By Dorothy Feldman, Anthony H. Catanach
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Additional info for Advances in Accounting Education: Teaching and Curriculum Innovations (Advances in Accounting Education Teaching and Curriculum Innovations, 11)
2004, p. 14; Marcus, 2003, p. 13). Students may struggle at ﬁrst with the difference between listing activities and deﬁning measures. Instructors may give guidance early, but by the end of the exercise students should be able to suggest measures on their own. 44 M. CHRISTIAN MASTILAK AND MICHELE MATHERLY Do Not Stress the Analogy Too Far For this activity, the resume serves as a bridge from something familiar to something unfamiliar. However, instructors should also highlight the differences between a resume and the BSC.
The project requires speciﬁc Excel functions and features, such as IF statements, Name Ranges, Grouping, Rounding, and Conditional Formatting. We add further difﬁculty to the project by embedding cost estimation in the overhead budget. We provide historical data for a mixed cost overhead 24 MICHELE MATHERLY AND LAURIE L. BURNEY item, such as maintenance, and introduce ambiguity by including multiple potential cost drivers to consider in the related regression analyses. As a result, teams must evaluate both simple and multiple regression models.
We open the exercise by giving an overview of the BSC, including the strategy map, link between strategy and perspectives, link between strategy and metrics, and the various types of metrics. We ﬁnd that comparing hypothetical BSCs for well-known and very different companies in a common industry (such as Rolls-Royce and Kia in the automotive industry) helps students understand the importance of strategy to the perspectives and to the choice of measures. To segue to the resume exercise, we detail the rich and organizationspeciﬁc nature of the BSC.
Advances in Accounting Education: Teaching and Curriculum Innovations (Advances in Accounting Education Teaching and Curriculum Innovations, 11) by Dorothy Feldman, Anthony H. Catanach