A Case Study of Effective Tax Rates Using Data Analytics

2020 ◽  
Author(s):  
Christine Cheng ◽  
Pradeep Sapkota ◽  
Amy J. N. Yurko
Keyword(s):  
Data Analytics ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Objectives ◽  
Learning Assessment ◽  
Tax Rates ◽  
Firm Level ◽  
Effective Tax Rates ◽  
Public Data ◽  
Using Data

Tomorrow's accounting professionals need to understand both accounting and data analytics. To meet these needs, we developed a case that combines an important area of tax accounting, Effective Tax Rates (ETRs), with multiple data analysis skills. The case can be completed in Excel, or with Tableau and/or Alteryx, using Compustat or public data. The case's learning objectives for students are to: (1) expand knowledge of data analytics and ETRs; (2) use critical-thinking skills to identify economic, industry, and firm-level factors that might affect ETRs; (3) develop skills specific to data analytics and data visualization in accounting; and (4) develop effective oral and written communication skills. We evaluate the case's efficacy using data from pre- and post-learning assessment surveys and open-ended responses, which indicate that the comprehensive case meets these learning objectives.

Using Data Analytics to Evaluate Policy Implications of Migration Patterns: Application for Analytics, AIS, and Tax Classes

2020 ◽  
Author(s):  
Christine Cheng ◽  
Anu Varadharajan
Keyword(s):  
Data Analytics ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Objectives ◽  
Policy Implications ◽  
Learning Assessment ◽  
State Governments ◽  
Accounting Information Systems ◽  
Using Data ◽  
Career Options

This case uses IRS SOI migration data to help students understand the power of data analysis to identify potential policy issues faced by state governments. The data skills covered in this case are used by entry level accounting professionals in all fields: the Extract, Transform, and Load (ETL) process using Alteryx and creating data visualizations using Tableau. The case learning objectives are: (1) Develop students' ETL skills; (2) Develop students' data visualization skills; (3) Develop student's critical thinking skills, and (4) Enhance students' effective oral and written communications skills. Pre- and post-learning assessment surveys and open-ended responses indicate that the case meets these learning objectives. Students easily related to policy questions surrounding migration as future employees considering their career options. As such, this case is appropriate for stand-alone data analytics courses in business or accounting, accounting information systems courses, undergraduate and graduate level tax classes, and MBA courses.

A Framework and Resources to Create a Data Analytics-Infused Accounting Curriculum

2021 ◽  
Author(s):  
Kevin E Dow ◽  
Norman Jacknis ◽  
Marcia Weidenmier Watson
Keyword(s):  
Critical Thinking ◽  
Diffusion Of Innovation ◽  
Data Analytics ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Accounting Students ◽  
Diffusion Of Innovation Theory ◽  
Fully Integrated ◽  
Accounting Curriculum ◽  
Data Analytic

The technology and Data Analytics developments affecting the accounting profession in turn have a profound effect on accounting curriculum. Accounting programs need fully-integrated accounting curriculum to develop students with strong analytic and critical thinking skills that complement their accounting knowledge. This will meet the profession's expectation that accounting students have expert level skills in both technical accounting knowledge and Data Analytics. This paper provides a framework and the resources for creating a Data Analytics-infused accounting curriculum. Specifically, using the Diffusion of Innovation Theory, we apply the theory's five stages to the infusion of Data Analytics into the accounting curriculum: Knowledge, Persuasion, Decision, Implementation, and Confirmation. We formulate an Analytics Value Cube to guide the use of different analytic techniques as accounting programs integrate. We recommend free tools, questions, and cases for use across the curriculum. While our focus is on accounting programs new to Data Analytics, these resources are also useful to accounting programs and practitioners that wish to expand their data analytic offerings.

scholarly journals Acceptance Or Rejection Of An Audit Client: Understanding Risk In The Auditing Environment

2017 ◽  
Vol 13 (2) ◽  
pp. 49-58
Author(s):  
Anna J. Johnson-Snyder ◽  
Rajalakshmi Chandrasekran
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Business Environment ◽  
Critical Thinking Skills ◽  
Learning Objectives ◽  
Initial Assessment ◽  
Professional Skepticism ◽  
Upper Management ◽  
Audit Fee ◽  
A Company

In this case, students are required to conduct an initial assessment of a potential audit client and provide a well-supported recommendation to the audit partner. Specifically, students are assigned a company and asked to gather and evaluate data on it and its upper management. Based on that information, students are to make an objective recommendation to the firm on whether to accept, accept and consider a risk-adjusted audit fee, or reject the client; they are also required to provide the reasoning or argument for the decision. This case has many learning objectives. First, students will demonstrate their research and critical thinking skills and apply those skills by evaluating the information to make a judgment similar to that required of audit professionals. Second, students will create a memorandum that concisely summarizes the obtained information and provide a well-supported recommendation. Third, students will understand and be able to communicate the various types of risk in the business environment. Finally, the case assists students in converting their perspective from that of an accountant to that of an evaluator or auditor. Moreover, the case can be used to introduce professional skepticism and the importance of maintaining objectivity when making a judgment. 

The Determinants and Consequences of Tax Audits: Some Evidence from China

2018 ◽  
Vol 41 (1) ◽  
pp. 91-122 ◽  
Author(s):  
Wanfu Li ◽  
Jeffrey A. Pittman ◽  
Zi-Tian Wang
Keyword(s):  
Financial Reporting ◽  
Discretionary Accruals ◽  
Tax Rates ◽  
Effective Tax Rate ◽  
Difference In Differences ◽  
Effective Tax Rates ◽  
Tax Rate ◽  
Using Data ◽  
Tax Reporting ◽  
The Impact

ABSTRACT Using data obtained from a local tax office in China, we examine the determinants of corporate tax audits and the consequences of those audits. We find that the tax authority is more likely to select a firm for an audit when the firm has a lower effective tax rate, a higher book-tax difference, and more income-decreasing discretionary accruals. Applying a difference-in-differences research design, we find that after firms have been audited, they significantly increase their effective tax rates, reduce their book-tax differences, and reduce their income-decreasing discretionary accruals. Our study provides important insights on the determinants of the tax authority's decision on whether to initiate an audit and the impact of tax audits on both tax reporting and financial reporting. JEL Classifications: H26; L51; M41.

Two Short Case Studies in Staff Auditor and Student Ethical Decision Making

2017 ◽  
Vol 33 (1) ◽  
pp. 45-52 ◽  
Author(s):  
Christine Cheng ◽  
Renee Flasher
Keyword(s):  
Decision Making ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Ethical Dilemmas ◽  
Code Of Conduct ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Objectives ◽  
Giving Voice To Values ◽  
Accounting Courses

ABSTRACT Two cases help students identify the influence that self-interest can have on ethical decision making and encourage them to practice “giving voice to values.” The learning objectives are to: (1) increase student awareness of the role of ethical fading in unethical decision making; (2) develop critical-thinking skills for ethical decision making; and (3) practice applying moral imagination to resolve ethical dilemmas. Specifically, we designed these case scenarios to develop skills in recognizing and resolving ethical dilemmas. Post-case survey responses indicate that beyond meeting the learning objectives, students personally relate to the protagonists. The cases are appropriate for graduate or undergraduate accounting courses, including capstone accounting courses, in which ethics, auditing, forensic accounting, and/or the professional code of conduct are discussed. Implementation guidance and Teaching Notes are provided to aid instructors seeking to motivate in-class discussions of the current and future ethical decisions students may face.

scholarly journals Investigating the Impact of Model Eliciting Activities on Development of Critical Thinking

2013 ◽  
Author(s):  
Brian Frank ◽  
Jake Kaupp ◽  
Ann Chen
Keyword(s):  
Critical Thinking ◽  
Engineering Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Assessment ◽  
First Year ◽  
First Year Students ◽  
Problem Solving Skills ◽  
Model Eliciting Activities ◽  
The Impact

This paper presents a portion of a study on how model eliciting activities (MEAs) impact critical thinking development in first year engineering. Model eliciting activities (MEAs) are realistic problems used in the classroom that require learners to document not only their solution to the problems, but also their processes for solving them. Studies have shown MEAs to be valuable in helping students to develop conceptual understanding, knowledge transfer , and generalizable problem--‐solving skills. This study is investigating the impact of the MEA- integrated course on students’ development of critical thinking skills. Ultimately, the team aims to determine whether the MEA-integrated course facilitates students’ critical thinking. During the fall semester of the 2012/2013 academic year three instruments will be used to evaluate the critical thinking skills (CTS) of first year engineering students. These instruments will be used as both a pre--‐ and post--‐test in order to benchmark CTS of the incoming first year students, and determine the effectiveness of MEA instruction on developing student critical thinking ability. These instruments are the Cornell Critical Thinking Test Level Z (Cornell Z), the International Critical Thinking Essay Test (ICTET) and the Collegiate Learning Assessment (CLA). This paper will present the preliminary findings from analysis of the MEA results and pre and post tests from the study.

scholarly journals PENGEMBANGAN KETERAMPILAN BERFIKIR KRITIS SISWA MELALUI PEMBELAJARAN IPS MI

2021 ◽  
Vol 2 (2) ◽  
pp. 30-46
Author(s):  
Nurlaili Dina Hafni
Keyword(s):  
Critical Thinking ◽  
Social Studies ◽  
Field Research ◽  
Document Analysis ◽  
Teaching Quality ◽  
Thinking Skills ◽  
Qualitative Approach ◽  
Critical Thinking Skills ◽  
Learning Objectives ◽  
Social Studies Teacher

This research works for two reasons; first, academically, variative method will be highly effective and efficient in teaching quality. Meanwhile if this does not develop well, it is an obstacle for the achievement of learning objectives, the achievement of critical thinking skills. Second, based on the first observation, it was found that there are some social studies teacher who teach the student by speech method, asking-answer question, and giving works. It will not develop student critical thinking based on what FRISCO stated. The research purpose is to identify and analyze the learning method of social studies teacher in MIN Rejoso to developing student critical thinking skills. It is field research with qualitative approach. The data is collected by interview, observation, and document analysis. The data analysing technicque uses “discourses analysis”. The research found is the method used by social studies teacher in MIN Rejoso Peterongan Jombang can not develop the student critical thinking skills. The causes is there are some teacher‟s view that social studies is similar with rote and stories. The paradigm that may admit the teacher is everything, teachers is lazy to design critical learning due to lot of other works that must finished, and limited facilities.

The impact of tax policy uncertainty on forecasting

2021 ◽  
Author(s):  
Jennifer L. Brown ◽  
K.C. Lin ◽  
Jared Moore ◽  
Laura A. Wellman
Keyword(s):  
Tax Policy ◽  
Policy Uncertainty ◽  
Tax Rates ◽  
Firm Level ◽  
Effective Tax Rates ◽  
Market Participants ◽  
Regulatory Processes ◽  
Definition Of ◽  
The Impact ◽  
Real Costs

This study examines the impact of tax policy uncertainty (TPU) on analysts' forecasts and managers' interim estimates of effective tax rates (ETRs). We adopt a broad definition of TPU that encompasses both the legislative and regulatory processes and perform tests to validate a news-based measure of TPU consistent with our definition. We document that 1) analysts' implied ETR forecasts are less accurate and more disperse during periods of high TPU, 2) managers' ETR estimates are less accurate during periods of high TPU, and 3) the presence of relatively inaccurate management ETR estimates strengthens the effects of TPU on analysts' ETR forecasts. We further find that firm-level tax-related complexity exacerbates the effects of TPU on analysts' and managers' ETR predictions. Overall, our results are consistent with uncertainty surrounding tax policy impairing analysts' and managers' ability to assess and predict future tax-related fundamentals, thus imposing real costs on managers and market participants.

Leveraging the Power of Diversity in Workplace Learning Strategies

2012 ◽  
pp. 225-243
Author(s):  
Rita C. McNeil
Keyword(s):  
Adult Learning ◽  
Learning Strategies ◽  
Workplace Learning ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Objectives ◽  
Metacognitive Processes ◽  
Personal Skills ◽  
Adult Learning Strategies

Just as adult learning strategies can be categorized into three major learning strategy preference groups (Conti & Kolody, 1998), workplace learning events can also be similarly categorized into a spectrum containing three major clusters: (a) the Navigation Cluster, containing those tasks that require planning, organizing, and structuring of content; (b) the Problem-Solving Cluster, containing those tasks that require innovative creativity or critical thinking skills; and (c) the Engagement Cluster, containing those tasks that require inter- and intra-personal skills required when working in situations that involve others. The purpose of this chapter is to propose an emerging 4-step framework that can be used to guide individuals, educators, and workplace trainers through a process to assist learners in identifying their learning strategies preferences and in leveraging these individual metacognitive processes in order to achieve specific workplace learning objectives.

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