This study evaluates how managers of Australian firms are implementing the regulation requiring the impairment of assets and whether asset impairments can be categorised as non-discretionary. We find some evidence that realised asset impairments are reflective of regulatory requirements. However, for the majority of firms exhibiting at least one externally observable indicator of impairment, they are not recognising asset impairments, and recognition is often delayed. Accordingly, while realised asset impairments might be categorised non-discretionary, the timing of their recognition appears highly discretionary. There is some evidence that the realisation of asset impairments increased subsequent to transition to IFRS; however, the majority of firms with indicators of impairment are still not recognising asset impairments.

In 2007 Australian accounting standards were amended to allow a choice of presenting operating cash flows using either the direct or indirect method. This study investigates the number of ASX-listed entities that switched to the indirect format. Our results indicate that between 2007 and 2009 nine companies changed their reporting format. The firms adopting the indirect method have similar leverage, liquidity and performance to industry and size-matched controls. Given that previous research indicates that the direct method provides superior information for predicting cash flows and performance, our results will be welcomed by financial statement users and the Australian Accounting Standards Board.

Purpose The purpose of this paper is to describe the process of renewal undertaken in a large undergraduate financial reporting subject. Design/methodology/approach The approach taken in the subject is one in which student engagement is critical. Selected quantitative and qualitative data from university course and student feedback surveys were used to assess the effectiveness of the renewal process. Findings The renewal process led to increased student engagement, and influenced student learning by demonstrating the relevance of financial reporting regulation. Feedback was also positive in relation to the level of resources, especially technological, provided in the subject. Originality/value Engaging with students is a critical task in any subject, but especially in a technical accounting subject, as students may not necessarily see the value in the content. This article reveals possibilities for academics to engage with their students and for their students to engage with the subject material.

This study examines the utilization of online course material by students and evaluates the relation with students' subsequent performance in assessments. Evidence is provided of the extensive utilization of online course material, although the pattern of utilization suggests that the label of 'digital natives' being applied to these students may be somewhat presumptuous. Specifi cally there is some evidence of a positive link between utilisation of practical exercises and performance as well as lecture slides and performance, No significance is found for either the utilisation of the discussion questions, quizzes or podcasts. Whilst we have made a necessary first step in order to ascertain impact of student utilisation and performance, a bigger question remains. How to increase students' timely utilisation of material?

The provision of course material, including lecture notes and overheads, to students through learning management systems is commonplace in Australian universities, and the practice is well documented in the literature (e.g Jensen, 2007). Similarly, provision of lecture recording on magnetic tape cassettes dates back at least three decades, and is common place in provision of distance education. However, the digital recording of lectures and making these available to students generally through a learning management system (now referred to as podcasting) is a much more recent phenomenon and has only really impacted on the tertiary education sector for the past 3-4 years (Sull, 2005). This paper addresses the issues of how students utilise these recordings, and perhaps more importantly, how it impacts students academic performance.

The aim of this study is to provide further evidence as to what drives student performance. Numerous studies (for example see Launius 1997, Thomas and Higbee 2000, Clump et al. 2003, Moore, 2003 and Gump 2005) have examined the link between tutorial attendance and student performance within a tertiary setting. Whilst the general conclusions are that reduced attendance is linked to decreased performance, these studies are unable to determine whether it is tutorial attendance or some other unobservable factor which influences performance.

Peer review : CRD and KPMG