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Beyond debits and credits: Using integrated projects to improve students’ understanding of financial accounting

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  • Porter, Jason C.

Abstract

This paper discusses a method for developing integrated, multi-step projects that will help students better understand the accounting cycle and develop the problem-solving and technology skills that they need to become successful accounting professionals. More specifically, this method allows instructors to develop projects designed to review specific topics, introduce basic tax consequences, demonstrate how transactions affect the financial statements and encourage students to think about investor reactions and possible ethical dilemmas without sacrificing substantial amounts of class time. After discussing how to develop this type of project, the paper provides suggestions on how to incorporate the project into an intermediate accounting course.

Suggested Citation

  • Porter, Jason C., 2019. "Beyond debits and credits: Using integrated projects to improve students’ understanding of financial accounting," Journal of Accounting Education, Elsevier, vol. 46(C), pages 53-71.
    • Handle: RePEc:eee:joaced:v:46:y:2019:i:c:p:53-71
    DOI: 10.1016/j.jaccedu.2018.12.002
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    References listed on IDEAS

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    7. Sonnier, Blaise M. & Hennig, Cherie J. & Everett, John O. & Raabe, William A., 2012. "Reporting of book-tax differences for financial and tax purposes: A case study," Journal of Accounting Education, Elsevier, vol. 30(1), pages 58-79.
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    Cited by:

    1. Stuebs, Martin & Bryant, Scott M. & Edison, Cari & Stanley, Charles, 2022. "Brittney’s Boutique: Tailoring financial statements for function as well as fashion," Journal of Accounting Education, Elsevier, vol. 58(C).

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