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Anti-Black lending practices of the 20th century have had a lasting impact on American society and the financial health of Black households and individuals.
This material is an introductory finance course to be taught asynchronously, aligned with the Social Development Goals and Laudato si.
In response to calls from leaders in Jesuit business education, Accounting faculty from across the globe have joined to reimagine introductory Accounting courses.
This paper is intended to help faculty develop cases that are more than classroom exercises.
Business is a field fraught with ethical and moral land mines.
This case requires students to exhibit their ability to effectively communicate and request accounting information as part of an operational audit.
In Vol 35 (2) we wrote about what we had learned as editors regarding case research, writing, and publishing in this journal.
Whether a company expects to remain in existence for a reasonable time into the future is a fundamental consideration for investors and creditors when evaluating investment alternatives.
This work examines the August 2016 guidance in ASC 2016-14, Not-for-Profit Entities (Topic 958) issued by the Financial Accounting Standards Board.
The Financial Accounting Standards Board (FASB) issued its long-awaited new standard on the accounting for leases in Accounting Standards Update (ASU) 2016-02, on February 25, 2016.
In a broad sense, a conceptual framework can be seen as a structured theory of accounting.
Mankind faces the challenge of transforming the existing global production, distribution, and consumption system into one that is more just and sustainable and which the Earth’s resources can sup
Diversity and inclusion are important topics for students to consider as part of their educational experience.
Building upon our past “From the Editor” articles that focused on cases in the classroom (Peters, Cellucci, and Ford, 2015; Cellucci, Peters, and Woodruff, 2015), the purpose of this ar
Thus, for this issue, our “From the Editors” article focuses on points made during the workshops.
In Vol. 33 (1), we focused the discussion on cases in the classroom, and we asserted that cases offer value for student learning (Peters, Cellucci, and Ford, 2015).
Based on our own experiences in the classroom, at Society for Case Research meetings, and our working with this journal, we put forth that some of us really began to learn what a case was by atte
Mankind faces the challenge of transforming the existing global production/consumption/wealth-distribution system from an unjust, unsustainable one into a more just system which the Ear