Suchergebnisse

Cover -- Title Page -- Copyright -- Contents -- About the Authors -- Acknowledgments -- Foreword -- Preface -- History and the Authors' Broader View of VBM -- Some Thoughts About "Value" -- Overview of the Book -- Balanced VBM but an Unbalanced Book -- Concluding Remarks -- Part 1: Value-Based Management in Government Concepts and Components -- Chapter 1 Challenges and Solutions to Address Dissatisfaction of Citizens and Taxpayers -- The us's Accountable Government Initiative -- From Performance-Based Management to Value-Based Management -- What Do Governments Hope to Gain from VBM? -- Chapter 2 Generating Value in a World of Uncertainty -- Defining Value -- Maximizing Value -- Building an Organizational Strategy to Deliver Value -- Building upon a Strategy -- Supporting The Decision-Making Process within Appropriate Limitations -- Providing Required Data for Appropriate Decision-Making -- Managing the Organizational Change -- Governing the Value-Based Management Framework -- Putting it all Together -- Part 2: Strategy Management and Governance -- Chapter 3 Strategy Setting and Execution: Setting and Linking Goals and Capabilities -- Managing Change as A Prerequisite to Managing Value -- Playing to Where the Puck is Going to Be -- Strategic Planning: An Essential Element of Navigating Change -- Linking Strategic and Operational Planning -- The Quest to Optimize Stakeholder Value -- Chapter 4 The Strategy Map and Its Balanced Scorecard -- Lack of Consensus -- Implementing Too Fast and Skipping Key Steps -- Measurements are both Social and Technical -- Scorecard or Report Card? The Impact of Senior Management's Attitude -- A Difference Between VBM and the Balanced Scorecard -- Why not an Automobile GPS Navigator for an Organization? -- Failures due to Arrogance, Ignorance, or Inexperience? -- How are Balanced Scorecards and Dashboards Different?.

ABSTRACTProfessional organizations, accrediting bodies, and accounting educators have defined the competencies that accounting students need for entry-level success in public accounting. However, definitions of the competencies required by all accounting students for long-term career requirements are lacking, as is an understanding of how to develop these competencies within the accounting curriculum. In 2010 the Institute of Management Accountants (IMA) and the Management Accounting Section (MAS) of the American Accounting Association (AAA) formed a Task Force to address these issues and make curriculum recommendations for all accounting majors. This paper is a report of that Task Force. It is responsive to the recent call to "connect the accounting body of knowledge to a map of competencies" and to create "curricular models for the future" (Pathways Commission 2012, 37, 75), and it includes a literature review that spans the scope and focus of accounting education, the value proposition for accounting (i.e., specification as to how accountants today, working in a variety of settings, add organizational value), and the importance of competency integration. This review leads to four recommendations. First, accounting education should be oriented toward long-term career demands. Second, the focus of accounting education should include organizational settings beyond the current focus on public accounting/auditing. Third, educational objectives should reflect how accountants add organizational value. Fourth, these objectives should be developed as integrated competencies. These recommendations lead to the competency-based educational Framework presented in this paper. This Framework is intended to apply to a variety of career paths including, but not limited to, public accounting. The paper concludes with a call to accountants in all areas to participate in further development of the Framework.