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Compass Point University: how many spring/summer classes should be offered? [An article from: Journal of Accounting Education]
Book Details
Author(s)S. Ravenscroft
PublisherElsevier
ISBN / ASINB000RR2NR4
ISBN-13978B000RR2NR6
AvailabilityAvailable for download now
Sales Rank99,999,999
MarketplaceUnited States 🇺🇸
Description
This digital document is a journal article from Journal of Accounting Education, published by Elsevier in 2004. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.
Description:
This case poses the issue of marginal costing for a service that occurs regularly, but is not the primary function of the organization. The setting is a university and the service is courses offered during spring/summer semesters, a situation familiar to many students. In this case, students must decide whether spring/summer courses are analogous to a special order or whether such costs should be considered integral to the institution's programming. Students are asked to identify relevant costs and revenues and to devise a decision rule which takes into consideration the implications of various cost assumptions. After completing the case students should be able to apply the concepts of incremental revenues and costs in decision-making. They should also be able to justify using incremental costing in a recurring setting. Students will be able to explain how managerial incentives, in the form of fixed budgets, can interfere with the application of incremental cost and revenue concepts. During class discussion, the broader implications of changing institutional responsibility reporting and budgeting policies may be raised. This case is suitable for introductory courses at both graduate and undergraduate levels and in the first upper-division undergraduate course in managerial accounting.
Description:
This case poses the issue of marginal costing for a service that occurs regularly, but is not the primary function of the organization. The setting is a university and the service is courses offered during spring/summer semesters, a situation familiar to many students. In this case, students must decide whether spring/summer courses are analogous to a special order or whether such costs should be considered integral to the institution's programming. Students are asked to identify relevant costs and revenues and to devise a decision rule which takes into consideration the implications of various cost assumptions. After completing the case students should be able to apply the concepts of incremental revenues and costs in decision-making. They should also be able to justify using incremental costing in a recurring setting. Students will be able to explain how managerial incentives, in the form of fixed budgets, can interfere with the application of incremental cost and revenue concepts. During class discussion, the broader implications of changing institutional responsibility reporting and budgeting policies may be raised. This case is suitable for introductory courses at both graduate and undergraduate levels and in the first upper-division undergraduate course in managerial accounting.
