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ABSTRACTWe provide a framework for examining the trade‐offs between socio‐environmental, organizational, and managerial goals. Using this framework we examine management choices under agency and stewardship theories. We advance a theory of social stewardship to explain behavior inconsistent with both agency and stewardship. We illustrate that social stewardship behavior by managers and principals, while best from a societal perspective, is not a viable management approach under current business and regulatory conditions. This conclusion is vital to public policymakers who seek to foster socially desirable behavior by publicly traded companies. Copyright © 2011 John Wiley & Sons, Ltd and ERP Environment.

ABSTRACT
Extraordinary technological advances are one of many factors that have altered the topography of the accounting profession and the role of accountants. Management accountants, as strategic partners in decision making, have never been more important in this changing landscape. We argue that the recently introduced CPA Evolution Model Curriculum leaves a serious gap in the accounting curriculum by focusing on entry-level accountants in public practice. In this paper, we explain how management accounting can be a rising star in the accounting curriculum, show why there is a need for it, and recommend a three-course model based on the Institute of Management Accountants Management Accounting Competency Framework. This paper is an appeal to all educational institutions to include the necessary courses in management accounting with an equal sense of urgency as data analytics, technology, and public accounting needs.

ABSTRACTPrior research and practitioner-academic bodies (Lawson et al. 2014; Lawson et al. 2015; Pathways Commission 2012) have called for the development of integrated accounting curricula to better prepare students for successful long-term careers. This paper recognizes accounting program leaders as important agents in the curricular-change process. Its goal is to provide accounting leaders ideas and tools that can be used to manage the process of implementing change to an integrated accounting curriculum. Using a life-cycle planning approach, we identify major stages in the curricular-change process and describe the characteristics and challenges associated with each stage. We then propose a framework for managing the curricular-change process based on the life-cycle approach, encompassing a comprehensive integration process and including spreadsheet formats to facilitate management of an institution's curricular-change initiative. While needed in an effort to develop an integrated curriculum, the approach is generalizable and can be used in any major revision of a curriculum. Appendix A of the paper contains a checklist of issues to be considered during each stage of the curricular-change cycle.

ABSTRACTThe paper follows up on Lawson et al. (2014), which reported on the work of a joint task force sponsored by the Management Accounting Section (MAS) of the American Accounting Association (AAA) and the Institute of Management Accountants (IMA) charged with the responsibility of developing curricular recommendations for accounting education. The current paper extends the discussion by examining possibilities for integrating foundational competencies and broad management competencies into the accounting curriculum, and for integrating across various accounting competencies. The paper provides a detailed example to illustrate its recommendations. The paper also discusses two implementation challenges related to curriculum integration and offers some thoughts for productively responding to them. Finally, the paper includes three appendices that contain an additional example and list additional resources for instructors to support curricular-integration initiatives in accounting.

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.