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Spring 2010

MAQ Spring 2010 Cover


By Stephen Gates, Ph.D., CFA, and Christophe Germain, Ph.D.
More and more companies are publicizing their environmental, social, and economic performances to the outside world in order to promote these efforts. At the same time, they are trying to figure out how to integrate sustainability measures into their strategic performance measurement systems. The authors’ study shows the ways practices vary across companies.
By Walid Cheffi, Ph.D.; Ananth Rao, Ph.D.; and Adel Beldi, Ph.D.
Although the Tableau de Bord is an indispensable scorecard widely used in French companies, its design still causes problems for accountants (the designers) and managers (end users). The authors take an in-depth look at the problems a large company in France encountered in designing a new TdB for top management and make some recommendations for future use.
By Laurel Adams, Ph.D., and Ralph Drtina, Ph.D.
International tax law requires that transfer prices be based on an arm’s-length standard, yet management accounting has traditionally used a theoretical, economics-based approach for determining transfer prices. The authors compare the consequences of setting transfer prices under these two approaches and offer some recommendations.
By Lori R. Fuller, Ph.D., CPA, and Joseph M. Hargadon, Ph.D., CMA, CPA
Both the Certified Management Accountant (CMA®) and Certified Public Accountant (CPA) examinations have changed recently. Taking these changes into account, the authors prescribe a program of study where undergraduate accounting majors can complete the CMA exam before they earn their bachelor’s degree and complete the CPA exam either while they pursue an MBA degree or after they earn it.
By Gary Siegel, Ph.D., CPA; James E. Sorensen, Ph.D., CPA; Thomas Klammer, Ph.D., CPA; and Sandra B. Richtermeyer, Ph.D., CMA, CPA
The debate continues about whether colleges and universities are adequately preparing accounting students for work in the real world. In this first of a two-part series, the authors, who examined 20 years of evidence that suggests significant gaps exist in what accounting educators teach and practicing accountants do, raise questions that they hope will encourage the academic and business communities to engage in a dialogue about the content and focus of the accounting curriculum.