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Previous research demonstrates that non-public policy variables (wage rate, raw material, GDP, GDP/capita, inverse of tax rate, and population) have significant influence in determining the flow of U.S. investment. Research has not, however, demonstrated that government accounting variables significantly affect Foreign Direct Investments (FDI) flow into either Organization of Petroleum Exporting Countries (OPEC) or non-OPEC countries. In light of this omission, the focus of this inquiry is on the examination of the potential influence of both government accounting and non-public variables in influencing the flow of the stock of U.S. foreign direct investment in the OPEC nations. To accomplish the objective, government accounting and non-public policy variables are employed to investigate whether they matter in determining investment flows into these countries. The results of the study suggest a direct linkage between the flow of FDI and accounting variables.

Student evaluation of teaching (SET) questionnaires are used in many countries, although much current research questions the validity of these surveys. US research indicates that more than 90 percent of academic accounting departments use this performance measurement. This paper aims to focus on the validity of SET data.

A mail survey was sent to a random sample of 1,000 accounting professors employed at four‐year universities and colleges in the USA. A total of 447 responses were returned for a response rate of 44.7 percent. Statistical results of the survey for data are reported.

Instructors engage in impression management when SET data are used for control purposes. Dysfunctional behavior of accounting instructors includes easy grading, inflating grades, course work deflation, and other defensive strategies which result in negative social implications. A significant 53 percent of the accounting instructors knew of other professors who have reduced grading standards and course content in order to improve SET scores.

Universities worldwide risk legal action when they defame faculty members by releasing unreliable and invalid SET results.

The paper illustrates some of the present problems with SET questionnaires.

This chapter includes a citation analysis of the first 16 volumes of Advances in Accounting Education: Teaching and Curriculum Innovations (henceforth, Advances in Accounting Education). Using this analysis, we identified the top 20 articles of the 195 articles published. This analysis provides an understanding of the relative contribution and impact of the papers published in Advances in Accounting Education, and the information provides past authors with a measure of how their contributions compare with the contributions of other authors. Also, this analysis may be valuable for potential contributors who are developing a research topic in that it will enable them to identify the types of articles that have traditionally had the greatest impact.

We also identify the top 30 authors of the 383 who have published in the journal. This analysis not only gives feedback to the authors listed, but also helps accounting education researchers identify authors whose work may be relevant to their interests.

We report the research categories (issues) and methodologies used for all articles published from 1998 to 2015 in Advances in Accounting Education. We also compare the research issues and research methodologies used in Advances in Accounting Education to those in the Journal of Accounting Education and Issues in Accounting Education for the period 2006–2015. Authors considering submitting a manuscript to one of these journals can use this information to determine which journal might be the best fit for their work.

This study investigates the effects on end‐of‐the semester evaluations of the instructor resulting from grade inflation by the administration of a different number of mid‐semester tests to four different classes of the first course of accounting. Students in two classes received six mid‐semester examinations, while the other two classes received three. All classes were given a cumulative final examination. Giving six examinations rather than three allows a student to memorize less of the course material before each examination, resulting in higher overall grades. Analysis of the data revealed that students receiving six mid‐semester examinations scored higher than those receiving three. These differences were statistically significant at the 0.1 level. Students’ end‐of‐the semester evaluations of the fairness of grading, quality of the instructor and the quality of the course were consistently more positive in the class that received six mid‐semester examinations. Higher grades did result in higher evaluations. Two of these comparisons were statistically significant at the 0.01 level; the third was significant at the 0.5 level. The benefits of administering six mid‐semester examinations exceeded the additional effort required.

Most business schools use student evaluation of teaching (SET) survey data for promotion, tenure, and merit decision‐making purposes. Since most SET questionnaires focus on students’ perceptions of an instructor rather than learning, there may be an incentive for instructors to resort to dysfunctional behavior in order to manipulate SET scores. The purpose of this article is to report the results of a survey designed to determine if such behavior occurs from an administrative viewpoint. A total of 773 administrative accounting professors were surveyed, with a response rate of 45.3 per cent. Although most administrators believe that a single numerical measure cannot capture all relevant evaluative data, they do believe that SET has caused grade inflation and they are dissatisfied with their current SET system. However, the majority of administrators would not replace the current evaluation system with an alternative evaluation system.

The purpose of this article, which is based on author's study, is to highlight the essential attributes of forensic accountants and to construct the forensic accountant “blueprint” as a reference for forensic accounting education and training.

This study uses primary and secondary data on forensic accounting profession in Indonesia and the USA. Such data were collected by means of literature reviews, in-depth interviews, and a focus group discussion with a number of forensic accounting professionals in Indonesia and the USA.

The author establishes that the “problem-based” nature of forensic accounting requires a unique approach in producing forensic accountants compared to ordinary accountants. The essential attributes that a forensic accountant needs to possess are mentality, method, and experience. “Mentality” consists of elements such as ability to differentiate the right from the wrong, courage to stand up for what is right, ability to withstand pressures from the works, and puzzle solving mindsets. “Methods” refer to the understanding of the fraud investigation process such as fraud detection, evidences, investigation methods, and investigation report. “Experience” as the third attribute is gained primarily through involvement in fraud investigation process in which a forensic accountant utilizes his or her knowledge previously acquired through education and training.

Forensic accounting is a problem oriented skill that may differ across countries. Due to the time and financial resource constraint, this study is limited only on two countries and a small number of respondents. For future study, more countries and respondents should be included in analysis to gain a more complete picture on what constitute a forensic accountant.

The results of this study contribute to the development of human resource in the forensic accounting profession. More specifically, they serve as a reference in the development of curriculum for forensic accounting education and training especially in Indonesia.

This paper sees forensic accountant skill development from the “demand” point of view by highlighting what that the profession expects from a forensic accountant.

This paper aims to examine the relevance of Big Data to forensic accounting practice and education by gathering opinions from a sample of academics and practitioners in China.

The authors conduct a survey of academics and practitioners regarding the desired demand, importance and content of Big Data educational skills and topics for forensic accounting education to effectively respond to challenges and opportunities in the age of Big Data.

Results indicate that the demand for and interest in Big Data/data analytics and forensic accounting will continue to increase; Big Data/data analytics and forensic accounting should be integrated into the business curriculum; many of the suggested Big Data topics should be integrated into forensic accounting education; and some attributes and techniques of Big Data are important in improving forensic accounting education and practice.

Readers should interpret the results with caution because of the sample size (95 academics and 103 practitioners) and responses obtained from academics and practitioners in one country (China) that may not be representative of the global population.

The results are useful in integrating Big Data topics into the forensic accounting curriculum and in redesigning the forensic accounting courses/programs.

The results have implications for forensic accountants in effectively fulfilling their responsibilities to their profession and society by combating fraud.

This study provides educational, research and practical implications as Big Data and forensic accounting are advancing.