We investigate how different methods of instructor-led reviews for an introductory accounting exam may affect student achievement. We compare two review groups: students who review for the exam by playing Monopoly versus those engaged a more traditional review. We also include a third group (no...

How are decisions influenced by the presentation of nontraditional and nonfinancial accounting information, such as environmental measurements, when benchmark data provide vague signals for analysis? Generally, alternatives are analyzed either jointly (called joint evaluation mode, or JE) or...

We investigate the value of graduate business education in learning tacit knowledge and achieving professional accounting success. Archival (n = 5,932) and survey (n = 2,941) data from managerial accountants employed at 2,525 North American companies in three industries (publishing, paper, and...