Department of Accounting

Andalas University

Syllabi
Accounting Seminar (EKS 406)
Prof. Eddy R.Rasyid, PhD., CA

Description of the Subject

This subject is intended to provide an opportunity for the students to improve their practical, social and academic
capacities in order to successfully cope with the future professional challenges. As the purpose is to develop the
students’ learning capacity, a learning environment expected to shape this subject in and out class interaction is an
environment that encourage any student to be “learning to learn”, instead of “learning to know.” Therefore, a student
would not to focus on accumulating knowledge, but to experience learning. By learning to know, a student will gain
a pice of knowledge, however life cycle of a knowledge is now drastically getting shorter and shorter. By experiencing
learning, a student will improve his/her learning capacity. Having a high level of learning capacity is a must by any one
who is a future and global citizen as it would be easier for some one who has high level of learning capacity to adapt
to, and capitalise, a change even a radical change in living environment.
Based on the above frame of thinking, learning program of this subject will be in the mode of group case study analysis,
group presentation and class discussion. The lecturer will work to prepare real-life cases taken from digital and printed
(textbooks or journals) sources. The area of study is on financial accounting and reporting by emphasizing on learning
to develop capacity on understanding and implementing IAS and IFRS. Thus, we expect that the stucents’ discussion
will cover conceptual and practical issues related to the implementation of a particular reporting standard.
For each class meeting, a group of students have a slot of time to present their assignment on the completion of cases
regarding the conceptual as well as implementational issues of accounting standards. The students then have to
discuss the presentation. Therefore, this subject will be running in the mode of seminar sessions.

Objectives
By referring to The Department of Accounting’ learning outcomes, relevant expected learning outcomes of this
subject are:
(ELO 1) Able to dealing dealing with issues related to the financial accounting and reporting.
(ELO 3) Able to apply knowledge and skills in accounting and financial reporting.
(ELO 6) Able to develop professional judgment
(ELO 7) Able to work in a team
(ELO 9) Having strong character, attitude and integrity.
(ELO 10) Able to adapt current and future issues in financial accounting and reporting.

Purposes
 The students have a necessary capacity to implement the IFRS based accounting standards towards basic types
of business transactions.
 The students have necessary capacity to analyse accounting cases, to prepare and present a presentation, to
discuss their ideas and to work in a team.
 The students can recognise that his or her own intra and interpersonal skills have been improved significantly
after completing this subject.

Resources
 International Financial Reporting Standards (IFRS) issued by International Accounting Standard Board.
  Nelson Lam, and Peter Lau, Intermediate Financial Reporting: An IFRS Perspective, McGraw Hill, 2009(*)
 Internet sources (identified)
(*) We refer to this textbook of Lam and Lau is just in order to utilise its cases and problems, not its explanatory
contents. The students are not to read the content of the book as it has been expired already.

Topics to Discuss

No Topics to be discussed Discussion Mode and Expected Learning Outcomes (ELO)

1 Conceptual Framework for financial  At this first meeting, the lecturer will socialise to the students
reporting this learning program.
 Framework-based IFRS teaching:  The lecturer will also talk abouot how to study the
http://www.eaa2012.org/userfiles/fi implementation of an accounting standard by relating it to
le/EAA%20-%20Framework- the CF (Framework-based IFRS learning, bullets 1 and 2).
based%20teaching%20Handout%20(
Ljubljana).pdf
NOTE:
https://documentcloud.adobe.com/l The students please just use the link of www, not the link of
ink/track?uri=urn%3Aaaid%3Ascds% documentcloud as this link is just linkages within my own IPad.
3AUS%3Af7ee33be-86f0-481f-80d5-
ba65e6ad8a8b
 IFRS Case Study:
http://siteresources.worldbank.org/
EXTCENFINREPREF/Resources/41521
17-1275645279412/7127240-
1355394851218/MW_IFRScase_ENG
.pdf

https://documentcloud.adobe.com/l
ink/track?uri=urn%3Aaaid%3Ascds%
3AUS%3Aaf613ae3-5bee-442c-9d00-
7997cdae6297
 Conceptual Framework for Fin
Rep (2010):
https://dart.deloitte.com/resource/
1/7036afd8-3f7e-11e6-95db-
2d5b01548a21

https://documentcloud.adobe.com/l
ink/track?uri=urn%3Aaaid%3Ascds%
3AUS%3A2a4cef5d-df9a-476a-9950-
0abeff0cfcf1
 Conceptual Framework (2018):
https://www.ifrs.org/-
/media/project/conceptual-
framework/fact-sheet-project-
summary-and-feedback-
statement/conceptual-framework-
project-summary.pdf

https://documentcloud.adobe.com/l
ink/track?uri=urn%3Aaaid%3Ascds%
3AUS%3Abd8f2605-204f-4149-ac53-
6c257a21c1ce
2. Communicating through Financial  This topic talks about that financial statement should be a
Statements: media for communication between management with the
 Better Communication …….: investors either factual or prospectual.
https://www.ifrs.org/-  The lecturer will tackle the presentation of bullet 1.
/media/project/disclosure-  A group of three students will prepare an analysis of Case
initative/better-communication- Study 2.1 and then present the result. The analysis should
making-disclosures-more- relate to the issue of how to maximize management-investor
meaningful.pdf communication.

https://documentcloud.adobe.com/l
ink/track?uri=urn%3Aaaid%3Ascds%
3AUS%3Ae54f952e-753d-4c5a-8cf5-
3a972907b56a
 Case Study 2.1*
3. Accounting Policies, Changes in  ELO 1; ELO 6; ELO 7; ELO 9; and ELO 10.
Accounting Estimates and Errors  Throughout this topic, a student will dealing with the issue
Refer to IAS 8 (Revised) of changes in accounting policy, and change in accounting
 Case Study 20.3* estimates and its effect on the management-investors’
 Please refer to the latest version communication.
of IAS 8 throughout www.  The group of students who work with this case is required to
iasplus.com explain what is accounting policy about, in which case a
change in accounting policy may be necessary, prior to
present the Case.
4. Property plant and equipment  ELO 1; ELO 3; ELO 6 and ELO 7; ELO 9; and ELO 10.
 Question 8 and Question 9 of this link:  Prepare an analysis of this two cases and then a group of
https://nscpolteksby.ac.id/ebook/files students is to present it.
/Ebook/Accounting/Financial%20Acco
unting%20(2011)/16.%20Chapter%20
15%20-%20Property-
plant%20and%20equipment%20%28P
PE%29.pdf

https://documentcloud.adobe.com/li
nk/track?uri=urn%3Aaaid%3Ascds%3
AUS%3Aeb477854-d647-4228-b7fa-
8cd2fe8e4d9c

5 Leases  ELO 1; ELO 3; ELO 6; ELO 7; ELO 9; and ELO 10.

*Case study 4.4  Prepare an analysis of this two cases and then a group of
students is to present it.

6 Investment Property  ELO 1; ELO 3; ELO 6: ELO 9: and ELO 10.

 Case study 5.3  Prepare an analysis of this two cases and then a group of
students is to present it.
 The following reading may help:
https://www.cpaaustralia.com.au/~/media/corporate/allfil
es/document/professional-resources/reporting/reporting-
ifrsfactsheet-investment-property.pdf?la=en

7 Intangible Assets  ELO 1; ELO 3; ELO 6; ELO 7; ELO 9; and ELO 10.
 Case Study 6.3 and 6.4  Prepare an analysis of this two cases and then a group of
students is to present it.
 The following readings may be useful:
https://documentcloud.adobe.com/link/track?uri=urn%3Aa
aid%3Ascds%3AUS%3A5a5bed69-d615-4e31-a5d6-
e7f0c045b3f1

8 Borrowing Costs and Impairment of
assets
 Case study 7.3 and Case study 8.3
9 Inventories and Revenues
 Case study 9.6 and Case study 10.5,
and Case study 11.1
Note: Case Study 10.5 comes with the
question related to IAS
Construction Contracts, but this
standard has been replaced by a new
standard of Revenue. Therefore, you
must discuss this Case by referring to
the latest standard.
10 Employee Benefits
 Problem 12.5 and Case study 12.2
https://documentcloud.adobe.com/link/track?uri=urn%3Aa
aid%3Ascds%3AUS%3A8ac26e94-000b-42ed-8dce-
aa345060af66
 ELO 1;ELO 3;ELO 6;ELO 7; ELO 9; ELO 10.
 Prepare an analysis of this two cases and then a group of
students is to present it.
 This reading may be helpful:
https://www.pwc.com/gx/en/ifrs-
reporting/pdf/guide_capitalisation_brwg_costs.pdf
https://www.pkf.com/media/10033172/ias-36-impairment-
of-assets-summary.pdf
http://www.gtturkey.com/UD_OBJS/PDF/IFRS/Capitalisatio
n%20of%20borrowing%20costs%20-
%20from%20theory%20to%20practice.pdf
https://www.ey.com/Publication/vwLUAssets/Impairment_
accounting_the_basics_of_IAS_36_Impairment_of_Assets/
$FILE/Impairment_accounting_IAS_36.pdf
 This illustration is useful, but please check and recheck
whether it has been already complied with the lattest
version of IFRS:
https://www.aatsl.lk/files/articles/Accounting-for-
Borrowing-Cost-(English).pdf
 ELO 1; ELO 3; ELO 6; ELO 7; ELO 9; and ELO 10.
 Prepare an analysis of this two cases and then a group of
students is to present it.
 The following readings may help:
https://www.pkf.com/media/10031235/ias-2-summary.pdf
11
https://www.cpaaustralia.com.au/~/media/corporate/allfil
es/document/professional-resources/ifrs-
factsheets/factsheet-ias2-inventories.pdf?la=en
https://www.ifrs.org/-/media/feature/resources-
for/investors/investor-perspectives/investor-perspective-
jun-2014-1.pdf
https://www.iasplus.com/en/publications/global/guides/a-
guide-to-ifrs-15/file
 ELO 1; ELO 3; ELO 6; ELO 7; ELO 9; and ELO 10
 The following article may help:
https://www.ey.com/Publication/vwLUAssets/Applying_IFR
S:_IAS_19_Employee_Benefits/$FILE/Applying%20IAS%201
9%20Revisions%20for%20employee%20benefits.pdf
https://www.researchgate.net/profile/Konstantinos_Liapis/
publication/263929923_A_COMPARATIVE_ANALYSIS_FOR_

11 Provisions and contingencies
 Problem 14.4 and Case study 14.2
12 Financial instruments
 Case 15.1, 15.2, and 15.3
13 Financial Assets
 Problem 16.2 and Case Study 16.5
14 Financial liabilities and Derecognition
 Problem 17.2 and Case study 17.4
THE_ACCOUNTING_REPORTING_OF_%27EMPLOYEE_BENEF
ITS%27_BETWEEN_IFRS_AND_OTHER_ACCOUNTING_STAN
DARDS_A_CASE_STUDY_FOR_THE_BIGGEST_LISTED_ENTITI
ES_IN_GREECE/links/0deec53c61bae8ce37000000/A-
COMPARATIVE-ANALYSIS-FOR-THE-ACCOUNTING-
REPORTING-OF-EMPLOYEE-BENEFITS-BETWEEN-IFRS-AND-
OTHER-ACCOUNTING-STANDARDS-A-CASE-STUDY-FOR-THE-
BIGGEST-LISTED-ENTITIES-IN-
GREECE.pdf?origin=publication_detail
 Prepare an analysis of this two cases and then a group of
students is to present it.
 ELO 1; ELO 3; ELO 6; ELO 7; ELO 9; and ELO 10
 Prepare an analysis of this two cases and then a group of
students is to present it.
 The following reading may help:
https://fek.zcu.cz/blob.php?table=internet_list&type=FileT
ype&file=Data&name=FileName&idname=IDInternet&id=3
039
 ELO 1; ELO 3; ELO 6; ELO 7; ELO 9; and ELO 10
 Prepare an analysis of this two cases and then a group of
students is to present it.
 This reading may be helpful:
http://siteresources.worldbank.org/EXTCENFINREPREF/Res
ources/4152117-1270824012230/6954188-
1403621927246/day1_5.pdf
http://www.toknowpress.net/ISBN/978-961-6914-23-
9/papers/ML2018-029.pdf
https://www2.deloitte.com/content/dam/Deloitte/ru/Docu
ments/audit/ifrs-9-financial-instruments-en.pdf
 ELO 1; ELO 3; ELO 6; ELO 7; ELO 9; and ELO 10
 Prepare an analysis of this two cases and then a group of
students is to present it.
 This reading may help:
https://www.ey.com/Publication/vwLUAssets/Applying_IFR
S_–_IFRS_9_for_non-financial_entities/$FILE/Applying-FI-
Mar2016.pdf
http://www.toknowpress.net/ISBN/978-961-6914-23-
9/papers/ML2018-029.pdf
 ELO 1; ELO 3; ELO 6; ELO 7; ELO 9; and ELO 10
 Prepare an analysis of this two cases and then a group of
students is to present it.
 This reading is useful:
https://www.cpaireland.ie/getattachment/Resources/CPA-
Publications/Accountancy-Plus/accountingcpd-net-courses-
(2)/PCA-Profiles-Personal-Development-(1)/IFRS-9-
Financial-Instruments-the-long-wait-is-over.pdf?lang=en-IE

15 Financial Instruments: presentation and 
disclosures  Prepare an analysis of this two cases and then a group of
 Case study 18.1 and Problem 18.1
16 Accounting Policies, Changes in
Accounting Estimates and Errors
 Case study 20.3
17
Events after the Reporting Period
 Case stdy 21.3
*) Referring to the book of Nelson Lam, and Peter Lau
Class Arrangement
Any one of this class participant has to work with each topic assigned in order to experience a “learning to learn”
environment. In a such a working, the students need to work in a small group so that you can develop your learning
skill, interpersonal skill, discussion skill, and analytical skill in which by developing all the necessary skills then you will
https://www.ey.com/Publication/vwLUAssets/Financial_ins
truments:_A_summary_of_IFRS9_and_its_effects/$FILE/ey-
ifrs-9-financial-instruments.pdf
ELO 1; ELO 3; ELO 6; ELO 7; ELO 9; and ELO 10
students is to present it.
 Read the following readings:
https://www.ifrs.org/-/media/project/fice/discussion-
paper/published-documents/dp-fice-snapshot.pdf
https://www.icjce.es/images/pdfs/TECNICA/C02%20-
%20IASB/C207%20-%20IAS-PwC%20y%20otros/EY%20-
%20IFRS7%20Fin%20Instr%20disclosures%20-
%20Feb%202006.pdf
 Full version:
https://ifrs.seo.ir/Admin/FileImageBrowser/GetFile?path=IF
RSs%2Fifrs07.pdf
 ELO 1; ELO 3; ELO 6; ELO 7; ELO 9; and ELO 10
 Prepare an analysis of this two cases and then a group of
students is to present it.
 This reading is very helpful:
http://studyonline.ie/wp-content/uploads/2016/09/TOPIC-
42-IAS-8-Accounting-Policies-Changes-in-Accounting-
Estimates-and-Errors.pdf
This reading is a must to read:
https://www.ifrs.org/-/media/project/accounting-policy-
changes/exposure-draft/ed-proposed-amendments-to-ias8-
march-2018.pdf
 This reading is interesting:
https://download.atlantis-press.com/article/25864764.pdf
 ELO 1; ELO 3; ELO 6; ELO 7; ELO 9; and ELO 10
 Prepare an analysis of this two cases and then a group of
students is to present it.
 This website is useful:
https://www.readyratios.com/articles/ifrs/ias10-events-
after-the-reporting-period.html
 This reading may help:
http://siteresources.worldbank.org/EXTCENFINREPREF/Res
ources/4152117-1270824012230/6954188-
1384949820811/Events_after_the_reporting_period.pdf
develop your personal capacity and capability. A smart student who fully aware that he or she is a future accountant
is believed to be following this line of learning principle. Please be in your mind that “it is the process that you have
involved in that will make you bigger, not the results that you may have.”
For each topic, there will be a group of two or three students that will be assigned to prepare a report of the case
analysis and its power point presentation, but a creative video presentation would be more appreciated. The case
analysis has to be based on the latest version of relevant IFRSs, and have to be the conceptual framework based (as
has been explained in the topic 1 above). It means that for each issue, its analysis have to refer to the relevant IFRS
standard and then being discussed in the context relevant concepts and objectives of financial reporting as stated in
the Conceptual Framework. The analysis should explore the issues of recognition, measurement and
presentation/disclosures, and provide solutions for the identified issues.
The class’ participants then are encouraged to involve within a discussion by raising up comments on to the
presentation. A student may have two times of presentation assignment during a semester.

Students’ Assessment
Assessment of the students’ performance will be referred to their works on completion of the assignment, the
presentation and their participation in the class discussion. The students’ work on the assignment will be marked
based on its comprehensiveness as well as deepness. Due to his experiences, the lecturer is able to detect whether
each of the group member has been actively participated on the work. Therefore, a presenter’s mark may be different
each other within the group. In the assessment, the lecturer will focus more on efforts the students have made,
rather than on the results of a work. As there will be no mid and final exams, a participating student must take any
opportunity to collect and save marks as maximum as he or she can.
Meanwhile, evaluation of students’ participation in a seminar discussion would be based on his or her understanding
on issues that are being discussed. When a student present a question to a presenting-group, such questions that are
just asking for more explanation of point(s) delivered by the group will have lower mark than those that are more
critical and challenging. For example, the question of “what is actually balanced sheet approach in recognition and
measurement of income?” is less favourable than that of how and why IFRS based standards ask us to prepare a
comprehensive income statement instead of to prepare the income statement as previously we do it.

Marking
Completion of the assignments : 40%
Presentation and discussion of the assignments : 30%
Soft-skills : 20%
Character: values and attitudes : 10%.
Each participating student has to have the all-three components of the marking.

A Template of Working Sheet for the Completion of an Assignment

The Student’s Identities :

..............
..............
……………
Brief Description of the Case and Issues Identified:
(Do not copy-pasted the original description of the case as it is in the book, but rewrite it briefly)
.............
.............
…………..
Proposed Solution of the Issues:
...........
...........
…………

Linked of the issue solved to the Framework

…………
…………
………...
________________________________________________________________________________