A437 Advanced Management Accounting A563 Consulting and Management Accounting Professor: Meetings: Office Hours: Course Description:

Terry Campbell, PhD, CPA.CITP, CMA [email protected] As Scheduled Office: BU 428A announced in class and virtually anytime For A437: Advanced Management Accounting on the Department web site: Objective of course is to provide students with advanced managerial accounting knowledge and skills. Emphasis is on strategic decisionmaking and management control systems. Students will provide case analyses and presentations. For A563: Advanced Managerial Accounting on the Department web site: This course focuses on the intersection of consulting (both internal and external) and managerial accounting. The class is based mostly on business cases with the student advising the firm on certain strategic decisions. Topics include strategic cost analysis, target costing, activity-based management, cost-of-quality analysis, nonfinancial performance measurement, and management control systems. Course Objectives: To support 1) the vision of the students seeking professional accounting careers, 2) the vision of the Department of Accounting of the Kelley School of Business, and 3) the vision of the contributing faculty member Entering the accounting profession, one should or may assume at least three student objectives: 1. Gaining a common body of knowledge on the topics of concern for entry-level positions and forming a base for professional certification; 2. Building a personal learning process for the future as a scanning and directional capability; and 3. Creating a personal network for enhancing knowledge transfer as well as professional relationships with colleagues. I shall assume these are the major drivers for YOU until other objectives are clarified to me. Our overall reality elements are to convert from buzzwords to behaviors in three areas: 1) critical thinking and communications, 2) joint discovery of past, present, and future roles of management accounting in technologically intensive and non-technologically intensive environments, and 3) experience a high intensity knowledge/learning professional environment where our learning is web-distributed. We are web-centric and/or eccentric?! 1

Assumed Student Objectives:

Course Overview (Reality Check)

Approach and Philosophy:

My primary orientation is to LEARN. I do not believe in only WHATS NEW? as we need to know WHATS BEST? Therefore, our mutual concern is to determine what 1) is historically valid, 2) has current relevance, and 3) will be an identifiable/sustainable trend. We are concerned with the 4 Ms: Mechanical we need to do calculations Managerial we need to see managerial uses / abuses Meaning we need to grasp the more subtle implications Motivation we need to know how to move others to actions As they apply to MEASUREMENT

Professionalism:

My assumption is that we seek EXCELLENCE; thus, each of us brings a certain ambition to succeed into the learning environment. We assume that the roles that we will play revolve around the idea of a client/customer. Thus, we will take on many roles during the sessions but the primary thrust will be the fact that we have a client or customer for our product, ideas, service, etc.
Cost Management: A Strategic Emphasis, 5th Edition [BSC]
Edward Blocher, UNIV OF NC-CHAPEL HILL David Stout, YOUNGSTOWN STATE UNIVERSITY Gary Cokins, SAS/Worldwide Strategy
Hardcover, 992 pages 2010, ISBN-13 9780073526942

Books: Required

Financial Modeling with Crystal Ball and Excel, + Website, 2nd Edition [JC] John Charnes ISBN: 978-1-1181-7544-6 Paperback 314 pages June 2012

A437/A563 Course Packet collection of cases, whitepapers, and articles Books: Possible 1. Various Cost/Management Accounting books from prior classes 2. Other materials contributed from any and all sources Microsoft Office, Crystal Ball, and others as we can jointly locate them We use many options for homework, quizzes, and examinations. Substantial effort will be expected in the form of cases in the sessions and a final paper. Sessions (3 times): The assignments require consolidation of learning points, additional materials, and executive summaries of selected items suitable for distribution to other interested professionals. Grading guidelines will be issued. Each final paper/project (Self-selected or assigned topic) CRYSTAL BALL MODEL report that includes guiding an intelligent and interested person through the SITUATION in the industry, company, financial statements, articles, and news that should be known by each person to get to the analysis, get through the analysis, and to post on the web site a mini-report as an audit trail for interested generations to come. Ideally, this could be 2

Software: Examination Cases and Presentations:

converted into a co-authored CRYSTAL BALL MODEL case/article for submission to a professional journal. Physically, these are 1) one page summary of the model/analysis, 2) the model/analysis itself [15-25 pages, 1 margins, double-spaced, Arial, 11pt, with a minimum of 10 references from 5 reliable sources properly referenced including abstracts and live links to the sources;] and 3) 6 PPT slides to summarize the model/analysis reports using the messages/ approach provided in Effective Business Presentations. SEE RUBRIC(s) Participation Daily Each person will make an attempt to contribute both quantity and quality to the class discussion daily. Points will be deducted for unprofessional behavior, unexcused absences, and other conduct not becoming a professional. First offense is 1 point, second is 5 points, third is 25, fourth is 125, and fifth is 625 points deducted; as we have only 1,000 points, this is a signal of the zero tolerance policy. EXAMS (Individual) EXCEL Monte Carlo simulations built to quality standards Participation Daily Three Session Presentations Final presentation Rigorous Self-Assessment TOTAL 30% 10% 10% 30% 10% 10% 100% = 1000 points

Grading: I use the 95% for A scale as noted on Oncourse

Review Guidelines for Contributing

We shall assume there are at least five categories of listeners / readers; they will range from the fully committed Bachelors/Masters Technically sophisticated professional (1) to the Bachelors/Masters Generalist (5). Thus, when we contribute items, the scale for communicating the knowledge approach is: 1 2 3 4 5 Few can Some can Many can Most can Everyone know or know or know or know or can know need to need to need to need to or needs to know know know know know

Let us imagine and hope that we can do better than the Dilbert cartoon! I have placed the daily schedule on the following pages with the label tentative. The implication is that we can adjust as needed depending on a variety of factors.

One thing you will see and hear is that this is the S.A.M.E. course! Just to clarify the definition and the philosophy, I will argue that we should be: Skeptical (professional skepticism, a skill-set for accountants and auditors) About (in reference to) {actually, I put accounting here at one time!} Most (almost all) {I had management here at one time!} Everything (actually everyone!) {I had ethics at one time!} Thus, I conclude that the S.A.M.E. course is valuable to us as learners and professionals.

The following paragraphs contain the undergraduate program learning goals, the undergraduate accounting program goals, and the specific learning objectives of the course.
Undergraduate Program Learning Goals
Learning Goal 1: An Integrative Point of View Graduates of the Kelley School of Business Undergraduate Program will be able to evaluate and make business decisions from an integrative point of view, one that reflects an understanding of mutually interdependent relationships among competitive and environmental conditions, organizational resources, and the major functional areas of a business enterprise. Learning Goal 2: Ethical Reasoning Graduates of the Kelley School of Business Undergraduate Program will be able to recognize ethical issues, demonstrate familiarity with alternative frameworks for ethical reasoning, and discern tradeoffs and implications of employing different ethical frames of reference when making business decisions. Learning Goals 3: Critical Thinking & Decision Making Graduates of the Kelley School of Business Undergraduate Program will be able to use a variety of research methodologies to identify and critically evaluate implications of business decisions for organizational stakeholders (e.g., customers, colleagues, employees, suppliers, foreign governments, communities, cultures, regulatory agencies) and the natural environment. Learning Goal 4: Communication Graduates of the Kelley School of Business Undergraduate Program will be able to communicate effectively in a wide variety of business settings (e.g., live, virtual, synchronous and asynchronous), employing multiple mediums of communications (e.g., written, oral and visual). Learning Goal 5: Quantitative Analysis and Modeling Graduates of the Kelley School of Business Undergraduate Program will be able systematically apply tools of quantitative analysis and modeling to make recommendations and business decisions. Learning Goals 6: Team Membership & Leadership Graduates of the Kelley School of Business Undergraduate Program will be able to collaborate productively with others, functioning effectively as both members and leaders of teams. Learning Goal 7: Respect, Inclusiveness & Valuing People Graduates of the Kelley School of Business Undergraduate Program will be able to create and sustain personal and work environments that are respectful and inclusive, valuing the contributions of all persons. Learning Goal 8: Personal and Professional Development Graduates of the Kelley School of Business Undergraduate Program will be prepared to become the authors of their own futures, make informed and deliberate choices about personal and professional development, assume responsibility for their decisions, take pride in excellence, contribute to community, and demonstrate college-level mastery of the skills needed for pursuing and managing a career as a business professional. Learning Goal 9: Global Awareness Graduates of the Kelley School of Business Undergraduate Program will be conversant with major economic, social, political, and technological trends and conditions influencing foreign investment and development of the global economy and demonstrate an understanding of the cultural, interpersonal and analytical competencies required for engaging in global business activities. Learning Goal 10: Innovation and Creativity Graduates of the Kelley School of Business Undergraduate Program will know how to respond to the need for innovation or creativity by engaging in ongoing learning, broadening their points of view, exploring cross-contextual links, and consulting with others.

Keep in mind that we are interested in critical thinking and communications regarding management/cost accounting
Undergraduate Accounting Program Learning Goals
Students who earn the Bachelor of Science (BS) in business degree will be able to . . . 1. . . . demonstrate an in-depth knowledge and competence of the major areas of accounting [maps to Goal 5 in the Nov. 2007 AOL document by J. Stern] financial accounting taxation managerial accounting auditing 2. . . . use the methods and skills specific to the discipline of accounting to identify issues, discern the cogency of information, perform critical analyses, make sound judgments, and develop wellsupported conclusions and recommendations related to typical business situations. [maps to Goal 4 in the Nov. 2007 AOL document by J. Stern] 3. . . . communicate financial information and accounting concepts clearly to non-specialists in written, oral and visual formats. [maps to Goals 1 & 2 in the Nov. 2007 AOL document by J. Stern] 4. . . . employ the quantitative and technological tools and skills specific to accounting to support effective business decision-making. [maps to Goal 3 in the Nov. 2007 AOL document by J. Stern]

5. . . . identify key ethical issues pertaining to accounting in the business context, think systematically and critically about those issues, recognize and create organizations that are ethical. [maps to Goal 5 in the Nov. 2007 AOL document by J. Stern]

3/2 MBA in Accounting Program Learning Goals

Goal 1: Basic Principles of Accounting Students who earn the 3/2 MBA degree will be able to demonstrate a thorough command of the basic principles and operations of accounting. Goal 2: Internal Structures and Operations Students who earn the 3/2 MBA degree will be able to demonstrate a thorough understanding of the internal structures and operations of businesses ranging in size from small businesses to multi-national corporations. Goal 3: External Environments Students who earn the 3/2 MBA degree will be able to demonstrate a thorough understanding of the relationship between a business and relevant external environments (e.g., governmental, legal, competitive and other environments.) Goal 4: Integration of Tools and Techniques of Business Students who earn the 3/2 MBA degree will be able to integrate and apply the tools and techniques of business drawing on a broad-based knowledge of the major functional areas, as well as specific technical knowledge of accounting, to analyze and recommend solutions to complex business problems. Goal 5: Legal and Ethical Considerations

Students who earn the 3/2 MBA degree will be able to identify, interpret and apply legal and ethical principles as they affect business decisions, strategies and outcomes in general and specifically as they relate to accounting. Goal 6: Professional Skills Students who earn the 3/2 MBA degree will be able to use appropriate processes to identify, select, and demonstrate effective management skills and attributes including but not limited to 1) oral and written communication; 2) leadership skills; 3) emotional intelligence; 4) teamwork and collaboration; 5) reflective self-assessment; and 6) inclusivity.

Masters in Accounting Program Learning Goals

Goal 1: Basic Principles of Accounting Students who earn the MS in Accounting degree will be able to demonstrate a thorough command of the basic principles and operations of accounting. Goal 2: Integration Students who earn the MS in Accounting degree will be able to integrate technical accounting knowledge with other functional areas of business to analyze and recommend solutions to business problems. Goal 3: Legal and Ethical Considerations Students who earn the MS in Accounting degree will be able to identify, interpret and apply legal and ethical principles as they relate to accounting. Goal 4: Communication Students who earn the MS in Accounting degree will be able to communicate effectively. Goal 5: Team work Students who earn the MS in Accounting degree will be able to work effectively in teams and organizations. Goal 6: Professional Skills Students who earn the MS in Accounting degree will be able to identify and exemplify attributes of career success.

Keep in mind that we are interested in critical thinking and communications regarding management/cost accounting

Given our interest in critical thinking and communications, we move to more specific learning outcomes. Please note that we are interested in quantitative and qualitative aspects so number crunching by itself is insufficient; soft skills by themselves are insufficient; and only a properly balanced mixture brings us to a professional level. Learning Outcomes: LO1: Students should be able to critically assess the integration of strategic elements and management control systems (UAP Goal 2, 3/2 Goal 4, and MSA Goal 2) a. Strategy choices b. Process choices c. Decision choices d. Reporting choices e. Incentive choices LO2: Students should be able to present the analysis in a professional manner to financial and non-financial audiences. (UAP Goal 3, 3/2 Goal 4, and MSA Goal 6) a. Problem identification b. Alternative generation c. Decision representation d. Written reports e. Oral reports LO3: Students should be able to apply the necessary quantitative and qualitative techniques central to management accounting. (UAP Goals 4 and 5, 3/2 Goals 4 and 5, and MSA Goals 1 and 3) a. Regression analysis b. Pivot tables c. Monte Carlo simulation / sensitivity analysis d. Balanced Scorecard (multi-dimensional performance management systems) e. Non-Financial Reporting (Sustainability, ESG [Environment, Societal, and Governance], and other qualitative techniques) My intention is to build an assignment set that covers these learning outcomes. Some degree of flexibility is required by all of us. For example, one may be more quantitatively skilled / interested, one may be more qualitatively skilled / interested, and one may have no preference. To the extent possible, I intend to leverage your skills AND to allow personal customization in the deliverables. Date Cases/readings Monte Carlo simulation Tutorials completed Responsible ALL Assignments

M 1/7

Charnes book has download instructions for Crystal Ball Introduction to course using Conceptual Overview of Judgment Deficit, Academically Adrift, Subaru Indiana, MAQ article on Monte Carlo simulation and the S.A.M.E. course philosophy Using Monte Carlo Simulation for a Capital Budgeting Project The Judgment Deficit. Bhid, Amar. Harvard Business Review, Sep2010 From the Management Accounting Quarterly Winter 2011, we find Relevance Lost: The Practice/ Classroom Gap.

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VOFI: A More Realistic Method for Investment Appraisal Initial Public Offerings and the Role of the Management Accountant Sustainability and the Balanced Scorecard: Integrating Green Measures into Business Reporting The Scrappiest Car Manufacturer In America Dialogue, Debate, Discussion, and Demonstration on the Design, Development, and Deliverables BSC Chapters 1 and 2 reviewed briefly Building on the ideas of others: An examination of the idea combination process http://www.sciencedirect.com/science/article/pii/S0022103111000059 Recognizing creative leadership: Can creative idea expression negatively relate to perceptions of leadership potential? Once the money is in sight: Distinctive effects of conscious and unconscious rewards on task performance Why Good Accountants Do Bad Audits We may not do audits; but?????? Goals Gone Wild : The Systematic Side Effects of Overprescribing Goal Setting.

{Think carefully about the issue of overprescribing anything!} LEGO Enterprise Risk Management
http://ehis.ebscohost.com/eds/detail?sid=e334128d-fa2a-40cd-9e7bac4fdd0f7252%40sessionmgr104&vid=1&hid=103&bdata=JnNpdGU9ZWRz LWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=buh&AN=71459021 Audit Committee New Agenda http://ehis.ebscohost.com/ehost/detail?
vid=8&hid=22&sid=ccaf3df4-7031-45ba-ba2df349e6062f24%40sessionmgr13&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=b uh&AN=40211008

ERM at United HealthCare http://web.ebscohost.com/bsi/detail? vid=6&hid=110&sid=2b13c2bc-e1f1-49fc-bc1f92246a8ea0b1%40sessionmgr104&bdata=JnNpdGU9YnNpLWxpdmU %3d#db=buh&AN=17490584 BSC and ERM http://web.ebscohost.com/bsi/detail? vid=6&hid=110&sid=2b13c2bc-e1f1-49fc-bc1f92246a8ea0b1%40sessionmgr104&bdata=JnNpdGU9YnNpLWxpdmU %3d#db=buh&AN=19979841 Chapter 1: Cost Management Strategy and Overview Problems 1-28 and 1-38 IMA Ethics Chapter 2: Implementing Strategy: The Balanced Scorecard and the Value Chain Problems 2-55 and 2-57 Organization of balance of effort! With examples of models/analysis reports. CHARNES book skim chapters Chapter 5 Activity-Based Costing in Management Exercises and problems 5-40 M 1/14 ALL Think of model/case/topic to own

Chapter 8 Cost Estimation: Exercises and problems 8-51 W 1/16 W 1/23 SPEAKER on CONSULTING for VALUE CREATION Crystal Ball, MCS, and EXCEL elements confirmed Time-Driven Activity-Based Costing Time-driven ABC using regression Using Regression Analysis to Estimate Time Equations, F. Asis Martinez-Jerez, Ariel Andres Blumenkranc 111001-PDF-ENG Using Regression Analysis to Estimate Time Equations, Spreadsheet Supplement F. Asis Martinez-Jerez 111702-XLS-ENG Activity based costing has been featured for some decades; where are we now and where do we expect to go. Chapter 18 Management Control and Strategic Performance Management Problems 18-48 M 1/28 Henson case to be delivered Balanced Scorecard metrics lead to bonus calculations or do they? How can we get metrics that we can trust? Referring back to judgment deficit article plus discussion: What can we say about the use of regression equations in ABC? In cost accounting? In control systems? In Bonus calculations? EXAMINATION 1 Review Examination 1 Air France Internet Marketing: Optimizing Google, Yahoo!, MSN, and Kayak Sponsored Search Mark Jeffery, Lisa Egli, Andy Gieraltowski, Jessica Lambert, Jason Miller, Liz Neely, Rakesh Sharma KEL319-PDF-ENG Air France Internet Marketing: Optimizing Google, Yahoo!, MSN, and Kayak Sponsored Search Exhibit Spreadsheet, Spreadsheet Supplement Mark Jeffery, Lisa Egli, Andy Gieraltowski, Jessica Lambert, Jason Miller, Liz Neely, Rakesh Sharma KEL321-XLS-ENG Consolidation of learning points, additional materials, and executive summaries of selected items suitable for distribution to other interested professionals ALL Mutual Commitment for Deliverables

Consolidation of learning points, additional materials, and executive summaries of selected items suitable for distribution to other interested professionals

W 1/30 M 2/4 W 2/6

All

Chapter 9 Cost-Volume-Profit Analysis Exercises and problems 9-58

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Chapter 10 Strategy and the Master Budget Exercises and problems 10-72 M 2/11 Amanco: Developing the Sustainability Scorecard 107038-PDF-ENG ACCOUNTING for SUSTAINABILITY PERFORMANCE. Integrating Sustainability Measures into Strategic Performance Measurement Systems: An Empirical Study Simulation of the Weighting of Balanced Scorecard Metrics Including Sustainability and Time-Driven ABC Based on the Product Life Cycle http://ehis.ebscohost.com/eds/detail? vid=10&hid=103&sid=e334128d-fa2a-40cd-9e7bac4fdd0f7252%40sessionmgr104&bdata=JnNpdGU 9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d %3d#db=buh&AN=75064624 Charnes Selected Models Chapter 7 And Chapter 8 Valley Forge or similar case Chapter 11 Decision Making with Relevant Costs and a Strategic Emphasis Exercises and problems 11-37 Chapter 12 Capital Budgeting Exercises and problems 12-56 and 12-74 Selected Gleim Questions Risk Analysis in Capital Investment (HBR Classic) 1979, Hertz M 2/18 Haier: Management Control on a Tactical Level HKU739 https://www.mckinseyquarterly.com/Can_Chinese_ companies_live_up_to_investor_expectations_280 8 http://china.mckinseyquarterly.com/Can_Chinese_ companies_live_up_to_investor_expectations_280 8 W 2/20 Borealis 102048-PDF-ENG Who Needs Budgets? Hope, Jeremy; Fraser, Robin. Harvard Business Review, Feb2003, Vol. 81 Issue 2, p108-115, 8p M 2/25 W EXAMINATION 2 REVIEW EXAMINATION 2 11 Review JC all Review JC all Consolidation of learning points, additional materials, and executive summaries of selected items suitable for distribution to other interested professionals

Review JC all

W 2/13

2/27 M 3/4

Smithson from P4P Monte Carlo simulation review MAQ article Using Monte Carlo Simulation for a Capital Budgeting Project Risk analysis in capital investment a classic article

Review BSC Ch. 11 and 12

W 3/6

Speaker on Monte Carlo simulation in Industry Airbus A3XX: Developing the World's Largest Commercial Jet (A) 201028-PDF-ENG Airbus A3XX: Developing the World's Largest Commercial Jet (A), Spreadsheet Supplement XLS038-XLS-ENG

Review JC all

Chapter 19 Strategic Investment Units and Transfer Pricing Exercises and problems 19-46 Accounting Choices and EVA (Business Horizons) Chapter 20 Management Compensation, Business Analysis, and Business Valuation Exercises and problems 20-40 Integrating Shareholder Value and Activity-Based Costing with the Balanced Scorecard, Part I BSR 2001 M 3/18 Ceres Gardening Company: Funding Growth in Organic Products 4017-PDF-ENG Ceres Gardening Company: Funding Growth in Organic Products, Spreadsheet for Students 4019XLS-ENG W 3/20 Hansson Private Label, Inc.: Evaluating an Investment in Expansion 4021-PDF-ENG Hansson Private Label, Inc.: Evaluating an Investment in Expansion, Student Spreadsheet 4025-XLS-ENG EVA Momentum: the One Ratio that tells the whole story http://onlinelibrary.wiley.com/doi/10.1111/j.17456622.2009.00228.x/pdf M 3/25 Vyaderm Pharmaceuticals 101019-PDF-ENG Vyaderm Pharmaceuticals, Spreadsheet Supplement XLS005-XLS-ENG Accounting Choices and EVA W 3/27 Scor-eStore.com UV0361-PDF-ENG Scor-eStore.com, Spreadsheet Supplement UV0375-XLS-ENG Improving Capital Budgeting Decisions: With Real Options 12 Review BSC all Review BSC all Review BSC all Review JC all Review BSC Ch. 19 and 20 Review JC all

Incorporating real-options analysis into the accounting curriculum Chapter 14 The Flexible Budget and Standard Costing: Direct Materials and Direct Labor Exercises and Problems 14-64 and 14-73 Chapter 15 The Flexible Budget: Factory Overhead Exercises and problems 15-57

Chapter 16 The Flexible Budget: Further Analysis of Productivity and Sales Exercises and problems 16-56 M 4/1 Batson International, S.A. (A) 111023-PDF-ENG The Ethics of Earnings Management: Perceptions after Sarbanes-Oxley W 4/3 M 4/8 W 4/10 M 4/15 W 4/17 M 4/22 W 4/24 TBD EXAMINATION 3 REVIEW EXAMINATION 3 Kinkead from P4P Examining Southwest Airlines' Strategic Execution: A Strategic Variance Analysis Presentations Presentations Presentations Final models/analyses/reports due, Final Self-assessment, and review of lessons to be learned FINAL EXAMINATION Review BSC ch. 14, 15, and 16 and JC All All Review BSC and JC all

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Honor Code I expect you to comply fully with the Kelley School of Business Honor Code. This includes avoiding any plagiarism in the preparation of written assignments. For plagiarism on team reports, I hold each member of the team fully responsible. Any instances of academic misconduct will result in a grade of F. I am furthermore required to submit a report of any and all incidences of academic misconduct, whether sanctioned or not, to the Dean of Students. Portions of this course may be subject to electronic proctoring. Video cameras may be used to monitor the room during student assessment activities, including but not limited to, exams, tests, and quizzes. Video recordings may be used to investigate or support disciplinary action. All access to and use of video equipment and recordings will follow applicable IU policies.
Note to students planning to take the CPA exam after graduation: Indiana University students who wish to become licensed CPAs will need to take the Uniform CPA Examination after graduation. Although the CPA exam is a uniform nationally administered exam, the educational requirements needed to sit for the exam vary from state to state. Most states, including Indiana, require 150 hours of college credit to sit for the exam. In addition, each state requires a certain number of accounting and other business credits. Indiana Universitys undergraduate accounting degree requirements satisfies the accounting and other business credit requirements mandated by the Indiana Professional Licensing Agency. Since these requirements are subject to change, students are encouraged to research these requirements along with the requirements mandated by other states. Several states require additional accounting hours and some states require specific courses that are not included in IUBs required curriculum. It is each students responsibility to research these exam requirements. Further information is available at www.nasba.org, www.cpa-exam.org, and by telephone at 1-800-cpa-exam.

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