BHeiney
Mon, 04/01/2024 - 18:06
Edited Text
Course Form (One form per course, lab, or recitation)
NORTHEAST Integrated Curriculum Committee
Date: 6/30/2022
1.
Contact person: Loren F. Selznick, J.D., Chairperson
Phone:
2.
570-389-4899
Email: lselznic@bloomu.edu
Department:
Accounting and Business Law
Program:
Accounting
3.
Tracking # (For Provost office use only)
4.
CIP# (For Provost office use only)
5.
Select which actions you are requesting for _X_ Undergraduate __ Graduate
☒ Course Modified for Integration
6.
☐ Course Not Previously Offered at any campus
Click modalities that the course may be offered (80% +)
☒Face-to-Face/In person ☒ Online (100%) ☒ Interactive TV ☒ Multi-modal
New University
Course Prefix
New University
Course Number
New University
Course Title
ACCT
223
Managerial Accounting
Current University
Course Prefix
ACCT
Current University
Course Number
223
Current University
Course Title
Managerial Accounting
*Only list Current Courses that are equivalent to the New Course
BU:
ACCT 223
Managerial Accounting
LHU:
ACCT 115
Management Accounting
MU:
ACC 1111
Principles of Accounting II
1
New Course for Integrated University
7. Will the course be seeking General Education approval?
☒ No ☐ Yes (if yes, go to next section General Education Approval- click on this link)
8. Resources at Each Campus: List any resources, including faculty, facilities, technology,
equipment, or library resources necessary at each campus listed above.
Faculty at all three campuses; interactive TV would require additional equipment, but there are no
current immediate plans to offer the course this way
Identify on which campuses the course is intended to be offered in the integrated university
(for administration use only):
☒ BU
☒ LHU
☒ MU
9. Identify Departments/Programs/Courses impacted by changes on this form (Identify any
programs/departments/courses that may be impacted by course changes. Contact programs,
departments to obtain support if you are offering a course that will impact their program:
No changes from BU course. BU program AACSB approved. Other campuses will adopt BU
curriculum
10. Indicate Semester and Year Course will be implemented:
Fall 2023
11. Provide a rationale for how this course relates to the mission and goals of the related program:
Students begin learning to analyze and communicate financial information for decision making.
Students also learn about professional and ethical standards imposed by law and licensing
associations.
12. Abbreviated Title (for Master Schedule, Maximum 20 spaces):
Managerial Acctg
13. Course Description for Catalog (Maximum 75 words -start with an action verb.):
Focuses on the accounting, other quantitative, and qualitative analyses and information needed
to foster optimal management decision making and reporting. Students will study various
management accounting concepts, processes, and techniques available to provide that relevant
information. Students are expected to be proficient in the use of computerized spreadsheet and
word-processing software. For non-accounting majors only. Three hours lecture per week.
14. Credit(s): 3
Clock Hours:
Lecture: 3 hours
Recitation: hours Lab: hours
Contract Hours:
Lecture: 3 hours
Recitation: hours Lab: hours
2
15. Prerequisites (Courses completed prior to taking this course):
ACCT220 Financial Accounting or ACCT222 Principles of Accounting 2 and ITAN175 Spreadsheet
Analysis
16. Co-requisites (Courses which must be taken simultaneously with other courses):
None
17. Enrollment Restrictions (e.g., limited to majors in program XXX, restricted from majors in program
XXX, etc.): Intended for nonaccounting majors only.
18. Repeatable: Can this course be repeated for credit as a multi-topic class, not just for a grade
change?
☒ No ☐ Yes: How many times is the course repeatable?
19. Dual-Level or Cross-Listed: Is this course dual-level? ☐Yes ☒No.
If yes, list the course prefix and number.
If dual-level, indicate content, assignments, and assessments for graduate and undergraduate
courses on two separate Master Course Syllabus forms. Cross-Listed is across multiple
departments/programs.
20. Estimated Frequency of Offering:
How often will the course be taught for a two-year cycle? It is estimated that the course will be
offered 8 times in a two-year cycle--every fall and spring semester, winter and summer session.
21. Recommended class size for student success: Provide the recommended class size number and a
clear rationale based on accreditation guidelines, discipline standards, or pedagogical limitations.
Recommended class size is 34 students for traditional class setting and 25 for the distance education
setting based on analysis of this course and the required support for instructional activities.
Submit a Master Course Syllabus – (see attached)
3
General_Education_Approval
Locate the required Curricular Theme, Program Goal, and Learning Objectives and Desired Outcomes for
your selected area of this program in the General Education Plan (click on this link).
GE-1: Select the Curricular Theme and Program Goal you are applying from the drop down below (click
on the words Choose an item, then click on the arrow and select one option):
Choose an item.
GE-2: How does your course fit into the General Education Curricular Theme and Program Goal to which
you are applying (be sure to address all of the required areas of the selected Program Goal)?
➢ Caution, these terms Curricular Themes and Program Goals are specific to this General Education
Program, See Ship Guide pages 6-12 for clarification
https://www.ship.edu/globalassets/gec/handbook_generaleducationship_2018_09_25.pdf
➢ [A program goal is a clear statement that expresses what our program will do for students. Each goal
is designed to prompt and guide teaching practice and program assessment. For example in the
Curricular Theme of Diversity, a Program Goal is to Guide and prompt students to evaluate the
diversity of human experience, behavior, and thought, in order to better understand ourselves and
others, to respond to the roots of inequality that undermines social justice, while developing
awareness regarding diversity in culture, ethnicity, race, gender/gender expression, religion, age,
social class, sexual orientation, or abilities.]
4
GE-3: List the Course Specific SLOs that correspond to the General Education SLOs of the relevant
Curricular Theme and Program Goal and explain how your course will meet each one of these Course
Objectives. Please be specific and use examples to align in column two and to demonstrate how this will be
implemented in column three.
Course Specific Student Learning
Objectives (SLOs)
General Education Student
Learning Objectives (SLOs)
How do the methods and
structure of the course provide
students with the opportunity
to meet each aligned pair of
General Education and Course
Specific SLOs?
Submit the Master Course Syllabus (including assessment) in addition to this form to be considered for
General Education approval.
5
Signatures
Required
Signatures
Name
Date
Department
Chairperson
Loren F. Selznick
June 30, 2022
By typing my name in the box above, I am electronically signing this form. Dean, ICC Chair, and
President/Designee will sign to indicate approval directly in SharePoint.
6
MASTER COURSE SYLLABUS
NORTHEAST Integrated Curriculum Committee
1.
2.
3.
4.
5.
6.
7.
8.
9.
DATE PREPARED:
June 30, 2022
PREPARED BY:
Loren F. Selznick, J.D., Chairperson
DEPARTMENT:
Accounting and Business Law
Program:
Accounting
COURSE PREFIX & NUMBER (without space in-between):
ACCT223
COURSE TITLE:
Managerial Accounting
CREDIT HOURS:
3
RECOMMENDED CLASS SIZE: 34
PREREQUISITES/CO-REQUISITES:
ACCT220 Financial Accounting or ACCT222
Principles of Accounting 2 and ITAN175
Spreadsheet Analysis
COURSE DESCRIPTION FOR CATALOG: Focuses on the accounting, other
quantitative, and qualitative analyses and information needed to foster optimal
management decision making and reporting. Students will study various
management accounting concepts, processes, and techniques available to provide
that relevant information. Students are expected to be proficient in the use of
computerized spreadsheet and word-processing software. For non-accounting
majors only. Three hours lecture per week.
10. CONTENT DESCRIPTION: The following areas of study will be included:
• Introduction to Managerial Accounting
o Identify managers' three primary responsibilities
o Distinguish financial accounting from managerial accounting
o Describe the roles and skills required of management accountants within the organization
o Describe the role of the Institute of Management Accountants (IMA) and apply its ethical
standards
o Discuss the business trends and regulations affecting management accounting
• Building Blocks of Managerial Accounting
o Distinguish among service, merchandising, and manufacturing companies
o Describe the value chain and its elements
o Distinguish between direct and indirect costs
o Identify product costs and period costs
o Prepare the financial statements for service, merchandising, and manufacturing companies
o Describe costs that are relevant and irrelevant for decision making
o Classify costs as fixed or variable and calculate total and average costs at different volumes
• Job Costing
o Distinguish between job costing and process costing
o Understand the flow of production and how direct materials and direct labor are traced to
jobs
o Compute a predetermined manufacturing overhead rate and use it to allocate MOH to jobs
o Determine the cost of a job and use it to make business decisions
o Compute and dispose of overallocated or under-allocated manufacturing overhead
o Prepare journal entries for a manufacturer's job costing system
7
• Activity Based Costing
o Develop and use departmental overhead rates to allocate indirect costs
o Develop and use activity-based costing (ABC) to allocate indirect costs
o Understand the benefits and limitations of ABC/ABM systems
o Describe lean operations
o Describe and use the costs of quality framework
• Cost Behavior
o Describe key characteristics and graphs of various cost behaviors
o Use cost equations to express and predict costs
o Use account analysis and scatterplots to analyze cost behavior
o Use the high-low method to analyze cost behavior
o Use regression analysis to analyze cost behavior
o Describe variable costing and prepare a contribution margin income statement
• Cost-Volume-Profit Analysis
o Calculate the unit contribution margin and the contribution margin ratio
o Use CVP analysis to find breakeven points and target profit volumes
o Use CVP analysis to measure the impact of changing business conditions
o Find breakeven and target profit volumes for multiproduct companies
o Determine a firm's margin of safety, operating leverage, and most profitable cost structure
• Relevant Costs
o Describe and identify information relevant to short-term business decisions
o Describe and apply different approaches to pricing
o Decide whether to accept a special order
o Decide whether to discontinue a product, department, or store
o Factor resource constraints into product mix decisions
o Analyze outsourcing (make-or-buy) decisions
o Decide whether to sell a product "as is" or process it further
• The Master Budget
o Describe how and why managers use budgets
o Prepare the operating budgets
o Prepare the financial budgets
o Prepare budgets for a merchandiser
• Performance Evaluation
o Understand decentralization and describe different types of responsibility centers
o Develop performance reports
o Calculate ROI, sales margin, and capital turnover
o Describe strategies and mechanisms for determining a transfer price
o Prepare and evaluate flexible budget performance reports
o Describe the balanced scorecard and identify KPls for each perspective
• Standard Costs and Variances
o Explain how and why standard costs are developed
o Compute and evaluate direct materials variances
o Compute and evaluate direct labor variances
o Explain the advantages and disadvantages of using standard costs and variances
o Compute and evaluate variable overhead variances
o Compute and evaluate fixed overhead variances
• Capital Investment Decisions and the Time Value of Money
o Describe the importance of capital investments and the capital budgeting process
8
o Use the payback and accounting rate of return methods to make capital investment decisions
o Use the time value of money to compute the present and future values of single lump sums
and annuities
o Use discounted cash flow models to make capital investment decisions
o Compare and contrast the four capital budgeting methods
11. & 12. TABLE: STUDENT LEARNING OBJECTIVES AND STUDENT ASSESSMENT. Use the
Table below to document the outcomes and assessment for the course. If this is a
General Education course, be sure to complete the second column as well, it if is not a
General Education course, you can leave the 2nd column blank.
If General Education: Select the Curricular Theme and Program Goal you are applying from
the drop down below directly as done on the Course Form above (click on the words Choose
an item, then click on the arrow and select one option):
Choose an item.
11. Course Specific Student
Learning Objectives (SLOs)
General Education Student
Learning Objectives (Complete
this column for GE courses
only)
12. Student Assessment
Include assessment(s) and whether they
are suggested or mandated (e.g., to
comply with accreditation or as a
minimum standard)
Calculate manufacturing
overhead and prepare an
income statement for
manufacturing firms.
Exams, applied projects, case
studies, assignments
Prepare all of the budgets
contained in a master budget.
Prepare the calculations
necessary for the analysis of
capital investment projects and
interpret the results.
Exams, applied projects, case
studies, assignments
Exams, applied projects, case
studies, assignments
*Note- Rows can be added
13. METHODS: Traditional Class Setting: As a traditional, on-campus undergraduate class offered each
semester in the Department of Accounting and Business Law, significant faculty-to-student
and student-to-student interaction will facilitate a full understanding of the managerial
accounting environment. Course content can be delivered via interactive lectures, team
collaboration, applied and academic research, case analyses, technology-enabled
9
applications, and participative discussions.
Distance Education Setting: Software used could include video presentation, and meeting
software (to allow for guest speakers, virtual groups, and field-based projects) as well as
hands-on technology activities. A computer (desktop, laptop, tablet, etc.) and internet
access are required. Collaboration could include on-line discussions, biogs, wikis, group
projects, and surveys of student feedback on different topics. Web-based tools could be
used for enhanced learning, depending on instructor's strategies and class objectives. The
course may be taught either synchronously or asynchronously, based on the instructor.
Proctored exams may be required at the discretion of the instructor.
14. COURSE ASSESSMENT: The department will collect departmentally-developed rubrics or
results on exam items across all sections of the course on a regular basis. The assessment
data will assist in identifying needed changes to the course to ensure greater student
attainment of the Student Learning Objectives. The results of the evaluation will be reviewed
by the department, and, if warranted, adjustments to the course will be made.
15. SUPPORTING MATERIALS- SAMPLE TEXTS (Recommended):
Organizations and Societies:
American Institute of Certified Public Accountants
Pennsylvania Institute of Certified Public Accountants
New York State Society of Certified Public Accountants
New Jersey Society of Certified Public Accountants
Institute of Management Accountants
Websites:
American Institute of Certified Public Accountants: http://www.aicpa.org
Pennsylvania Institute of Certified Public Accountants: http://www.picpa.org
New York State Society of Certified Public Accountants: http://www.nysscpa.org
New Jersey Society of Certified Public Accountants: http://www.njscpa.org
Institute of Management Accountants: http://www.imanet.org
Note: These are some of the recommended articles. The choice of the articles lies in the
purview of the course instructor. Articles and eBooks that are available through the library.
Articles:
Baker, R. L., Bealing, W. E., Nelson, D. A, & Staley, AB. (2006). An institutional
perspective of the Sarbanes-Oxley Act. Managerial Auditing Journal, 21(1 ), 22-33.
Bealing, Jr., W. E., Staley, A B., & Baker, R. L. (2009). An exploratory examination of the
relationship between a short form of the Keirsey Temperament Sorter and success in
an introductory accounting course: A research note. Accounting Education: An
International Journal, 18(3), 331-339
10
Budding, T., Schoute, M., Dijkman, A., & de With, E. (2019). The activities of
management accountants: Results from a survey study. Management Accounting
Quarterly, 20(2), 29-37.
Hwang, D. B., Chen, Y., Staley, A. B., Tsia, Y., & Chu, C. (2013). A comparative study of
the propensity of whistle-blowing: Empirical evidence from China, Taiwan, and the
United States. International Journal of Accounting and Financial Reporting, 3(2), 202224.
Hwang, D. B., & Staley, A. B. (2005). An analysis of recent accounting and auditing
failures in the United States on US accounting and auditing in China. Managerial
Auditing Journal, 20(3), 227-234.
Hwang, D. B., Staley, A. B., Chen, Y. T., & Lan, J. (2008). Confucian culture and whistleblowing
by professional accountants: An exploratory study. Managerial Auditing
Journal, 23(5), 504-526.
Magner, N. R., Johnson, G. G., Little, H. T., Staley, A. 8., & Welker, R. 8. (2006). The
case for fair budgetary procedures. Managerial Auditing Journal, 21(4), 408-419.
Magner, N. R., & Staley, A. B. (2014). Roles of instrumental and noninstrumental voice in
members' reactions toward interorganizational committees. International Journal of
Organization Theory and Behavior, 3(17), 311-334.
Magolis, D., Staley, A.B., Usry, M., Leinbach, W., Shapeero, M., & Luck, H. {2011).
Toward an understanding of audit firm rotation as public policy: A historical and
theoretical perspective. Journal of the Northeastern Association of Business,
Economics and Technology, 17(1),13-20.
Staley, A. B., Dastoor, B., Magner, N., & Stolp, C. (2003). The contribution of
organizational justice in budget decision making to federal managers' organizational
commitment. Journal of Public Budgeting, Accounting and Financial Management,
15(4), 505-524.
Staley, A. B., & Magner, N. R. (2008). Budgetary fairness and governmental program
heads' turnover intention. Managerial Auditing Journal, 23(4), 405-417.
Staley, A. B., & Magner, N. R. (2007). Budgetary fairness, supervisory trust, and the
propensity to create budgetary slack: Testing a social exchange model in a
government budgeting context. Advances in Accounting Behavioral Research, 10, 159182.
Wahab, S., Teitel, K., & Smith, C. (2018). Overhead cost allocation and earnings
manipulation between quarters. Management Accounting Quarterly, 19(3), 1-10.
Prototype Text:
11
Managerial Accounting, 5 th ed. (2018). Braun and Tietz. Pearson
Indicate possible recommended texts for the course where appropriate, including author/editor, title, publisher, edition, and
date of publication. The style of entry should consistently follow a manual such as Turabian, MLA, APA, or an accepted guide
in a specific discipline.
12
NORTHEAST Integrated Curriculum Committee
Date: 6/30/2022
1.
Contact person: Loren F. Selznick, J.D., Chairperson
Phone:
2.
570-389-4899
Email: lselznic@bloomu.edu
Department:
Accounting and Business Law
Program:
Accounting
3.
Tracking # (For Provost office use only)
4.
CIP# (For Provost office use only)
5.
Select which actions you are requesting for _X_ Undergraduate __ Graduate
☒ Course Modified for Integration
6.
☐ Course Not Previously Offered at any campus
Click modalities that the course may be offered (80% +)
☒Face-to-Face/In person ☒ Online (100%) ☒ Interactive TV ☒ Multi-modal
New University
Course Prefix
New University
Course Number
New University
Course Title
ACCT
223
Managerial Accounting
Current University
Course Prefix
ACCT
Current University
Course Number
223
Current University
Course Title
Managerial Accounting
*Only list Current Courses that are equivalent to the New Course
BU:
ACCT 223
Managerial Accounting
LHU:
ACCT 115
Management Accounting
MU:
ACC 1111
Principles of Accounting II
1
New Course for Integrated University
7. Will the course be seeking General Education approval?
☒ No ☐ Yes (if yes, go to next section General Education Approval- click on this link)
8. Resources at Each Campus: List any resources, including faculty, facilities, technology,
equipment, or library resources necessary at each campus listed above.
Faculty at all three campuses; interactive TV would require additional equipment, but there are no
current immediate plans to offer the course this way
Identify on which campuses the course is intended to be offered in the integrated university
(for administration use only):
☒ BU
☒ LHU
☒ MU
9. Identify Departments/Programs/Courses impacted by changes on this form (Identify any
programs/departments/courses that may be impacted by course changes. Contact programs,
departments to obtain support if you are offering a course that will impact their program:
No changes from BU course. BU program AACSB approved. Other campuses will adopt BU
curriculum
10. Indicate Semester and Year Course will be implemented:
Fall 2023
11. Provide a rationale for how this course relates to the mission and goals of the related program:
Students begin learning to analyze and communicate financial information for decision making.
Students also learn about professional and ethical standards imposed by law and licensing
associations.
12. Abbreviated Title (for Master Schedule, Maximum 20 spaces):
Managerial Acctg
13. Course Description for Catalog (Maximum 75 words -start with an action verb.):
Focuses on the accounting, other quantitative, and qualitative analyses and information needed
to foster optimal management decision making and reporting. Students will study various
management accounting concepts, processes, and techniques available to provide that relevant
information. Students are expected to be proficient in the use of computerized spreadsheet and
word-processing software. For non-accounting majors only. Three hours lecture per week.
14. Credit(s): 3
Clock Hours:
Lecture: 3 hours
Recitation: hours Lab: hours
Contract Hours:
Lecture: 3 hours
Recitation: hours Lab: hours
2
15. Prerequisites (Courses completed prior to taking this course):
ACCT220 Financial Accounting or ACCT222 Principles of Accounting 2 and ITAN175 Spreadsheet
Analysis
16. Co-requisites (Courses which must be taken simultaneously with other courses):
None
17. Enrollment Restrictions (e.g., limited to majors in program XXX, restricted from majors in program
XXX, etc.): Intended for nonaccounting majors only.
18. Repeatable: Can this course be repeated for credit as a multi-topic class, not just for a grade
change?
☒ No ☐ Yes: How many times is the course repeatable?
19. Dual-Level or Cross-Listed: Is this course dual-level? ☐Yes ☒No.
If yes, list the course prefix and number.
If dual-level, indicate content, assignments, and assessments for graduate and undergraduate
courses on two separate Master Course Syllabus forms. Cross-Listed is across multiple
departments/programs.
20. Estimated Frequency of Offering:
How often will the course be taught for a two-year cycle? It is estimated that the course will be
offered 8 times in a two-year cycle--every fall and spring semester, winter and summer session.
21. Recommended class size for student success: Provide the recommended class size number and a
clear rationale based on accreditation guidelines, discipline standards, or pedagogical limitations.
Recommended class size is 34 students for traditional class setting and 25 for the distance education
setting based on analysis of this course and the required support for instructional activities.
Submit a Master Course Syllabus – (see attached)
3
General_Education_Approval
Locate the required Curricular Theme, Program Goal, and Learning Objectives and Desired Outcomes for
your selected area of this program in the General Education Plan (click on this link).
GE-1: Select the Curricular Theme and Program Goal you are applying from the drop down below (click
on the words Choose an item, then click on the arrow and select one option):
Choose an item.
GE-2: How does your course fit into the General Education Curricular Theme and Program Goal to which
you are applying (be sure to address all of the required areas of the selected Program Goal)?
➢ Caution, these terms Curricular Themes and Program Goals are specific to this General Education
Program, See Ship Guide pages 6-12 for clarification
https://www.ship.edu/globalassets/gec/handbook_generaleducationship_2018_09_25.pdf
➢ [A program goal is a clear statement that expresses what our program will do for students. Each goal
is designed to prompt and guide teaching practice and program assessment. For example in the
Curricular Theme of Diversity, a Program Goal is to Guide and prompt students to evaluate the
diversity of human experience, behavior, and thought, in order to better understand ourselves and
others, to respond to the roots of inequality that undermines social justice, while developing
awareness regarding diversity in culture, ethnicity, race, gender/gender expression, religion, age,
social class, sexual orientation, or abilities.]
4
GE-3: List the Course Specific SLOs that correspond to the General Education SLOs of the relevant
Curricular Theme and Program Goal and explain how your course will meet each one of these Course
Objectives. Please be specific and use examples to align in column two and to demonstrate how this will be
implemented in column three.
Course Specific Student Learning
Objectives (SLOs)
General Education Student
Learning Objectives (SLOs)
How do the methods and
structure of the course provide
students with the opportunity
to meet each aligned pair of
General Education and Course
Specific SLOs?
Submit the Master Course Syllabus (including assessment) in addition to this form to be considered for
General Education approval.
5
Signatures
Required
Signatures
Name
Date
Department
Chairperson
Loren F. Selznick
June 30, 2022
By typing my name in the box above, I am electronically signing this form. Dean, ICC Chair, and
President/Designee will sign to indicate approval directly in SharePoint.
6
MASTER COURSE SYLLABUS
NORTHEAST Integrated Curriculum Committee
1.
2.
3.
4.
5.
6.
7.
8.
9.
DATE PREPARED:
June 30, 2022
PREPARED BY:
Loren F. Selznick, J.D., Chairperson
DEPARTMENT:
Accounting and Business Law
Program:
Accounting
COURSE PREFIX & NUMBER (without space in-between):
ACCT223
COURSE TITLE:
Managerial Accounting
CREDIT HOURS:
3
RECOMMENDED CLASS SIZE: 34
PREREQUISITES/CO-REQUISITES:
ACCT220 Financial Accounting or ACCT222
Principles of Accounting 2 and ITAN175
Spreadsheet Analysis
COURSE DESCRIPTION FOR CATALOG: Focuses on the accounting, other
quantitative, and qualitative analyses and information needed to foster optimal
management decision making and reporting. Students will study various
management accounting concepts, processes, and techniques available to provide
that relevant information. Students are expected to be proficient in the use of
computerized spreadsheet and word-processing software. For non-accounting
majors only. Three hours lecture per week.
10. CONTENT DESCRIPTION: The following areas of study will be included:
• Introduction to Managerial Accounting
o Identify managers' three primary responsibilities
o Distinguish financial accounting from managerial accounting
o Describe the roles and skills required of management accountants within the organization
o Describe the role of the Institute of Management Accountants (IMA) and apply its ethical
standards
o Discuss the business trends and regulations affecting management accounting
• Building Blocks of Managerial Accounting
o Distinguish among service, merchandising, and manufacturing companies
o Describe the value chain and its elements
o Distinguish between direct and indirect costs
o Identify product costs and period costs
o Prepare the financial statements for service, merchandising, and manufacturing companies
o Describe costs that are relevant and irrelevant for decision making
o Classify costs as fixed or variable and calculate total and average costs at different volumes
• Job Costing
o Distinguish between job costing and process costing
o Understand the flow of production and how direct materials and direct labor are traced to
jobs
o Compute a predetermined manufacturing overhead rate and use it to allocate MOH to jobs
o Determine the cost of a job and use it to make business decisions
o Compute and dispose of overallocated or under-allocated manufacturing overhead
o Prepare journal entries for a manufacturer's job costing system
7
• Activity Based Costing
o Develop and use departmental overhead rates to allocate indirect costs
o Develop and use activity-based costing (ABC) to allocate indirect costs
o Understand the benefits and limitations of ABC/ABM systems
o Describe lean operations
o Describe and use the costs of quality framework
• Cost Behavior
o Describe key characteristics and graphs of various cost behaviors
o Use cost equations to express and predict costs
o Use account analysis and scatterplots to analyze cost behavior
o Use the high-low method to analyze cost behavior
o Use regression analysis to analyze cost behavior
o Describe variable costing and prepare a contribution margin income statement
• Cost-Volume-Profit Analysis
o Calculate the unit contribution margin and the contribution margin ratio
o Use CVP analysis to find breakeven points and target profit volumes
o Use CVP analysis to measure the impact of changing business conditions
o Find breakeven and target profit volumes for multiproduct companies
o Determine a firm's margin of safety, operating leverage, and most profitable cost structure
• Relevant Costs
o Describe and identify information relevant to short-term business decisions
o Describe and apply different approaches to pricing
o Decide whether to accept a special order
o Decide whether to discontinue a product, department, or store
o Factor resource constraints into product mix decisions
o Analyze outsourcing (make-or-buy) decisions
o Decide whether to sell a product "as is" or process it further
• The Master Budget
o Describe how and why managers use budgets
o Prepare the operating budgets
o Prepare the financial budgets
o Prepare budgets for a merchandiser
• Performance Evaluation
o Understand decentralization and describe different types of responsibility centers
o Develop performance reports
o Calculate ROI, sales margin, and capital turnover
o Describe strategies and mechanisms for determining a transfer price
o Prepare and evaluate flexible budget performance reports
o Describe the balanced scorecard and identify KPls for each perspective
• Standard Costs and Variances
o Explain how and why standard costs are developed
o Compute and evaluate direct materials variances
o Compute and evaluate direct labor variances
o Explain the advantages and disadvantages of using standard costs and variances
o Compute and evaluate variable overhead variances
o Compute and evaluate fixed overhead variances
• Capital Investment Decisions and the Time Value of Money
o Describe the importance of capital investments and the capital budgeting process
8
o Use the payback and accounting rate of return methods to make capital investment decisions
o Use the time value of money to compute the present and future values of single lump sums
and annuities
o Use discounted cash flow models to make capital investment decisions
o Compare and contrast the four capital budgeting methods
11. & 12. TABLE: STUDENT LEARNING OBJECTIVES AND STUDENT ASSESSMENT. Use the
Table below to document the outcomes and assessment for the course. If this is a
General Education course, be sure to complete the second column as well, it if is not a
General Education course, you can leave the 2nd column blank.
If General Education: Select the Curricular Theme and Program Goal you are applying from
the drop down below directly as done on the Course Form above (click on the words Choose
an item, then click on the arrow and select one option):
Choose an item.
11. Course Specific Student
Learning Objectives (SLOs)
General Education Student
Learning Objectives (Complete
this column for GE courses
only)
12. Student Assessment
Include assessment(s) and whether they
are suggested or mandated (e.g., to
comply with accreditation or as a
minimum standard)
Calculate manufacturing
overhead and prepare an
income statement for
manufacturing firms.
Exams, applied projects, case
studies, assignments
Prepare all of the budgets
contained in a master budget.
Prepare the calculations
necessary for the analysis of
capital investment projects and
interpret the results.
Exams, applied projects, case
studies, assignments
Exams, applied projects, case
studies, assignments
*Note- Rows can be added
13. METHODS: Traditional Class Setting: As a traditional, on-campus undergraduate class offered each
semester in the Department of Accounting and Business Law, significant faculty-to-student
and student-to-student interaction will facilitate a full understanding of the managerial
accounting environment. Course content can be delivered via interactive lectures, team
collaboration, applied and academic research, case analyses, technology-enabled
9
applications, and participative discussions.
Distance Education Setting: Software used could include video presentation, and meeting
software (to allow for guest speakers, virtual groups, and field-based projects) as well as
hands-on technology activities. A computer (desktop, laptop, tablet, etc.) and internet
access are required. Collaboration could include on-line discussions, biogs, wikis, group
projects, and surveys of student feedback on different topics. Web-based tools could be
used for enhanced learning, depending on instructor's strategies and class objectives. The
course may be taught either synchronously or asynchronously, based on the instructor.
Proctored exams may be required at the discretion of the instructor.
14. COURSE ASSESSMENT: The department will collect departmentally-developed rubrics or
results on exam items across all sections of the course on a regular basis. The assessment
data will assist in identifying needed changes to the course to ensure greater student
attainment of the Student Learning Objectives. The results of the evaluation will be reviewed
by the department, and, if warranted, adjustments to the course will be made.
15. SUPPORTING MATERIALS- SAMPLE TEXTS (Recommended):
Organizations and Societies:
American Institute of Certified Public Accountants
Pennsylvania Institute of Certified Public Accountants
New York State Society of Certified Public Accountants
New Jersey Society of Certified Public Accountants
Institute of Management Accountants
Websites:
American Institute of Certified Public Accountants: http://www.aicpa.org
Pennsylvania Institute of Certified Public Accountants: http://www.picpa.org
New York State Society of Certified Public Accountants: http://www.nysscpa.org
New Jersey Society of Certified Public Accountants: http://www.njscpa.org
Institute of Management Accountants: http://www.imanet.org
Note: These are some of the recommended articles. The choice of the articles lies in the
purview of the course instructor. Articles and eBooks that are available through the library.
Articles:
Baker, R. L., Bealing, W. E., Nelson, D. A, & Staley, AB. (2006). An institutional
perspective of the Sarbanes-Oxley Act. Managerial Auditing Journal, 21(1 ), 22-33.
Bealing, Jr., W. E., Staley, A B., & Baker, R. L. (2009). An exploratory examination of the
relationship between a short form of the Keirsey Temperament Sorter and success in
an introductory accounting course: A research note. Accounting Education: An
International Journal, 18(3), 331-339
10
Budding, T., Schoute, M., Dijkman, A., & de With, E. (2019). The activities of
management accountants: Results from a survey study. Management Accounting
Quarterly, 20(2), 29-37.
Hwang, D. B., Chen, Y., Staley, A. B., Tsia, Y., & Chu, C. (2013). A comparative study of
the propensity of whistle-blowing: Empirical evidence from China, Taiwan, and the
United States. International Journal of Accounting and Financial Reporting, 3(2), 202224.
Hwang, D. B., & Staley, A. B. (2005). An analysis of recent accounting and auditing
failures in the United States on US accounting and auditing in China. Managerial
Auditing Journal, 20(3), 227-234.
Hwang, D. B., Staley, A. B., Chen, Y. T., & Lan, J. (2008). Confucian culture and whistleblowing
by professional accountants: An exploratory study. Managerial Auditing
Journal, 23(5), 504-526.
Magner, N. R., Johnson, G. G., Little, H. T., Staley, A. 8., & Welker, R. 8. (2006). The
case for fair budgetary procedures. Managerial Auditing Journal, 21(4), 408-419.
Magner, N. R., & Staley, A. B. (2014). Roles of instrumental and noninstrumental voice in
members' reactions toward interorganizational committees. International Journal of
Organization Theory and Behavior, 3(17), 311-334.
Magolis, D., Staley, A.B., Usry, M., Leinbach, W., Shapeero, M., & Luck, H. {2011).
Toward an understanding of audit firm rotation as public policy: A historical and
theoretical perspective. Journal of the Northeastern Association of Business,
Economics and Technology, 17(1),13-20.
Staley, A. B., Dastoor, B., Magner, N., & Stolp, C. (2003). The contribution of
organizational justice in budget decision making to federal managers' organizational
commitment. Journal of Public Budgeting, Accounting and Financial Management,
15(4), 505-524.
Staley, A. B., & Magner, N. R. (2008). Budgetary fairness and governmental program
heads' turnover intention. Managerial Auditing Journal, 23(4), 405-417.
Staley, A. B., & Magner, N. R. (2007). Budgetary fairness, supervisory trust, and the
propensity to create budgetary slack: Testing a social exchange model in a
government budgeting context. Advances in Accounting Behavioral Research, 10, 159182.
Wahab, S., Teitel, K., & Smith, C. (2018). Overhead cost allocation and earnings
manipulation between quarters. Management Accounting Quarterly, 19(3), 1-10.
Prototype Text:
11
Managerial Accounting, 5 th ed. (2018). Braun and Tietz. Pearson
Indicate possible recommended texts for the course where appropriate, including author/editor, title, publisher, edition, and
date of publication. The style of entry should consistently follow a manual such as Turabian, MLA, APA, or an accepted guide
in a specific discipline.
12
Media of