By Bill N. Schwartz

ISBN-10: 0762314583

ISBN-13: 9780762314584

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Extra info for Advances in Accounting Education: Teaching and Curriculum Innovations, Volume 9

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Judgment) that is often difficult for students to truly grasp. AAER No. 2125, as well as AAER No. , quantifying the magnitude of a misstatement in percentage terms only), as well as considering qualitative issues. AAER No. 2125 is a good case for discussing subsequent events, among other issues. INCORPORATING AAERS IN THE CLASSROOM I have based my discussion of using AAERs in class on the present threecredit introductory auditing course I teach to undergraduate students. The accounting program presently requires students to take only one three-credit auditing course and, therefore, the content of this course is fairly extensive.

How should disagreements between members of an audit engagement team be resolved? What mistakes, if any, were made by the auditors in resolving the conflicts that arose during the audit? (K) Specific topical questions 1. Audit/Client Relationships: Does this case illustrate the appropriate relationship between the auditor and management or the board of directors of a client? (C) 2. Audit/Client Relationships: What are the auditors’ responsibilities for ensuring that they are independent? How did the auditor violate these requirements?

Alternatively, instructors may wish to have students do classroom presentations in place of (or in addition to) written assignments. When making reference to the enforcement releases in class, I focus particularly on the summary section and legal conclusion section of the AAER to highlight the main points. Similarly, most textbooks also make reference to actual scenarios at the start of a chapter or within a chapter via the margin or a textbox. By discussing enforcement releases prior to starting a topic, I seem to capture the students’ attention more fully.

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Advances in Accounting Education: Teaching and Curriculum Innovations, Volume 9 by Bill N. Schwartz


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