Revising the Content of Intermediate Accounting: An Analysis of Perceptions of Accounting Educators

Abstract

Abstract The volume and complexity of the content presented in traditional intermediate accounting courses has increased substantially over the last 50 years. A minority of business schools have responded to this change by adding a third intermediate financial accounting course to the curriculum. The primary purpose of this research is to examine the level of support among accounting educators for the creation of an additional intermediate accounting course. We survey accounting professors and ask whether specific, complex topics should be (1) covered in traditional intermediate courses or (2) moved to a more advanced financial accounting course. We seek perceptions of the costs and benefits associated with an additional intermediate accounting course. The survey is designed to be primarily descriptive in nature. We find that a minority (majority) of accounting educators do (do not) support the creation of a third intermediate accounting course. We find that accounting professors who teach at universities that offer (do not offer) a third intermediate accounting course generally have more favorable (unfavorable) attitudes regarding the costs and benefits of this course. Our findings should be of interest to accounting educators and hopefully will encourage further discussion of this important issue.