Abstract This article examines a proposed model for accounting flexibility. Mathematical models have been constructed to characterize many accounting problems. No less susceptible to modeling is the well-known phenomenon of flexibility of choice in the application of generally acceptable deterministic models to income measurement in identical or similar circumstances. Borrowing from the mathematics of combinatorics, one can calculate the congeries of different ways to determine net income implicit in the inventory of deterministic models available to a given entity. There are as many possible combination of income figures as there are different ways of applying the different deterministic models to the given measurement problems. One assumption interposed is that judgmental estimates of data, where applicable, would not vary among models. For example, estimate of useful life for fixed assets would not vary among different models. Only different mathematical operations are performed on the same data. Accounting flexibility represents the number of different ways to net income that the number of net income combinations equally competent accountants could take working with the same data for a given entity.

Abstract This article proposes an approach to a second or intermediate accounting information systems course, presuming that the students have had a broadly oriented introductory course in accounting information systems plus introductory courses in quantitative analysis and statistics, managerial accounting and data processing. These prerequisites should not provide any obstacle to the currently enrolled or future senior and graduate accounting majors for whom the course is primarily designed. The major requirement of this proposed course is to design an overall integrated computer-based information system for a hypothetical business firm that is highly simplified but typical. Students are formed into teams, and each student team concentrates on a major area of the firm that it is assigned. In conclusion, a course involving the design, implementation and evaluation of a computer-based information system is a logical addition to the accounting curriculum. It will help to fit the accountant for his future role in serving the business firms in several ways: by utilizing the computer to show how accounting provides data for a total management information and decision-making system, by integrating in a practical and realistic way many of the concepts and techniques that are taught in the present-day accounting and quantitative analysis curricula, and by building up the knowledge regarding computers and information systems to the level advocated by the recent major studies of education for the accounting profession.

Abstract This article presents a proposed auditing exercise which can be used in discussing a taxonomy of evidence and evidence-gathering techniques. This exercise involves the use of a view-graph slide showing a scene that contains qualitative as well as quantitative characteristics. The particular slide that the author uses shows a profile of people riding on a bus or street car. The scene is fairly typical in that some people are standing while others are sitting, and the vehicle is carrying men, women and children of different races, some of whom appear to be engaged in conversation. This exercise is built on the maxim that a picture is worth a thousand words. The auditing instructor can develop any number of taxonomies to discuss evidence and its reliability. However, many students will probably not get the message. The exercise is a symbolic rather than logical means of communicating the message. It does not have to replace the professor's scholarly and logical explanation, but it can reinforce it. Three specific and relevant points can be made to auditing students in the discussion following their participation in the exercise. First, the evidence-gathering technique of observation can be evaluated. A second pedagogical point for which this exercise can be used is to discuss the variations in the reliability of audit evidence, especially testimonial evidence. A final pedagogical benefit of this exercise centers on the communication skill needed by the auditor.

Abstract This paper summarizes the extent and types of coverage of cost accounting topics in the ten CPA exams during 1966-1970 inclusive. Comparisons are made to my earlier study covering the period 1956-1965.