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When marketing managers and financial managers join forces within
any business, the result can often be poor communication on
financial criteria and goals. The risk of this situation occurring
is inevitably present when those with different professional
backgrounds and roles are working in accordance with their own
norms. In his seminal 1956 paper on general systems theory, the
economist Kenneth Boulding referred to the phenomenon of
"specialised ears and generalised deafness", which can be seen to
exist when marketing managers are financially illiterate or when
financial managers lack the necessary insights to design, implement
and operate accounting systems which are useful to marketing
managers in carrying out their roles. It is increasingly difficult
to attach credence to the idea of marketing managers who lack
financial skills, or financial managers who fail to relate to the
context in which marketing managers operate. Understanding the
marketing/accounting interface is therefore important in generating
emergent properties from the interaction of marketers and
accountants whereby the whole is greater than the sum of the parts.
The chapters in this volume seek to address this challenge. This
book was originally published as a special issue of the Journal of
Marketing Management.
When marketing managers and financial managers join forces within
any business, the result can often be poor communication on
financial criteria and goals. The risk of this situation occurring
is inevitably present when those with different professional
backgrounds and roles are working in accordance with their own
norms. In his seminal 1956 paper on general systems theory, the
economist Kenneth Boulding referred to the phenomenon of
"specialised ears and generalised deafness", which can be seen to
exist when marketing managers are financially illiterate or when
financial managers lack the necessary insights to design, implement
and operate accounting systems which are useful to marketing
managers in carrying out their roles. It is increasingly difficult
to attach credence to the idea of marketing managers who lack
financial skills, or financial managers who fail to relate to the
context in which marketing managers operate. Understanding the
marketing/accounting interface is therefore important in generating
emergent properties from the interaction of marketers and
accountants whereby the whole is greater than the sum of the parts.
The chapters in this volume seek to address this challenge. This
book was originally published as a special issue of the Journal of
Marketing Management.
|
Audit Education (Hardcover)
Karen Van Peursem, Elizabeth Monk, Richard M.S. Wilson, Ralph Adler
|
R4,135
Discovery Miles 41 350
|
Ships in 12 - 17 working days
|
Audit professionals are valued members of society and are expected
to be both skilled and ethical in their decision-making. The role
of the auditor extends far beyond that of counting beans by
demanding a social and political awareness, a technical knowledge,
ethical principles and relationship skills. In addition, due to the
team-oriented nature of the audit approach, auditors require strong
team-building and interpersonal skills. This book offers expert
descriptions of, and insights into, how such skills and
responsibilities can be inculcated in tertiary education and
professional training environments. Unlike other books which focus
on auditing as a technical process, this volume examines auditing
from a teaching and learning perspective. Expert contributors
provide authoritative insights into an audit education which is
embedded in accounting practice. The book's descriptions of these
insights into improving education for future audit professionals
may allow the introduction of new and challenging fields of
enquiry. Audit Education will be of great interest to educators in
tertiary institutions, trainers in professional firms, and key
individuals in accounting professional bodies seeking to ensure
their members possess acceptable levels of attainment for admission
and continued membership. This book was originally published as a
special issue of Accounting Education: an international journal.
Over many decades the global development of professional accounting
education programmes has been undertaken by higher education
institutions, professional accounting bodies, and employers. These
institutions have sometimes co-operated and sometimes been in
conflict over the education and/or training of future accounting
professionals. These ongoing problems of linkage and closure
between academic accounting education and professional training
have new currency because of pressures from students and employers
to move accounting preparation onto a more efficient, economic and
practical basis. The Interface of Accounting Education and
Professional Training explores current elements of the interface
between the academic education and professional training of
accountants in Australia, New Zealand, South Africa and the UK. It
argues for a reassessment of the considerations and requirements
for developing professional accounting programs which can make a
student: capable of being an accountant (the academy); ready to be
an accountant (the workplace); and professional in being an
accountant (the professional bodies). This book was originally
published as a special issue of Accounting Education: An
International Journal.
The increasing pace of global conformance towards the adoption of
International Financial Reporting Standards (IFRS) highlights the
need for accounting students as well as accounting practitioners to
be conversant with IFRS. Teaching IFRS offers expert descriptions
of, and insights into, the IFRS convergence process from a teaching
and learning perspective. Hence this book is both timely and likely
to have considerable impact in providing guidance for those who
teach financial reporting around the world. The contents of the
book come from authoritative sources and offer something
distinctive to complement the existing textbooks which typically
focus on the technical aspects of IFRS and their adoption. Drawing
upon the experiences of those who have sought to introduce
IFRS-related classroom innovations and the associated student
outcomes achieved therefrom, the book offers suggestions about how
to design and deliver courses dealing with IFRS and catalogues
extensive listings of IFRS-related teaching resources to support
those courses. This book was originally published as a special
issue of Accounting Education: An international journal.
Strategic Marketing Planning concentrates on the critical planning
aspects that are of vital importance to practitioners and students
alike. It has a clear structure that offers a digest of the five
principal dimensions of the strategic marketing planning process.
Leading authors in this sector, Gilligan and Wilson offer current
thinking in marketing and consider the changes it has undergone
over the past few years. Updated information in this new edition
includes: * Changing corporate perspectives on the role of
strategic marketing activity * Changing social structures and the
rise of social tribes * The significance of the new consumer and
how the new consumer needs to be managed * New thinking on market
segmentation * Changing routes to market * Developments in
e-marketing * Changing environmental structures and pressures
Accounting, often described as "the language of business", requires
a diverse set of written, listening and oral communication skills
if those who practise it are to be effective. Given the pace of
change relating to, for example, the evolution of international
accounting standards and the demands for greater transparency,
accountants must be clear, responsive, and audience-focussed
communicators. Employers of accountants consistently comment on the
need for their new graduate recruits and trainees to have strong
written, oral, and interpersonal communication skills. In this
light, accounting educators face the challenge of designing and
delivering programmes that reflect professional expectations on the
part of employers and clients, and educating students on how to
make informed communication choices in order to achieve desired
results and to build good working relationships. The chapters in
this book deal with such topics as accounting students' perceptions
of oral communication skills; competence-based writing skills; and
the development of listening skills. This book is derived from
articles originally published in Accounting Education: an
international journal.
This third edition of Strategic Marketing Management confirms it as
the classic textbook on the subject. Its step- by- step approach
provides comprehensive coverage of the five key strategic stages:
Where are we now? - Strategic and marketing analysis Where do we
want to be? - Strategic direction and strategy formulation How
might we get there? - Strategic choice Which way is best? -
Strategic evaluation How can we ensure arrival? - Strategic
implementation and control This new revised and updated third
edition has completely new chapters on 'The Nature and Role of
Competitive Advantage' and 'The Strategic Management of the
Expanded Marketing Mix', and extensive new material covering: The
changing role of marketing Approaches to analysing marketing
capability E-marketing Branding Customer relationship management
Relationship management myopia The decline of loyalty The book
retains the key features that make it essential reading for all
those studying the management of marketing - a strong emphasis on
implementation, up to date mini cases, and questions and summaries
in each chapter to reinforce key points. Widely known as the most
authoritative, successful and influential text in the sector, the
new edition remains an irreplaceable resource for undergraduate and
graduate students of business and marketing, and students of the
CIM Diploma.
Strategic Marketing Planning concentrates on the critical planning
aspects that are of vital importance to practitioners and students
alike. It has a clear structure that offers a digest of the five
principal dimensions of the strategic marketing planning process.
Leading authors in this sector, Gilligan and Wilson offer current
thinking in marketing and consider the changes it has undergone
over the past few years. Updated information in this new edition
includes: * Changing corporate perspectives on the role of
strategic marketing activity * Changing social structures and the
rise of social tribes * The significance of the new consumer and
how the new consumer needs to be managed * New thinking on market
segmentation * Changing routes to market * Developments in
e-marketing * Changing environmental structures and pressures
An annual prize is awarded for the best paper appearing in
Accounting Education: an international journal, and this book
contains the prize-winning papers for every year from 1992 to 2012.
The journal's primary mission since the first issue was published
in March 1992 has been to enhance the educational base of
accounting practice, and all the papers in this book relate to that
mission. These papers, reporting on research studies undertaken by
accounting education scholars from around the world, build on
research findings from the broader domain of education scholarship
and embrace a wide array of topics - including: curriculum
development, pedagogic innovation, improving the quality of
learning, and assessing learning outcomes. Of particular interest
are three themes, each of which runs through several of the papers:
students' approaches to learning and learning style preferences;
ethics and moral intensity; and innovation within the accounting
curriculum. Accounting educators will find many ideas in the book
to help them in enriching their work, and accounting education
researchers will be able to identify many points of departure for
extending the studies on which the papers report - whether
comparatively or longitudinally. This book is a compilation of
papers originally published in Accounting Education: an
international journal.
Accounting, often described as "the language of business", requires
a diverse set of written, listening and oral communication skills
if those who practise it are to be effective. Given the pace of
change relating to, for example, the evolution of international
accounting standards and the demands for greater transparency,
accountants must be clear, responsive, and audience-focussed
communicators. Employers of accountants consistently comment on the
need for their new graduate recruits and trainees to have strong
written, oral, and interpersonal communication skills. In this
light, accounting educators face the challenge of designing and
delivering programmes that reflect professional expectations on the
part of employers and clients, and educating students on how to
make informed communication choices in order to achieve desired
results and to build good working relationships. The chapters in
this book deal with such topics as accounting students' perceptions
of oral communication skills; competence-based writing skills; and
the development of listening skills. This book is derived from
articles originally published in Accounting Education: an
international journal.
Over many decades the global development of professional accounting
education programmes has been undertaken by higher education
institutions, professional accounting bodies, and employers. These
institutions have sometimes co-operated and sometimes been in
conflict over the education and/or training of future accounting
professionals. These ongoing problems of linkage and closure
between academic accounting education and professional training
have new currency because of pressures from students and employers
to move accounting preparation onto a more efficient, economic and
practical basis. The Interface of Accounting Education and
Professional Training explores current elements of the interface
between the academic education and professional training of
accountants in Australia, New Zealand, South Africa and the UK. It
argues for a reassessment of the considerations and requirements
for developing professional accounting programs which can make a
student: capable of being an accountant (the academy); ready to be
an accountant (the workplace); and professional in being an
accountant (the professional bodies). This book was originally
published as a special issue of Accounting Education: An
International Journal.
The development of generic skills (often referred to as 'soft
skills') in accounting education has been a focus of discussion and
debate for several decades. During this time employers and
professional bodies have urged accounting educators to consider and
develop curricula which provide for the development and assessment
of these skills. In addition, there has been criticism of the
quality of accounting graduates and their ability to operate
effectively in a global economy. Embedding generic skills in the
accounting curriculum has been acknowledged as an appropriate means
of addressing the need to provide 'knowledge professionals' to meet
the needs of a global business environment. Personal Transferable
Skills in Accounting Education illustrates how generic skills are
being embedded and evaluated in the accounting curriculum by
academics from a range of perspectives. Each chapter provides an
account of how the challenge of incorporating generic skills in the
accounting curriculum within particular educational environments
has been addressed. The challenges involved in generic skills
development in higher education have not been limited to the
accounting discipline. This book provides examples which
potentially inform a wide range of discipline areas. Academics will
benefit from reading the experiences of incorporating generic
skills in the accounting curriculum from across the globe. This
book was originally published as a themed issue of Accounting
Education: an international journal.
The increasing pace of global conformance towards the adoption of
International Financial Reporting Standards (IFRS) highlights the
need for accounting students as well as accounting practitioners to
be conversant with IFRS. Teaching IFRS offers expert descriptions
of, and insights into, the IFRS convergence process from a teaching
and learning perspective. Hence this book is both timely and likely
to have considerable impact in providing guidance for those who
teach financial reporting around the world. The contents of the
book come from authoritative sources and offer something
distinctive to complement the existing textbooks which typically
focus on the technical aspects of IFRS and their adoption. Drawing
upon the experiences of those who have sought to introduce
IFRS-related classroom innovations and the associated student
outcomes achieved therefrom, the book offers suggestions about how
to design and deliver courses dealing with IFRS and catalogues
extensive listings of IFRS-related teaching resources to support
those courses. This book was originally published as a special
issue of Accounting Education: An international journal.
This book presents the views of accounting educators, accounting
education policy-makers, and accounting practitioners from across
the world on the challenging topic of liberalising the accounting
curriculum within university education. Accounting is a relatively
new subject within universities and has been absorbed into a high
level of education without any real attempt to do so within the
traditional ethos of a liberal arts education. In this book, the
logic of teaching using the liberal arts is described and
contrasted with the practical vocational training approach of
teaching which has formed the foundation of accountancy courses for
many years. A proposal to change this established practice, by
integrating the liberal arts into the university accounting
curriculum, is followed by a series of short chapters which address
the relevance, validity and worthiness of the proposed approach.
Comments and counter-arguments are then discussed before further
chapters illustrate how the proposed change may be achieved in a
variety of different contexts - ranging from that of the global
financial crisis (which began in 2008) to the inclusion of ethics
and sustainability within the accounting curriculum. This book will
aid those teaching accounting in universities to improve the design
of their accounting degree programmes by moving away from an
excessive emphasis on technical skills towards a broader
consideration of a liberal contextualisation of the accounting
curriculum. This book was originally published as a special issue
of Accounting Education: an international journal.
The development of generic skills (often referred to as 'soft
skills') in accounting education has been a focus of discussion and
debate for several decades. During this time employers and
professional bodies have urged accounting educators to consider and
develop curricula which provide for the development and assessment
of these skills. In addition, there has been criticism of the
quality of accounting graduates and their ability to operate
effectively in a global economy. Embedding generic skills in the
accounting curriculum has been acknowledged as an appropriate means
of addressing the need to provide 'knowledge professionals' to meet
the needs of a global business environment. Personal Transferable
Skills in Accounting Education illustrates how generic skills are
being embedded and evaluated in the accounting curriculum by
academics from a range of perspectives. Each chapter provides an
account of how the challenge of incorporating generic skills in the
accounting curriculum within particular educational environments
has been addressed. The challenges involved in generic skills
development in higher education have not been limited to the
accounting discipline. This book provides examples which
potentially inform a wide range of discipline areas. Academics will
benefit from reading the experiences of incorporating generic
skills in the accounting curriculum from across the globe. This
book was originally published as a themed issue of Accounting
Education: an international journal.
There is no doubt that accounting education scholarship and
research in Australia is not only thriving, but is amongst the best
in the world. Nor is there any doubt that Australian scholars in
this field punch well above their weight within the international
arena. This book is not derived from a conventional special issue
(i.e. one focussing on a specific theme, such as audit education,
communication in accounting education, or the interface between
accounting education and professional training). Instead, it
presents a collection of leading edge contributions to accounting
education research from Australian scholars on topics which have
international relevance. These topics reflect the typical breadth
of research in this field being undertaken in Australia - including
coverage of students' conceptions of accounting work, the impact of
entry mode on accounting students' approaches to learning,
listening skills in accounting practice, and student's performance
in online accounting courses. Taken together, the contents of this
book will help to enhance the educational base of accounting
practice by providing guidance to educators in improving their
pedagogic practice. This book was originally published as a special
issue of Accounting Education: an international journal.
This book presents the views of accounting educators, accounting
education policy-makers, and accounting practitioners from across
the world on the challenging topic of liberalising the accounting
curriculum within university education. Accounting is a relatively
new subject within universities and has been absorbed into a high
level of education without any real attempt to do so within the
traditional ethos of a liberal arts education. In this book, the
logic of teaching using the liberal arts is described and
contrasted with the practical vocational training approach of
teaching which has formed the foundation of accountancy courses for
many years. A proposal to change this established practice, by
integrating the liberal arts into the university accounting
curriculum, is followed by a series of short chapters which address
the relevance, validity and worthiness of the proposed approach.
Comments and counter-arguments are then discussed before further
chapters illustrate how the proposed change may be achieved in a
variety of different contexts - ranging from that of the global
financial crisis (which began in 2008) to the inclusion of ethics
and sustainability within the accounting curriculum. This book will
aid those teaching accounting in universities to improve the design
of their accounting degree programmes by moving away from an
excessive emphasis on technical skills towards a broader
consideration of a liberal contextualisation of the accounting
curriculum. This book was originally published as a special issue
of Accounting Education: an international journal.
There is no doubt that accounting education scholarship and
research in Australia is not only thriving, but is amongst the best
in the world. Nor is there any doubt that Australian scholars in
this field punch well above their weight within the international
arena. This book is not derived from a conventional special issue
(i.e. one focussing on a specific theme, such as audit education,
communication in accounting education, or the interface between
accounting education and professional training). Instead, it
presents a collection of leading edge contributions to accounting
education research from Australian scholars on topics which have
international relevance. These topics reflect the typical breadth
of research in this field being undertaken in Australia - including
coverage of students' conceptions of accounting work, the impact of
entry mode on accounting students' approaches to learning,
listening skills in accounting practice, and student's performance
in online accounting courses. Taken together, the contents of this
book will help to enhance the educational base of accounting
practice by providing guidance to educators in improving their
pedagogic practice. This book was originally published as a special
issue of Accounting Education: an international journal.
Accounting sustainably involves accounting for and to the natural
environment, and accounting for and to society, including groups
currently oppressed or disadvantaged by unsustainable processes and
practices. This book creates a compelling case for the inclusion of
sustainability at the heart of accounting educational programmes,
offering critical lessons and identifying risks to avoid when
designing accounting programmes and courses. Accounting
sustainability has moved from the side-lines of policy discourses,
accounting institutions, professional accounting practices, and
research activities into the mainstream. The chapters in this
proposed book engage in a critical dialogue to facilitate change in
accounting education for sustainability. They dispel the myth that
accounting for sustainability is an oxymoron, bad for business,
unrelated to practice, or contrary to professional accounting
bodies' accreditation requirements. This book was originally
published as a special issue of Accounting Education.
Many enquiries into the state of accounting education/training,
undertaken in several countries over the past 40 years, have warned
that it must change if it is to be made more relevant to students,
to the accounting profession, and to stakeholders in the wider
community. This book's over-riding aim is to provide a
comprehensive and authoritative source of reference which defines
the domain of accounting education/training, and which provides a
critical overview of the state of this domain (including emerging
and cutting edge issues) as a foundation for facilitating improved
accounting education/training scholarship and research in order to
enhance the educational base of accounting practice. The Routledge
Companion to Accounting Education highlights the key drivers of
change - whether in the field of practice on the one hand (e.g.
increased regulation, globalisation, risk, and complexity), or from
developments in the academy on the other (e.g. pressures to embed
technology within the classroom, or to meet accreditation criteria)
on the other. Thirty chapters, written by leading scholars from
around the world, are grouped into seven themed sections which
focus on different facets of their respective themes - including
student, curriculum, pedagogic, and assessment considerations.
An annual prize is awarded for the best paper appearing in
Accounting Education: an international journal, and this book
contains the prize-winning papers for every year from 1992 to 2012.
The journal's primary mission since the first issue was published
in March 1992 has been to enhance the educational base of
accounting practice, and all the papers in this book relate to that
mission. These papers, reporting on research studies undertaken by
accounting education scholars from around the world, build on
research findings from the broader domain of education scholarship
and embrace a wide array of topics - including: curriculum
development, pedagogic innovation, improving the quality of
learning, and assessing learning outcomes. Of particular interest
are three themes, each of which runs through several of the papers:
students' approaches to learning and learning style preferences;
ethics and moral intensity; and innovation within the accounting
curriculum. Accounting educators will find many ideas in the book
to help them in enriching their work, and accounting education
researchers will be able to identify many points of departure for
extending the studies on which the papers report - whether
comparatively or longitudinally. This book is a compilation of
papers originally published in Accounting Education: an
international journal.
Accounting sustainably involves accounting for and to the natural
environment, and accounting for and to society, including groups
currently oppressed or disadvantaged by unsustainable processes and
practices. This book creates a compelling case for the inclusion of
sustainability at the heart of accounting educational programmes,
offering critical lessons and identifying risks to avoid when
designing accounting programmes and courses. Accounting
sustainability has moved from the side-lines of policy discourses,
accounting institutions, professional accounting practices, and
research activities into the mainstream. The chapters in this
proposed book engage in a critical dialogue to facilitate change in
accounting education for sustainability. They dispel the myth that
accounting for sustainability is an oxymoron, bad for business,
unrelated to practice, or contrary to professional accounting
bodies' accreditation requirements. This book was originally
published as a special issue of Accounting Education.
|
Audit Education (Paperback)
Karen Van Peursem, Elizabeth Monk, Richard M.S. Wilson, Ralph Adler
|
R1,401
Discovery Miles 14 010
|
Ships in 12 - 17 working days
|
Audit professionals are valued members of society and are expected
to be both skilled and ethical in their decision-making. The role
of the auditor extends far beyond that of counting beans by
demanding a social and political awareness, a technical knowledge,
ethical principles and relationship skills. In addition, due to the
team-oriented nature of the audit approach, auditors require strong
team-building and interpersonal skills. This book offers expert
descriptions of, and insights into, how such skills and
responsibilities can be inculcated in tertiary education and
professional training environments. Unlike other books which focus
on auditing as a technical process, this volume examines auditing
from a teaching and learning perspective. Expert contributors
provide authoritative insights into an audit education which is
embedded in accounting practice. The book's descriptions of these
insights into improving education for future audit professionals
may allow the introduction of new and challenging fields of
enquiry. Audit Education will be of great interest to educators in
tertiary institutions, trainers in professional firms, and key
individuals in accounting professional bodies seeking to ensure
their members possess acceptable levels of attainment for admission
and continued membership. This book was originally published as a
special issue of Accounting Education: an international journal.
This third edition of Strategic Marketing Management confirms it as
the classic textbook on the subject. Its step- by- step approach
provides comprehensive coverage of the five key strategic stages:
* Where are we now? - Strategic and marketing analysis
* Where do we want to be? - Strategic direction and strategy
formulation
* How might we get there? - Strategic choice
* Which way is best? - Strategic evaluation
* How can we ensure arrival? - Strategic implementation and control
This new revised and updated third edition has completely new
chapters on 'The Nature and Role of Competitive Advantage' and 'The
Strategic Management of the Expanded Marketing Mix', and extensive
new material covering:
* The changing role of marketing
* Approaches to analysing marketing capability
* E-marketing
* Branding
* Customer relationship management
* Relationship management myopia
* The decline of loyalty
The book retains the key features that make it essential reading
for all those studying the management of marketing - a strong
emphasis on implementation, up to date mini cases, and questions
and summaries in each chapter to reinforce key points. Widely known
as the most authoritative, successful and influential text in the
sector, the new edition remains an irreplaceable resource for
undergraduate and graduate students of business and marketing, and
students of the CIM Diploma.
* Further materials include: Tutor Resource Pack and "Evolve" site
*
|
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