69 Rapid Rail Experiment Case (to be done in groups of 5) P10-1, P10-2, P10-5 Cases 43,44,47,53,58 Class Problem 129 Pg Case Del Norte (pg. 486) P9-5 Case 12- A7 Cases 53,58,59 Class problem Cool Air Company to Cases 14-9, (HDF) Chap. 6, P6-39 Handout with questions GN Chap. 9, 9-20, 9-22, 9-29 P 5-2 and Case John Deere (P 135) Case (9 th ed.) P 3-2 Case 49 P 31,37,40,41,42 P 9-2 Case 25-1 (from 9 th ed.) Worksheet with problems to 20-27,20-28, 20-30, 20-31, 20-33, P

3 Measuring Quality (K) Chap. 11 (KPR) Chap. 17 (HFD) Chap. 19 Investing to develop Future Capabilities (K) Chap. 12 Technology Incentive and Compensation Systems (KPR) Chap. 15 (K) Chap. 13 (KPR) Chap. 14 and (KPR) Chap. 10 Balanced Score Card (K) Chap. 8 (KPR) Chap. 14 Texas Instruments Case (pg. 582) P 22,23,26,30,49,51 P Wellington Tap Case: Pg. 627 Case 55 Analog Devices Case: Pg 714 Cases 34, 55, 59 Case 48 (Chap. 10) Chadwick Inc. Case: Pg. 380 Case 51 Goals/Aims i. Accounting information is used by management for three (3) major purposes with the emphasis on decision-making, planning, control and performance evaluation. ii. Product pricing, product costing and income determination iii. Decision-making: from everyday routine short-run decisions to long term policy formation; and iv. Planning, control and performance evaluation of the various managers and functions within the organizations. Learning Outcomes Identify short term decision making tools in case studies Examine financial/non-financial measures to evaluate performance in an organization Deal with ethical practices, environmental issues and corporate social responsibility reporting Describe the crucial role of behavioural aspects of budgeting and how an understanding if its importance can contribute to a successful budgeting process Perform variance analysis and let the students understand how managers can use statistical models to interpret variances Assignments For each session of class students are assigned to prepare a problem or exercise and to write up an analysis of a case. The problem or exercise is assigned to teach students certain tools and technique, which are covered in reading material for that session or covered previously. This assignment will not be collected and will not be graded however, understanding the assignment, in most cases will help you with necessary tools to prepare the assigned case. If most of the class members confront difficulties in solving such assignments, a limited amount of time may be spent in class to discuss the problem or a partial solution may be handed out. 3

4 For each class session students are assigned a case to be prepared and written up individually or in groups (see detailed class assignments) and be handed in before the start of each class. The case write-up may be individual or in groups (see detailed class assignment), about five pages and typed. Course materials include a reading (lesson 2) on The Case Method Teaching Environment: Preparing Analyzing and Presentation of Cases, make sure you read it very carefully. The Individual Case write-ups will be prepared by each student, individually, using the same format and limitation applicable to group write-ups. This is to provide you with an opportunity to analyze cases by yourself, before you write your final exam. Group Case Write-ups will be at least one per study group per class, with the same limitations described earlier. Before the group write-up you have to meet and discuss the case (for details see reading on case methods teaching environments). Evaluation Your final grade will be based on the following: Participation 5% Class Work, Case Assignment and Presentation 10% Mid-term Exam 25% Final Exam (2 hours) 60% 100% N.B. Individual assignments must be handed in as assigned and will be handled similarly to group assignments; with the exception being grades will be individually assigned. Teaching Strategies There will be two (2) sessions per week for two (2) hours each. A combination of text and course materials is used. Students must prepare the assigned text and case material before the relevant classroom session. The case method places emphasis on the preparation for, and classroom discussion of a situation that is described in the case. This teaching method can be contrasted with the textbook/problem method, in which the emphasis is on memorizing and understanding materials contained in a text and working out the numerical solution to problems and exercises. There is seldom a correct solution to a case. However, cases are as close as one can come to business realities in the classroom. In summary, case approach teaches students how to think and how to put issues in perspective rather than answer to specific problems and issues. In preparing a case for class discussion, the student must decide what the issues are, making appropriate numerical calculations, identify and assess the strength of the arguments bearing on the issues, and reach conclusion. Students will meet before class in small groups (these groups to 4

5 be formed in the first class session) to develop this analysis and prepare the written assignment. In class students must explain their position, defend it, appreciate and evaluate the statements made by their colleagues and modify their own position if they are convinced that this is the right thing to do. A significant and valuable portion of the learning process is through student interaction. In the case method, the focus is on students learning through their co-operative efforts, rather than on the instructor conveying his views. A few words of caution, it is difficult to teach a case method course if it is the only such course that the student has taken. For best results, students must develop a certain attitude toward the analysis and discussion of cases, and the learning process is aided if this attitude is reinforced by their experience with cases in more than one course. A lone case course can be taught but the students and the instructor have a more difficult job because they need to create the necessary attitudes and atmospheres. Students, particularly those who have not been exposed previously to the case method, tend to feel frustrated. They want the word. They think that somewhere there exists a set of rules, which, if carefully memorised and followed, will lead them to the correct solution. They tend to be unhappy with the variety of terms used by different companies for the same thing and by the general complexity and lack of recognizable patterns in cases. Cases are messy and disorderly. The feeling of frustration arises especially in the area of accounting. Students who have taken the elementary course in accounting taught by the textbook/problem approach often come away with the impression that there is a well-defined body of principles to which there are relatively few exceptions. When they subsequently start a course that uses cases, they need time to get over this incorrect notion. Resources Required R.S. Kaplan & A. Atkinson Advanced Management Accounting 3 rd edition, Prentice Hall (K) R.N. Anthony, Hawkins & Merchant Accounting Text and Cases 12 th Ed, McGraw Hill, 2007 (A& H) Reading Moriarty, Shane; Allen Carl, Cost Accounting, 3 rd edition, John Wiley (M&A) Moore & Jaedicke, Managerial Accounting, 5 th edition South Western Pub. Co. (M&J) Kinney, Prather-Kinsey, Raiborn, Cost Accounting: Foundations and Evolutions, 7 th edition, West Pub Co (KPR) Horngren, Foster, Datar J. Cost Accounting: A Managerial Emphasis, 13 th ed., Prentice Hall 2008 (HFD) 5

6 Garrison, Ray H; Noreen, Eric W. Managerial Accounting, 13 th ed., Pub. Mc Graw Hill, Irwin (G.N) Suggested Additional Reading Articles that may add to the student s exposure to non-textbook accounting topics and issues. Some of these reading are provided below. 1. Why you should consider Activity-Based costing by Robert Gruber: Small Business Forum Journal, Spring, Campbell, Ian J. Budgeting: Is it a Technical or Behavioural Process. Management Accounting Magazine, February Albright, Thomas L. And Harold P. Roth, The Measurement of Quality Costs. An Alternative Paradigm. See readings on Management Accounting by Ibrahim M. Aly (1995) 4. Hope & Frazer (20010, Figures of Hate, Financial Management, February: Marr, Bernard (2008). Disclosing the Invisible: Publishing Intellectual Capital Statements. CMA Management Magazine Aug/Sept 2008 pgs Additional Information UNIVERSITY ACADEMIC INTEGRITY POLICY/EXAMINATION REGULATIONS Please consult Section V (especially sub section B which deals with cheating) of the University of the West Indies, Examination Regulations for First Degrees, Diplomas and Certificates for details of this policy. General Examination Regulations 19 Absent from lectures and tutorials Code of Conduct During Class The following guidelines facilitate the creation and maintenance of an effective learning environment. All students are expected to adhere to the guidelines throughout the semester. Switch off all cellular phones and beepers before the start of each class session Be civil at all times. We can disagree without being disagreeable Read all assigned materials and attempt all assigned problems before the start of each class Participate in class discussions. Question on the subject matter are welcomed at any tome Deadlines are firm! Plan to meet them 6

7 Grading System Grade A+ A A- B+ B B- C+ C C- D+ D F Mark < 40 7

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