Financial Accounting

Financial Accounting

1. Objectives of the Course (a) Students will know and understand the concepts of basic principles of general accounting and the accounting cycle for service business, merchandising business, and manufacturing business. (b) Students will know and understand the basic accounting procedures of cash; accounts receivable; notes receivable; merchandise inventory; investments; property, plant, and equipment; intangible assets; liabilities; and owners’ equity. (c) Students will know and understand financial statements preparation of service business, merchandising business, and manufacturing business. (d) Students will practice and learn the concepts, principles, accounting procedures, and financial statements preparation. (e) Students will develop a behaviour that complies with the characteristics established in the 5 categories of standard learning in the curriculum.
2. Reasons for Course Development/Modification 1. A good professional attitude is essential in business. Teacher will explain the importance of basic accounting and give opportunities to ask questions or discuss and exchange ideas about important topics in accounting in order to point out the significance of the accounting profession. 2. Students will be able to enhance their understanding of the overall picture of accounting cycle by participating in real-world accounting observations
1. Course Description A study and practice of the importance of accounting to business, basic principles of general accounting, accounting cycle, and financial statements preparation for service business, merchandising business, and manufacturing business, basic accounting procedures of cash; accounts receivable; notes receivable; merchandise inventory; investments; property, plant, and equipment; intangible assets; liabilities; and owners’ equity.
3.Number of hours per week provided for academic advice and guidance to students - 7 Hours/Week
1.1 Ethics 1.1.1 Understand the concepts of ethics, morals and business professionalism, recognize their social responsibility, the value of morals, sacrifice, non-exploitation of others, honesty to themselves and others 1.1.2 Have self-sufficiency, diligence, perseverance, discipline, punctuality, responsibility for themselves, society, and environment. 1.1.3 Have a conscious mind and a behavior that focuses on the collective benefit of the whole rather than just the benefit of oneself.
1.2 Teaching strategies for developing ethics Contribution to organizational culture; students can express their ethical behavior, such as their discipline, responsibility by attending class on time, and wearing university uniform properly. Moreover, students should be good leaders as well as being a good team member. Show honesty by avoiding copying, plagiarizing others work, etc. Lecturers should be concerned about morals and ethics by adopting morals and ethics activities, such as promoting a good model for students and promoting those who self-sacrifice.
1.3 Assessment strategies for students’ ethics 1.3.1 Evaluate students’ punctuality, submission of assignments on time, and students’ participation.
1.3.2 Evaluate their self-sacrifice and willingness to participate in activities. 1.3.3 Determine the number of frauds, (if any) in examinations. 1.3.4 Evaluate students’ responsibilities toward assignments and job commitment.
2. Knowledge 2.1 Learning outcome for knowledge 2.1.1 Have knowledge and understand the concepts, theories, principles, and accounting procedures. 2.1.2 Have knowledge and understand the essence of relevant knowledge related to accounting and be able to integrate and apply the related fields of knowledge appropriately. 2.1.3 Have knowledge about techniques used in accounting practices by learning from experience. 2.1.4 Be able to continually follow academic progress, researches, and changes in profession both in theoretical and practical knowledge.
2.2 Teaching strategies for developing student knowledge 2.2.1 Instructors use a variety of teaching formats that differentiate the content of courses by focusing on theoretical and practical knowledge to achieve the body of knowledge: 2.2.2 Student centered activities are provided in learning and teaching. 2.2.3 Assign homework problems and give small tests in the class. 2.2.4 All students gain hands-on experience from enterprises by training in cooperative education or Work Integrated Learning.
2.3 Assessment strategies for students’ knowledge 2.3.1 Topic tests and assignments. 2.3.2 The mid-term tests and final tests 2.3.3 Assessment of cooperative education courses
3.Cognitive skills 3.1 Learning Outcome for Intellectual skills 3.1.1 Able to search, interpret, analyze data, and evaluate information from multiple sources in order to creatively solve problems according to the business environment and make appropriate decisions on their own. 3.1.2 Able to suggest alternatives and outcomes using multiple approaches; able to make choices that are consistent with the situation, and which in turn can build business competitive advantages. 3.1. Able to follow, evaluate, and report the outcomes correctly and completely.
3.2 Teaching strategies for developing Intellectual skills 3.2.1 Case studies that apply the theory of international business management. 3.2.2 Utilize cognitive skills: analysis and synthesis. 3.2.3 Provide students with learning situations based on practical, real life problems.
3.3 Assessment strategies for students’ Intellectual skills 3.3.1 Ability to analyze a case and provide well-reasoned solutions. 3.3.2 Ability to analyze and synthesize material from different sources to provide a coherent outcome. 3.3.3 Ability to present and/or defend problem solution through written or oral assessment.
4.Interpersonal Skills and Responsibilities 4.1 Learning outcome for Interpersonal relationship and responsibility 4.1.1 Have leadership and followership within a team; have responsibility; listen to and respect other ideas; able to resolve conflict appropriately and adopt a professional attitude. 4.1.2 Show ability in proposing initial ideas, comment on different views, new ideas,and advance ideas to support their team; can use their knowledge to solve their team’s problem in social issues appropriately. 4.1.3 Have responsibility to both develop their own learning and to continue in their career.
4.2 Teaching strategies for developing interpersonal skills and responsibility 4.2.1 Assign tasks that require contact and coordination with others. 4.2.2 Assign tasks that require interpersonal communication skills. 4.2.3 Assign tasks that require brainstorming and working together. 4.2.4 Provide activities to enhance their personal interaction.
4.3Assessment strategies for students’ interpersonal skills and responsibilities 4.3.1 Assessment of the students’ behavior in group activities. 4.3.2 Assessment of the results of both an individual student and groups. 4.3.3 Assessment of students’ ability to communicate in a variety of situations. 4.3.4 Co-assessment products of both instructors and students.
5.Numerical Analysis, Communication and Information Technology Skills 5.1 Learning outcome on numerical skills, communication and information technology skills 5.1.1 Have ability to apply mathematics, statistics, and quantitative analysis for making business decisions and daily life decisions, interpret, and promote ways to solve problems or disputes.
5.2 Teaching strategies for developing numerical skills, communication and information technology skills 5.2.1 Assign activities for students to analyze simulations or scenarios and present appropriate solutions. 5.2.2 Provide activities for students to learn technical applications, data analysis for decision making in different situations.
5.3 Assessment strategies for students’numerical skills, communication and information technology skills 5.3.1 Assessment of students’ outcomes/activities relating to numerical analysis. 5.3.2 Assessment of the individual student’s searching and using information communication technology.
กิจกรรมที่ ผลการเรียนรู้ * วิธีการประเมินผลนักศึกษา สัปดาห์ที่ประเมิน สัดส่วนของการประเมินผล
1 Class attendance 10%
2 Homework assignment submission 10%
3 Small tests 20%
4 Midterm exam 30%
5 Final exam 30%
1. Book and Textbook -John Wild, Winston Kwok, Sundar Venkatesh, Ken W. Shaw, and Barbara Chiappetta Fundamental Accounting Principles, 2nd Edition, Asia Global Edition, McGraw-Hill Education, 2016
2.Documents and Information Internet Search
3.Documents and Recommend Information None
1. Evaluation Strategies for Course Effectiveness by Students 1.Direct student feedback 2.Results of student evaluation survey
2. Teaching Evaluation Strategies 1.Evaluate the results of tests and exams. 2.Evaluate submitted homework assignments. 3.Evaluate students’ behavior and class participation.
3. Teaching Improvement 1.Using the results of student evaluation survey to determine teaching improvement. 2.Discussion with colleagues.
4. Verification of Students Achievements in the Course 1.Effectiveness of student activities 2.Contributions during class discussions 3.Student feedback 4.Formal assessment
5. Course Review and Improvement Plan for the Course Efeffectiveness Use the results of the evaluations in 1 and 2 to analyze and find ways to improve teaching so that it ets the the required standard learning outcomes.