Eugene E. Comiskey and Charles W. Mulford
The purpose of this paper is to examine the assessment process for goodwill impairment. The paper evaluates compliance with goodwill impairment tests required under the Statement…
Abstract
Purpose
The purpose of this paper is to examine the assessment process for goodwill impairment. The paper evaluates compliance with goodwill impairment tests required under the Statement of Financial Accounting Standard 142 and International Accounting Standard 36, highlighting challenges encountered in complying with these standards. The paper explores areas in which improvements might be made in both goodwill‐impairment compliance and disclosures and identifies areas for future research.
Design/methodology/approach
The method is exploratory in nature. A combination of data collection, analysis, and interpretation is employed.
Findings
The research highlights a number of features of the impairment testing and measurement process that make implementation a challenge. Triggering events are many and vary greatly in significance and severity. Different valuation models are used and there is little conformity in the selection of discount rates. In some cases, though not consistently, control premiums are used to enhance the indicated market values of reporting units. Some firms may even deny the need for an indicated impairment charge. In all of the cases examined, the paper notes the need for judgmental estimates and the possibility that these estimates might be managed to alter or avoid goodwill impairments, limiting the comparability of results across firms.
Practical implications
The findings will provide feedback to standard setters and practicing professionals in an effort to improve practice. For investors and creditors, the results should prove helpful in evaluating the likelihood of goodwill impairments. For researchers, the paper identifies certain questions that may provide fruitful avenues for further investigation.
Originality/value
The findings are based on an examination of a large sample of current filings of public companies that has yet to be performed. The observed richness and variation in the practices employed and disclosures provided both broaden and deepen our understanding of goodwill impairment accounting.
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Yasser Barghathi, David Collison and Louise Crawford
The chapter examines the perceptions of a range of stakeholders regarding the ethics of earnings management (EM) by Libyan commercial banks. EM ethics research has largely been…
Abstract
The chapter examines the perceptions of a range of stakeholders regarding the ethics of earnings management (EM) by Libyan commercial banks. EM ethics research has largely been based on a questionnaire developed by Bruns and Merchant (1990). This chapter addresses the issue in two different ways. First, it directly examines the interviewees’ perceptions on whether EM is ethical or not. Second, stakeholders’ perceptions are surveyed using a set of questions that consider, for example, the effect of EM on others’ interests and whether EM is ethical if applied within General Accepted Accounting Principles (GAAP) and the law. A total of 28 semi-structured interviews were carried out with stakeholders comprising: preparers of financial statements, users, regulators, and academics. A questionnaire survey of stakeholders which yielded 102 responses (response rate 53%) was also carried out. Interview findings indicated that 50% of the interviewees have the view that EM is ethical. Questionnaire results, on the other hand, revealed that EM is agreed, on balance, to be perceived as unethical. However, if applied within GAAP and the legal framework it is perceived, on balance, to be ethical. The chapter provides insights into stakeholders’ perceptions of EM ethics. The findings are of particular relevance to the users, and specifically, the external auditor as well as current and potential investors. EM practices, according to the literature, degrade financial reporting quality and may affect economic decisions. Auditors should be aware that EM may be regarded as an ethical practice and therefore more scrutiny might be required. In terms of accountability a manager should be held accountable not only to shareholders but also to society as a whole.
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Shelleyann Scott and Donald E. Scott
Drawing upon findings from the International Study of Principal Preparation and scholarly literature this chapter presents an analysis of predominant principal preparation…
Abstract
Drawing upon findings from the International Study of Principal Preparation and scholarly literature this chapter presents an analysis of predominant principal preparation experiences. Formal, informal, and experiential leadership development opportunities are identified and discussed in relation to their advantages and disadvantages in preparing novice and aspiring school leaders to take up their exacting roles in 21st century schooling environments. We conclude by advocating for a range of preparation experiences that are continued throughout leaders' careers and for authorities to consider measuring the effectiveness of these programs to ensure maximum impact for the expense expended.
The management of children′s literature is a search for value andsuitability. Effective policies in library and educational work arebased firmly on knowledge of materials, and on…
Abstract
The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.
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Charles F. Webber and Shelleyann Scott
This chapter describes the assumptions underpinning the International Study of Principal Preparation. It outlines how cultural reference points for leadership have changed. It…
Abstract
This chapter describes the assumptions underpinning the International Study of Principal Preparation. It outlines how cultural reference points for leadership have changed. It explores the changing conceptualization of contemporary leadership, highlights the new economic dimensions of leading, and discusses the changing face of educational personnel. It notes that educational leaders must utilize knowledge of how technology has altered how we perceive the world, live our lives, relate to others, and practice our profession. It highlights the complexities for leaders who must thrive in a milieu characterized by a desire to preserve a civil society, balance student–professional–union–community needs, develop cultural literacies for learners, and respond to accountability demands. Other complexities include the multiple allegiances of leaders, conflicting loyalties of community members, varying levels of digital awareness, and the need for interpersonal and intrapersonal intelligences. The chapter closes with a set of principles and considerations for leadership development.
Addresses the standardization of the measurements and the labels for concepts commonly used in the study of work organizations. As a reference handbook and research tool, seeks to…
Abstract
Addresses the standardization of the measurements and the labels for concepts commonly used in the study of work organizations. As a reference handbook and research tool, seeks to improve measurement in the study of work organizations and to facilitate the teaching of introductory courses in this subject. Focuses solely on work organizations, that is, social systems in which members work for money. Defines measurement and distinguishes four levels: nominal, ordinal, interval and ratio. Selects specific measures on the basis of quality, diversity, simplicity and availability and evaluates each measure for its validity and reliability. Employs a set of 38 concepts ‐ ranging from “absenteeism” to “turnover” as the handbook’s frame of reference. Concludes by reviewing organizational measurement over the past 30 years and recommending future measurement reseach.
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Donald E. Scott, Shelleyann Scott, Kathryn Dixon, Janet Mola Okoko and Robert Dixon
This chapter presents a cross-cultural comparison across the Commonwealth, namely, Australia, Canada, and Kenya. The three cases explore these indigenous principals’ perceptions…
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This chapter presents a cross-cultural comparison across the Commonwealth, namely, Australia, Canada, and Kenya. The three cases explore these indigenous principals’ perceptions of leadership development and how effectively these experiences prepared them to meet the challenges within their complex school communities. The chapter presents a discussion of the historical educational legacies of imperial rule, leadership preparation opportunities that were available to aspiring and novice leaders, the challenges the principals encountered in their leadership role in the school and within their communities, and these leaders’ beliefs and attitudes toward leadership. A final synthesis is presented, which identifies a number of commonalities in leadership approaches across these very different cultural contexts: the school communities were endeavoring to rediscover their cultural history, heritage, and beliefs and were frequently developing positive relationships with elders and others who held, and were willing to pass on, the historical and cultural knowledge and expertise. The leaders themselves held strong beliefs about the importance of cultural identity in order to forge new and contemporary pathways to success for their students. They all had a heightened ethic of care ethos that extended beyond the confines of the school building and office hours. These leaders adopted entrepreneurial leadership approaches to think and act innovatively rather than simply managing schools and were dedicated to promoting educational success for all students within their care. Leadership development implications included the need for formal, informal, and experiential experiences, as well as, for the inclusion of specific knowledge and skills that would enable leaders to effectively and sensitively lead within predominantly indigenous school communities.