Impact of ambiguity tolerance and tertiary education on professional judgment

Yingying Han, Parmod Chand, Rajni Mala*

*Corresponding author for this work

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

We examine whether tertiary accounting education enables students to develop relevant expertise to tolerate ambiguity in International Financial Reporting Standards (IFRS) and exercise appropriate professional judgment. The results show that third-year accounting students are more tolerant of ambiguity than first-year students, though the difference is insignificant. A significant difference exists between first-year and third-year students in their preference for using IFRS across ten financial reporting contexts. The findings reveal that IFRS-based tertiary accounting education programs have a positive impact on preparing accounting students to practice under IFRS regime, hence accounting standard setters and educators should focus on enhancing such programs.

Original languageEnglish
Pages (from-to)426-447
Number of pages22
JournalAccounting Forum
Volume43
Issue number4
Early online date18 Jan 2019
DOIs
Publication statusPublished - 2019

Keywords

  • Ambiguity tolerance
  • International Financial Reporting Standards
  • Professional judgment
  • Tertiary education
  • U.S. GAAP

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