THE ANALYSIS OF PRESIDENT UNIVERSITY ACCOUTING …

THE ANALYSIS OF PRESIDENT UNIVERSITY

ACCOUTING STUDENTS’ PERCEPTION TOWARD

IFRS SKILLS AND COMPETENCIES

SKRIPSI

By

CONNY FARADIBA

008201000093

Presented to

The Faculty of Business, President University

In partial fulfillment of the requirements

for

Bachelor Degree in Economics, Major in Accounting

PRESIDENT UNIVERSITY

Cikarang Baru – Bekasi

Indonesia

2014


ACCOUTING STUDENTS’ PERCEPTION TOWARD

IFRS SKILLS AND COMPETENCIES

SKRIPSI

By

CONNY FARADIBA

008201000093

Presented to

The Faculty of Business, President University

In partial fulfillment of the requirements

for

Bachelor Degree in Economics, Major in Accounting

PRESIDENT UNIVERSITY

Cikarang Baru – Bekasi

Indonesia

2014

i

PANEL OF EXAMINERSAPPROVAL SHEET

Herewith, the Panel of Examiners declares that the skripsi entitled THE

ANALYSIS OF PRESIDENT UNIVERSITY ACCOUNTING STUDENTS’

PERCEPTIONS TOWARD IFRS SKILLS AND COMPETENCIES

submitted by Conny Faradiba, Accounting Study Program, Faculty of

Business, has been assessed and proved to pass the Oral Examination on

Monday, February 24th

2014.

Chairman, Panel of Examiner,

Dr. Fachruzzaman, SE., Ak., MDM, CA.

Examiner 1

Dr. Sumarno Zain, SE., Ak., MBA

Examiner 2

Misbahul Munir, MBA., Ak., CPMA

ii

SKRIPSI ADVISOR

RECOMMENDATION LETTER

The skripsi prepared and submitted by

N a m e : Conny Faradiba

Student ID : 008201000093

F a c u l t y : Business

Study Program : Accounting

Skripsi Title : THE ANALYSIS OF PRESIDENT UNIVERSITY

ACCOUNTING STUDENTS’ PERCEPTION TOWARD

IFRS SKILLS AND COMPETENCIES.

has been reviewed and found to have satisfied the necessities for Oral Defenseas

partial fulfillment of the requirements for Bachelor Degree in Economics - Major

in Accounting.

Cikarang, Indonesia, January 27th

, 2014

Acknowledge Skripsi Advisor,

Dr. Sumarno Zain, SE, Ak,MBA Drs. H. Umar Subandijo, Ak,MBA

Head, Accounting Study Program Advisor

iii

DECLARATION OF ORIGINALITY

I hereby declare thattheskripsi entitled “THE ANALYSIS OF PRESIDENT

UNIVERSITY ACCOUNTING STUDENTS’ PERCEPTIONS TOWARD

IFRS SKILLS AND COMPETENCIES.” is originally written by myself based

on my own research and has never been used for any other purpose before.

I, therefore, request for Oral Defense of the Skripsi.

Cikarang, Indonesia, January 27th

2014

Researcher,

CONNY FARADIBA

008201000093

iv


ACCOUNTING STUDENTS’ PERCEPTIONS

TOWARD IFRS SKILLS AND COMPETENCIES.

ABSTRACT

This research is intended to analyze the perception of President University

accounting students toward IFRS and the challenge to study about IFRS. This

research is substantial in deliver the information about President University

accounting students’ perceptions toward IFRS skills, its integration in President

University, and the importance of IFRS skills for build the career since IFRS skill

become requirement for entering the professional world as well as IFRS become a

set of global accounting standard. This research is descriptive research with

quantitative – qualitative approach and conducts the questionnaires and interview

as primary resource, also using descriptive statistic to analyze the result. The

result of this research found that President University accounting students are

confidence in having enough of IFRS skills and competencies, and the accounting

students agree that IFRS skills is important in order to build their career, while in

accounting students’ perception, President University has enough of IFRS

integration. Although President University accounting students have enough IFRS

skills and competencies also President University has been done the integration of

IFRS, the result of interview shows that the students face the barriers for study

about IFRS, where the biggest barrier comes from the facility support from

President University, such as the lack of availability of various IFRS materials. As

the response of those barriers, support for free e-book access and addition of IFRS

text books become one of good solution.

Keywords: Perception, Accounting students, President University, IFRS,

Challenges.

v

ACKNOWLEDGEMENT

Praise and gratitude I prayed for the presence of God, for the grace and great

gift so I am able to finish the preparation of this paper as one of the requirements

to obtain a bachelor degree in economics at President University, Cikarang.

In writing this skripsi, I get helped from so many parties and researcher

wants to express the gratitude for:

1. Mr. Misbahul Munir MBA., CPMA., Ak as Dean of Faculty of Business at

President University for the dedication during researcher studied.

2. Dr. Sumarno Zain, SE., MBA., Ak as Head of Accounting Study Program

for the loyalty to the faculty during the researcher studied.

3. Mrs. Tuti as secretary of accounting study program who let the students

know about all information related accounting study program and help the

accounting students.

4. Mr. Andrey H. Pulungan, M.Com., Ak., as Advisor whom I am willing to

spend the time for giving input, and suggestions, also the patience while

giving advisory for researcher in order to finish this skripsi.

5. .Drs. H. Umar Subandijo, MBA., Ak., as Advisor II for the suggestions,

and patience during advisory session.

6. My parents, sister, and brother in-law for all love, support, and never

ending prayers, so that the researcher is able to finish the research.

vi

7. My beloved roommates, Dinar Syarita Bakti, Novita Dwi Setyaningrum,

Yumna Fawzi Aydiyah for all the happy moment during all this time,

never ending love, support, and prayers. Love you guys.

8. Adrianti Suseno, and Gideon Ericko for helping me spread the

questionnaires. That meant a lot for me.

9. Yuli Suprihyanto for never ending love, support, patience, and prays.

10. President University Accounting Students batch 2010 and 2011 as the

respondent. Thank you so much for the willingness to spent the time for

answering the questionnaire and also interviews.

11. The girls on “girls on talk” for support, sharing information and prays.

12. My fellow dwarfs, for sharing time and information. I owe you so much.

13. My best friends, Fristy Amala, Raras Hanindita and Rina Inayati for the

beautiful friendship.

14. All parties that help me a lot during the research. Thank you so much.

Finally, with all the limitations, researcher recognizes there are still many

shortcomings in the preparation of this skripsi. With all humility, researcher

apologizes and expects constructive suggestions for improving the quality of this

skripsi.

Cikarang, January 27th 2014

Conny Faradiba

vii

TABLE OF CONTENTS

PANEL OF EXAMINERSAPPROVAL SHEET .................................................... i

SKRIPSI ADVISOR RECOMMENDATION LETTER ........................................ ii

DECLARATION OF ORIGINALITY .................................................................. iii

ABSTRACT ........................................................................................................... iv

ACKNOWLEDGEMENT ...................................................................................... v

TABLE OF CONTENTS ...................................................................................... vii

LIST OF TABLES ................................................................................................. ix

LIST OF FIGURES ............................................................................................... ix

CHAPTER I INTRODUCTION ............................................................................. 1

I.1 Research Background ............................................................................. 1

I.2 Problem Statement .................................................................................. 5

I.3 Research Objectives ................................................................................ 7

I.4 Research Scope and Limitation .............................................................. 8

I.5 Research Benefits .................................................................................... 8

I.6 Research Method .................................................................................... 9

CHAPTER II LITERATURE REVIEW .............................................................. 10

II.1 IFRS ...................................................................................................... 10

II.2 Perception of IFRS ................................................................................ 16

II.3 Challenge of IFRS implementation ...................................................... 18

II.4 PREVIOUS RESEARCH ..................................................................... 20

CHAPTER III METHOD OF DATA PROCESSING .......................................... 22

III.1 Research Design .................................................................................... 22

III.2 Research Instrument .............................................................................. 22

III.2.1 Research Location ......................................................................... 22

viii

III.3 Population and Samples ........................................................................ 23

III.4 Data Sources ......................................................................................... 24

III.5 Data Collection Techniques .................................................................. 24

III.6 Data Analysis ........................................................................................ 25

III.7 Method of Analysis Testing .................................................................. 27

III.8 Institution Profile .................................................................................. 29

CHAPTER IV ANALYSIS AND EVALUATION .............................................. 34

IV.1 Respondent Profile ................................................................................ 35

IV.2 Data Analysis ........................................................................................ 38

IV.2.1. Questionnaire ................................................................................ 38

IV.3 Result .................................................................................................... 46

CHAPTER V CONCLUSION AND RECOMMENDATION ............................. 59

V.1 Conclusion ............................................................................................ 59

V.2 Recommendation .................................................................................. 63

REFERENCES ..................................................................................................... 65

APPENDICES ...................................................................................................... 67

A.1 Questionnaire ............................................................................................. 68

A.2. Data Tabulation ......................................................................................... 71

ix

LIST OF TABLES

TABLE 1 : RESPONDENT PROFILE, GENDER ............................................................. 36

TABLE 2 : RESPONDENT PROFILE, AGE ................................................................... 36

TABLE 3 : RESPONDENT PROFILE, BATCH ............................................................... 37

TABLE 4 : RESPONDENT PROFILE, GPA .................................................................. 37

TABLE 5 : KMO TEST OF KNOWLEDGE ................................................................... 38

TABLE 6 : KMO TEST OF INTEGRATION .................................................................. 39

TABLE 7 : KMO TEST OF IMPORTANCE ................................................................... 40

TABLE 8 : PEARSON TEST OF KNOWLEDGE ............................................................. 42

TABLE 9 : PEARSON TEST OF INTEGRATION ............................................................ 43

TABLE 10 : PEARSON TEST OF IMPORTANCE ........................................................... 43

TABLE 11 : RELIABILITY TEST ................................................................................ 44

TABLE 12 : DESCRIPTIVE STATISTIC OF KNOWLEDGE ............................................. 47

TABLE 13 : DESCRIPTIVE STATISTIC OF KNOWLEDGE ITEMS ................................... 48

TABLE 14 : DESCRIPTIVE STATISTIC OF INTEGRATION ............................................ 50

TABLE 15 : DESCRIPTIVE STATISTIC OF INTEGRATION ITEMS .................................. 51

TABLE 16 : DESCRIPTIVE STATISTIC OF IMPORTANCE ............................................. 52

TABLE 17 : DESCRIPTIVE STATISTIC OF IMPORTANCE ITEMS ................................... 54

TABLE 18 : STUDENTS BARRIERS FOR STUDY IFRS ................................................ 56

x

LIST OF FIGURES

Figure 1 : IFRS Conceptual Frameworks 11

xi

I'll spread my wings and I'll learn how to fly

I'll do what it takes til' I touch the sky

And I'll make a wish

Take a chance

Make a change

And breakaway

Out of the darkness and into the sun

But I won't forget all the ones that I love

I'll take a risk

- Breakaway, by Kelly Clarkson –

Caterpillar in the tree

How you wonder who you'll be

Can't go far but you can always dream

Wish you may and wish you might

Don't you worry, hold on tight

I promise you there will come a day

Butterfly fly away

- Butterfly Fly Away, by Miley Cyrus feat Billy Ray Cyrus -

1

CHAPTER I

INTRODUCTION

I.1 Research Background

Globalization has affected all aspects of life. Almost all countries cannot

avoid that they have been influenced by the globalization. One of the aspects that

have been influenced by globalization is economic area. Due to the globalization

and supported by fast pace of technology caused the businesses grow rapidly. It is

showed by the increasing of multinational companies and international

community between some countries. In facing the global economic, which the

economic transaction is among the country, the same standard is needed in order

to get the better information. Moreover, the existing of new agreement between

some countries such as ASEAN about free trade will increase the need of same

accounting standard. ASEAN community made an agreement to integrate three

main sectors which are ASEAN Security Community (ASC), ASEAN Economic

Community (AEC), and ASEAN Socio-Cultural Community (ASCC).

ASEAN Economic Community (AEC) itself consist of four important

aspects, which become a single market and production base, a highly competitive

economic region, a region with equitable economic development and fully

integrated in to the global economy. In response of the plan to be a highly

competitive region, AEC compose Mutual Recognition Arrangement (as cited in

Ibnu, 2013) which arrange all ASEAN members to recognize and accept all

2

certificates and the result of test for several services such as engineering, nursing,

architectural, surveying qualification, profesional tourism, medical, and

accountant.

In this condition, a good accounting standard is needed to provide a relevant

and accountable financial statement. Besides, a good accounting standard could

help the stockholders avoid misleading information. International Accounting

Standards which is popular as International Financial Reporting Standards (IFRS)

is decided to be the standards of accounting in every country. IFRS is the single

standard of financial reporting which focuses on revaluation and disclose it

transparently about the substance of economy transaction, explanations until get

the conclusions in order to have financial statement compared with other entities’

financial statement around the world.

Almost all countries has applied IFRS as their accounting standard, the

understanding about IFRS is a must. Moreover, all economy transaction will be

recorded and reported in accordance with IFRS, so the understanding of IFRS is

very important for accountant. As one of service that would be integrated and

freely traded in AFTA, accounting becomes a major that should be well prepared.

In AFTA, the one who is able to use MRA is someone who registered as

professional accountant and they have to have a certificate of profession (CPA for

Indonesia). Considering those conditions, Ikatan Akuntan Indonesia (IAI) decided

to do IFRS convergence and would implement IFRS as of January 1st 2012 for

private (companies) and public (government) sector. So, professional accountant

and accounting students are expected to have a good understanding about IFRS.

3

As a member of G20 and adherent of an open economic, Indonesia needs to

be ready in adopting and implementing the financial reporting standard that used

globally. Muliaman (2013) stated that, Indonesia starts to adopt the IFRS at this

time, by adopting the principles, economic condition of Indonesia would be better,

because International will be able to know the Indonesia’s condition through the

financial report which applies globally. Based on IFRS Foundation’s data,

Indonesia has not fully implemented IFRS, Indonesia aims to provide a sufficient

transitional period of three to four years for new standards while minimizing any

gaps between the effective dates of new IFRS and new Indonesian standards.

According to Muliaman (2013), Indonesia still in the first stage of adopting and

implementing IFRS and the IFRS that Indonesia use is IFRS 2009 whereas

another country is implementing the IFRS 2013. OJK (Otoritas Jasa Keuangan)

intends to analyze the readiness of industry and other institutions in implementing

standards resulting from the convergence process before developing the new

standards. Implementing a new standard is a serious thing. It would bring some

advantages and disadvantages along with the challenge of implementation. There

are some challenges in implementing IFRS in Indonesia, such as lack of human

resources, the fast pace of IFRS that makes DSAK hard to keep up with,

understanding of IFRS because of the translation from English to Bahasa that is

not easy to find the right meaning, and the readiness of the professional and

academics was stated (Rosita & Ersa, 2010). Saito et al. (2012) state that a major

challenge of adopting IFRS is the cost associated with its adoption, it include

expense for staff training/education and the implementation of information

technology systems.

4

That is why accounting students who will go to work after graduation

should prepare themselves with IFRS and soft skills to become a competent and

qualified accountant. Seeing the high competition in business especially

accounting field in Indonesia right now and future, accounting students need to

have more than understand about IFRS, accounting students must be an expert in

IFRS. In addition, in 2015 AFTA (ASEAN Free Trade Agreement) is going to

start, this condition makes the competition becomes higher. The one who has a

good skill will have really good advantage from this agreement because they can

work in easier because they have wider work field. The other condition will

happen to the one who has not prepared themselves and improve both their

knowledge and skill will get a difficult problem with this condition. Moreover,

accounting is one of the most favorite major for student that makes the

competition becomes higher. By becoming favorite major, the students entering

work field will have a large number. That’s why the accounting students need to

be ready becoming an expert about IFRS is in order to survive in free trade era.

Readiness of accounting students becomes the responsibility of University.

University responsible to provides the best facility to their student in order to

prepare them to be a qualified student. President University or familiar with

President University is one of international base courses university. President

University that located in industrial area aims to prepare the student to be the

professionals in every major field. In accordance with the aims of the university,

President University faces the real challenge to prepare the accounting student.

The fast pace of changing standards and highly competition between universities

5

to produce high quality professional caused each of universities compete to give

the best courses for their students.

Based on the exploration above, researcher is interested to have research in

perception of President University Accounting Students to adopt and implement

IFRS as Accounting Standard in Indonesia. Researcher titled this research “THE

ANALYSIS OF PRESIDENT UNIVERSITY ACCOUNTING STUDENTS’

PERCEPTIONS TOWARD IFRS SKILLS AND COMPETENCIES.“

I.2 Problem Statement

a. Accounting is one of aspect that would be integrated. Accountant should

expert in accounting standard and using their judgment since IFRS use

more on judgment. Indonesia is in process in fully adopting IFRS. This

condition could lead to the readiness of Indonesia in facing AFTA.

According to UNDP, Indonesia is in position of 121 from 187 countries

in quality of human development. Indonesia is in position below

Singapore (18), Brunei Darussalam (30), Malaysia (64), Thailand (103),

and Philipines (114). Indonesia itself is not ready yet to implement IFRS

which used as common financial language in global.

b. Saito et al. (2012) found that most faculties understand the importance of

IFRS education, but, nevertheless, barriers to IFRS education exists,

including: (1) improving English language skills for students and

teachers; and (2) developing higher levels of research by academics. As

a result, currently only a few accounting departments in Indonesia have

6

changed their curriculum to include IFRS. Another significant problem

is the ability to understand English. The original IFRS are written in

English. Sometimes lecturers or undergraduate students struggle to

understand it.

c. Every person has their own way of thinking. The difference background

of live lead to different way of thinking and resulted to difference

perception build. Since President University is international university,

there are many students from other province in Indonesia and also other

countries, the possibility of difference way of thinking and seeing an

object would be different is high. For accounting student, a current issue

that becomes big problem is understands IFRS. In order to prepare

themselves to be a professional, accounting student should understand

IFRS and possess ability and skill about accounting standard. IFRS

becomes single set of standard and in 2015, AFTA would be legally

applied, so IFRS become one important skill. The difference perception

in seeing the importance of possessing IFRS skill, ability, and

knowledge could lead to serious problem.

The implementation IFRS in private and public companies in Indonesia has

been mandated since January 1st 2012, it means it has been over than a year for

implementation. Researcher thinks that conducting the research after the

mandatory of implementation is important to evaluate the level of readiness in

facing the implementation and IFRS convergence. Based on the explanation

above, the problem found as follows:

7

1) To what extent the President University accounting students’ perceptions

toward skill and competence of IFRS?

2) To what extent IFRS accounting students’ perceptions toward

integration in President University?

3) To what extent the President University accounting students’ perception

toward the degree of importance of IFRS skill and competencies?

4) Is there any difference in IFRS skill and competencies between

categories of GPA?

5) What are the challenges that President University accounting students’

encountered on understanding of IFRS?

I.3 Research Objectives

The objectives that the researcher wants to achieve from this thesis are as

follows:

a. To evaluate the level of accounting students perceptions’ towards IFRS

skill and competencies.

b. To evaluate the level of IFRS integration in President University from

accounting student point of view.

c. To evaluate the level of President University accounting students’

perception toward the importance of IFRS skill and competencies.

d. To evaluate the level of probability in difference perception towards

IFRS skill between groups of GPA.

e. To know the challenge that accounting student facing while studying

IFRS.

8

I.4 Research Scope and Limitation

The scopes of this research are:

a. This research is discussed about perception of accounting students

towards IFRS skills and competencies.

b. The respondents of this research are President University Accounting

Students batch 2010 and 2011.

This research is focusing on perception of accounting students for IFRS

skills and competencies only and will not discuss further about the contents

of IFRS, the comparison with PSAK, and the process of IFRS convergence.

I.5 Research Benefits

The researcher defines the benefits for three categories, those are:

a. Company advantage

Through this research, researcher expect that the company able to

figure out about IFRS knowledge and integration from the students point

of view and the result of this research gives good contribution for the

betterment of the company.

b. Theoretical advantage

Researcher expects that the result of this research is able to

enhance the acknowledgement about accounting students’ perception

toward IFRS convergence and able to become a reference to the next

research.

9

c. Researcher advantage

Through this research, researcher is able to learn more about

accounting students’ perception toward IFRS knowledge and integration.

d. Reader advantage

This research is expected to add insight and knowledge of the

reader about the factors that may affects the accounting students’

perception IFRS.

I.6 Research Method

This research is quantitative – qualitative research. Researcher used

questionnaire in order to get the data for quantitative and also interview for

qualitative data. Interview has been done on December 2013, in order to get more

validated data about the existing condition and support the result of questionnaire.

The data was process through descriptive analysis. The respondent for this

research are the final year President University accounting student from batch

2010 and 2011 who is currently in semester 10 and 7.

10

CHAPTER II

LITERATURE REVIEW

II.1 IFRS

Along with the process of globalization which open the opportunity for

company to expand the business and the investors to invest in several

multinational companies, the awareness to find the best company to invest for, the

investor need a financial statement that reflects the true condition of the company

and also reliable. The need of accounting standards that can be applied in all

countries as a single standard become urgent need. IFRS (International Financial

Reporting Standard) is the single standard of financial reporting which focuses on

revaluation and disclose it transparently about the substance of economy

transaction, explanations until get the conclusions in order to have financial

statement compared with other entities’ financial statement around the world.

IFRS was made by International Accounting Standards Committee (IASC) as a

responds of the needs of single standard that can be applied in all countries. It has

been over 150 countries that applied IFRS. IFRS is seen as a better standard

because it applied principles based which will show the condition of the company

as it is, as describe in conceptual framework of IFRS. Conceptual framework of

IFRS consists of three levels. First level is the basic objectives, while the second

level is qualitative characteristics and elements of financial statement. The third

level is recognition, measurement, and disclosure concepts.

11

Source: Intermediate Accounting, IFRS edition (Kieso, Weygant, and Warfield, 2011,

p.60).

The implementation of IFRS as a single set of standard expected to give

some advantages, such as:

Increasing the credibility and use of financial statement

Increasing the comparability of financial reporting

Increasing the transparency of financial reporting

12

Accounting Standard and Harmonization

The implementation of accounting standard should be fit with the

condition of the country. According to Chariri, 2009 (as cited in Harati, 2012),

accounting standard is formal announcement that issued by authorized parties in

specific places, about the guideline which can be used to produce financial

statement. The different standard applied creates a problem in reading and

analyzing the financial statement. That is why, the need of single standard which

is able to be the best practice become an issue that being discuss and debate

among accounting professionals around the world. The existing of international

accounting standard is to regulate the existing accounting standard which

expected increasing the comparability and the quality of financial report, so the

users able to compare the condition between a company to another. According to

Mueller, 1965 (as cited in Harati, 2012) international accounting is producing,

exchanging, using, and interpreting accounting data passing the boundaries. But,

some people argue that the international standard is not flexible and cannot be

implemented for all countries. The different condition of each country with its

own uniqueness, different background, culture, social, and economic become a

challenge in implementing a new standard. In this condition, accounting

harmonization becomes the best way out. According to Canibano and Mora, 2001

(as cited in Paananen, 2003) Harmonization is defined as reconciliation of various

points of view that permits different standards in different countries, provided that

there is no logical conflict. While Choi, et al, 1999 (as cited in Immanuela, 2009)

state that international accounting standard harmonization is a process of

increasing the uniformity of accounting practice through arranging the limitation

13

of differences. Accounting standard harmonization bring about uniformity in

financial reporting and ensure consistency and comparability in the data published

by enterprises which are aimed at furnishing useful information to different users

of the financial statements, such as shareholders, creditors, lenders, management,

investors, suppliers, competitors, researchers, regulatory bodies and society at

large (Shil et al, 2009).

According to Niculescu, 2001 (as cited in Bran et al, 2011) the

harmonization of accounting regulations at an international level is accompanied

by indisputable economic arguments:

- allows companies that prepare and submit their financial statements as

required by the IASC to be listed on any financial market;

- provides to a wide range of users, in different countries, reliable and

comparable information on the company's financial position and

performance;

- delivers an integrated, realistic and relevant vision on the company’s

activity;

- is a source of improvement for the enterprise analysis. The new forms

and sources of communication, the methods and techniques of treating

the information facilitate the analysts’ in-depth study of the functioning

of the enterprise as a whole.

14

IFRS in ASEAN

Singapore has fully adopted IFRS. The authorize commission has

mandated all companies in Singapore to follow the Singapore Reporting Standard

(FRS) that adopted from AIS starting January 1, 2003. Until April 2005,

Singapore has adopted all IFRS items except AIS No. 40 about Investment

Property that revised by IASB and applied as of January 1st, 2005, caused the

authorized commission mandated to implement FRS as of January 1st, 2007.

Vietnam also decides to take full adoption of IFRS and it is applied for all

companies along with the listing companies. Malaysia starting January 1, 2005,

the accounting standard issued by Malaysian Accounting Standard Board

(MASB) will change the name from Financial Reporting Foundation (FRF) to be

Financial Reporting Standard (FRS). It is expected to become starting point to

make the Malaysian Accounting Standard in line with IFRS and MASB will be an

active member in composing the International Accounting Standard (Media

Akutansi, 2005c, as cited in Immanuela, 2009).

IFRS in Indonesia

As a member of G20, IFAC (International Federation of Accountants) and

ASEAN community, Indonesia should implement IFRS which become required

accounting standard and has been implemented in over 150 countries around the

world. Changing accounting standard is not easy. A country should do the

research about condition of country and uniformity of the standard.

15

As stated in Media Akutansi, 2005 (as cited in Intan Immanuela, 2009)

there are 5 stages in adopting IFRS, which are:

1) Full adoption, which means adopting all IFRS items and translate each

word.

2) Adapted, which is adopting all IFRS but it will harmonize or uniform

with the condition of the country.

3) Piecemeal, which only adopting a few standards on IFRS.

4) Referenced, which means using IFRS only as a reference, standard

applied in that country only refer to specific IFRS which the

modification in language and paragraph made by the accounting

standard commissions.

5) Not adoption at all, means that a country will not implement the IFRS.

IAI stated that Indonesia will support the harmonization of accounting

standard. Indonesia will do fully adoption of IFRS and also full compliance, but

these standards have not been mandated for local companies that listed in

Indonesia Stock Exchange. According to Intan Immanuela, 2005, the accounting

standard that implemented in Indonesia refers to IFRS which harmonize with the

condition of Indonesia, while the format will be the changed but will not change

the substance of the accounting standard. It means that Indonesia still in the

second stage, which use IFRS as reverence in composing accounting standard that

applied in Indonesia. Indonesia has been implementing IFRS since January 1st,

2012. The implementation of IFRS is expected to increase the quality of financial

reporting, increasing the comparability and increasing the opportunity in entering

the capital markets.

16

II.2 Perception of IFRS

According to Kamus Besar Bahasa Indonesia, 2008 (as cited Choirul,

2012) perception is direct response of process the person knows information

through their senses. Joseph Devito stated that, perception is the process by which

you become aware of objects, events, and especially people through the senses:

sight, smell, taste, touch and hearing. While Stephen & Timothy (2008) stated that

perception is the process of an individual arranged and interpreted sensory

impression to give a meaning for their environment. In the other hand, perception

can be interpreted as a direct response of process by which someone choose,

combine, integrate, and interpret the sensory impression in order to get

information.

Some stimulus that a person gets and interprets may be different from the

reality and it caused perception of someone may be differing to others. The

possibility of a person and another has different perception toward a same object

is high because it is subjective. It really depends on how a person chose to see and

interpret it. According to Joseph Devito, the formation of perception is divided

into five stages: (1) Stimulation, in this stage, a person uses the sense to pick up

some stimulation. (2) Organization, right after a person gets stimuli from their

sense, they try to organize it in some ways. (3) Interpretation-evaluation, this

combine step is greatly influenced by the self condition such as experiences,

needs, wants, values, expectation, physical and emotional stages, and so on. In

interpretation-evaluation a person select some information they need and they do

not need. (4) Memory, all the stimuli, interpretation-evaluation, and perception

will be put as a memory, they are stored so that it can be retrieve at dome later

17

time. (5) Recall, this is the last stage of forming a perception. It is involves

accessing the information that a person has store in memory and it caused

reconstruction of memory. A person tends to be recall the right information, but

they may be recall those information with a variety of inaccuracies. People more

likely to recall the information that consistent with their own schema, in fact they

may not be recalling specific information, but they may fail to recall the

information that is inconsistent with the schema. However we may recall

information that drastically inconsistent with the schema because they force to

think and may cause a reversion of schema.

The formation of perception is influence by several factors, which can be

divided into situational factors, internal factors and external factors.

(Stephen P. Robbins & Timothy A. Judge, 2008)

Situation factors:

Time

Social condition

Perception

External factors:

Movement

Voices

Background

Others perception

Internal factors:

Attitude

Motivation

Interest

Experiences

Expectations

18

The ability, skill, and knowledge that a person has will also influence the

perception made. Jerad & Robbert stated that ability is mental and physical

capacities to perform various task. Abilities divide into intellectual abilities and

physical abilities. The intellectual abilities itself consist of cognitive intelligence,

practical intelligence, and emotional intelligence. Cognitive intelligence is the

ability to understand complex ideas, to adapt effectively to environment, to learn

from experience, to engage in various forms of reasoning, and to overcome

obstacles by careful thought. According to Choirul (2012), perception is

subjective because it is includes psychological aspect which is cognitive so that

whatever a subject expect will influence the perception. The cognitive intelligence

of a person may be difference to another, it caused the perception of accounting

students toward IFRS may be difference even though they receive same stimulus.

The difference background factors of accounting student who is the perception

maker, brings difference perception even though accounting student seen the same

object. A difference perception may cause difference way of thinking about

subject delivered by lecturer and resulted in difference skill, ability ,and

knowledge possess also difference score given by lecturers.

II.3 Challenge of IFRS implementation

There are 3 challenges in implement IFRS:

1. Lack in infrastructure such as DSAK as Financial Accounting

Standard Setter. DSAK is a commission that responsible in

composing Indonesia Accounting Standard. The problem occurs

19

because the minimum participation of related parties in exposure

drafts hearing and the leader of DSAK who does not work for full

time are seen as not loyal and not independent.

2. The rules and regulation of accounting standards that applied in

Indonesia is not really synchronized with IFRS. The accounting

standard applied in Indonesia is not clear and there are some

regulation that opposed the accounting and reporting standard.

3. Lack of human resources and education in Indonesia. The big

challenge of implementing IFRS comes from the difficulties in

translating and understanding IFRS while the IFRS change fast

because of they seek the best practice. It is difference from other

countries that take the standard as it is, without translating it. The

problems also arise from the difference of distributing the

knowledge. Indonesia is an island country; the level of knowledge

may be different due to the in average distribution.

Impact of IFRS convergence towards accounting education:

1. Changes mind stream from rule-based to principles-based

2. Use professional judgment

3. Use fair value

4. IFRS keep changing

5. Increasing the dependence to other profession

6. Changes in text-book

20

7. Especially in college which has economy school or faculty,

accounting education should be adjusted to IFRS since beginning,

so that they will not be “confused” when join to work in 2012

II.4 Previous Research

Researcher developed the questionnaire based on the research done by

Sung Wook Yoon, Rishma Vedd, and Christopher Gil Jones that published on

August 2013. This research is about IFRS knowledge, skill, and abilities. Yoon et

al (2013) found that the employer expect that undergraduate accounting majors to

have more than awareness about global accounting standard and a basic

knowledge about IFRS and GAAP. Since, Indonesia still in progress of applying

IFRS, researcher is interested to have a research in this field and takes President

University accounting student as sample. The question used in questionnaire by

S.W Yoon, et al is as follow:

1) What strategy would you recommend for incorporating IFRS into the

undergraduate accounting curriculum?

Recommended Strategies for Incorporating IFRS into the Curriculum

Curricular strategy

Integrate IFRS into all financial accounting courses ( )

Integrate IFRS into all accounting program coursework ( )

Stand-alone IFRS course ( )

Integrate IFRS into only the intermediate accounting

series ( )

Integrate IFRS into just the international accounting

course ( )

Other ( )

21

IFRS Student Learning Objectives Categorized by Bloom’s Revised

Taxonomy

IFRS competency

Bloom’s learning

level

Define the term IFRS. 1

Describe difference between principles- and rules-based. 2

Compare and contrast IFRS and U.S. GAAP 2

Read and comprehend IFRS-based financials. 2

Discuss the current status of IFRS adoption. 2

Describe the role of IASB. 2

Explain the standard setting process for IFRS. 2

Apply IFRS in recording business transactions. 3

Prepare financial statements in accordance with IFRS. 3

Apply IFRS 1 to an entity. 3

Apply IFRS for SMEs. 3

Use XBRL markup language for IFRS. 3

Reconcile IFRS with U.S. GAAP–based financials. 4

Analyze IFRS-based financial statements. 4

Use professional judgment in resolving alternatives under IFRS. 5

In part of importance IFRS knowledge and skills, S.W. Yoon, et al use 5

rating Likert scale that ranging from 1 (not important) to 5 (extremely important).

22

CHAPTER III

METHOD OF DATA PROCESSING

This section describes the methods adopted in this research. It specifies the

research design, operational variables definition, research instrument, and the

procedures adopted in data collection and analysis.

III.1 Research Design

The research design in this research is descriptive study. The researcher

use quantitative - qualitative approach in analyzing the research questions. The

survey held through a set of questionnaire that was designed to obtain the

opinions about perception toward IFRS skill, ability, and knowledge, along with

benefits, and challenges in study about IFRS. Analysis statistic in this study was

used mean (µ) to define the average perception of PRESIDENT UNIVERSITY

accounting students batch 2010 and 2011.

III.2 Research Instrument

III.2.1 Research Location

The research conducted in several President University which located in

Jababeka industrial estate, west java. The researcher spread the questionnaire to

the accounting students in order to know the level of perception toward IFRS

skills, ability, knowledge, along with benefit and challenge.

23

III.3 Population and Samples

a. Population

A research population is also known as a well-defined collection of

individuals or objects known to have similar characteristics (Joan

Joseph, 2009). Population refers to the entire group of people, events,

or things of interest that researcher wishes to investigate (Uma Sekaran

and Roger Bougie, 2009). Population of this research is accounting

students from President University. Researcher decides to take this

population to get more convincing information about the perception of

PRESIDENT UNIVERSITY accounting students in facing

implementation of IFRS that has been mandated on January 1st, 2012.

Thus, it is not expected that the conclusions reached in this research

will be markedly different from those of a wider population of similar

respondents, although this does not foreclose a broader coverage of the

phenomenon of interest to enrich our understanding of IFRS issues.

b. Samples

Sample is a subset of population. Sample respondents are final year

accounting students from President University batch 2010 and 2011.

By having this sample, researcher expects to get conclusions that are

generalizable the population.

24

c. Sampling Technique

In this research, researcher use purposive sampling. Purposive

sampling is a part of non probability sampling which means that not all

population has the same opportunity to be chosen as sample. In non

probability sampling, sample is chosen based on subjective criteria.

Purposive sampling is technique to choose the sample based on some

specific criteria. The criteria that researcher set are accounting students

from PRESIDENT UNIVERSITY, batch 2010 and 2011 who is final

year accounting students and the students who are passed intermediate

and advanced accounting.

III.4 Data Sources

Data source that used in this thesis were obtained from two sources, as

follows:

a. Primary data, i.e. data obtained directly from the object of research,

by using questionnaire and interview instrument.

b. Secondary data, i.e. data obtained from various sources, both from

the documents and literature review that support the research.

III.5 Data Collection Techniques

All research data is collected from literature review and direct research

in several university.

25

a. Literature Review

In preparing this thesis, the researcher does literature reviews and

read other data sources related to the issues discussed to enhance

and complement the topic discussion. The aim is to obtain

secondary data that can be used as the basis for the researcher in

preparing thesis.

b. Field Research

In preparing the thesis, the researcher spreads the questionnaire and

does interview for the final year accounting students in President

University who is batch 2010 and 2011.

III.6 Data Analysis

The main source of data collection in this research is questionnaire. The

questionnaire was developed using S.W Yoon (2013) with some modification.

The modified questionnaire used in this research is as follow

a. IFRS skill and competencies

1. How is the level of your knowledge in explaining the difference

and similarities between rule-based and principles-based?

2. How is the level of your knowledge in comparing the differences

and similarities between IFRS and PSAK based on IFRS?

26

3. How is the level of your knowledge in explaining the process of

IFRS implementation in Indonesia?

4. How is the level of your knowledge about terminology used in

IFRS?

5. How is the level of your skill in analyzing the financial statement

based on IFRS?

6. How is the level of your skill in recording the transaction based on

IFRS?

7. How is the level of your skill in preparing the financial statement

based on IFRS?

b. IFRS integration

1. Financial accounting lecturers refer to IFRS in lecture accounting

subjects

2. Financial accounting lecturers provide real examples in lecture

IFRS

3. Financial accounting text books are based on IFRS

4. Library provides various IFRS materials

The final questionnaire can be seen in appendices. The modification of

questionnaire was pilot tested to accounting students and the researcher gets some

suggestion for the final instrument. The final questionnaires were distributed to

President University accounting students in order to measure the perception of

27

accounting students toward IFRS along with benefits, and challenge in facing the

implementation of IFRS. Researcher used Likert scales and numerical rating

scales to make the questionnaires easier to answer by the respondents, easier to

process and analyze. Likert Scale was designed to measure the attitudes, opinion,

and perceptions of someone or a group of people about social phenomenon.

According to Ir. Syofian (2013), Likert scale consists of 2 forms which are

positive statement or negative statement. In this research, researcher used positive

statement. The questionnaire consists of several sections such as demographic,

background information, and respondents perceptions about the role of

curriculum, familiarity, skills, ability, benefits and challenge in facing the

implementation of IFRS.

This research used descriptive analysis and statistic analysis (SPSS).

Descriptive analysis is used to ensure and be able to describe the characteristic of

variables. Descriptive analysis was used because researcher is not trying to

analyze the correlation of each variable in terms of influence each other.

Researcher used descriptive analysis to analyze the response of respondents

towards the variables to find the mean of each respondent towards the question by

calculate the point in every question and divided by the indicator.

III.7 Method of Analysis Testing

a. Validity

Validity is the extent of accuracy of a research instrument in running

its function as measuring instrument. Measurement of instrument

28

categories as has a high validity if it gives a result which in line with the

objectives of the research.

Validity can be tested through several ways using SPSS, such as:

1. Compare value of r with r table

An item is valid if the positive correlation and rit are more than r

criteria set, stated by Kuncono (2005).

2. Correlation of Bivarite (Pearson)

Validity of data can be analyzed through the Pearson correlation. The

degree of significance should be compared with r table. If Pearson

correlation > r value in table the data is valid.

3. Confirmatory Factor Analysis (KMO test)

Data is valid if the value of Kaiser Meyer Olkin – Measure of

Sampling Adequacy (KMO MSA) is more than 0.5.

In this research, researcher uses the second and third option.

Researcher analyze the data used SPSS 21.0 for windows.

b. Reliability

Reliability in a measurement of research instrument means the extent

of result from the measurement is reliable. In this research, the reliability

tested trough internal consistencies which the procedure used only one

single test to a group of individual. The formula used in this research used

coefficient formula of Alpha Cronbach, while researcher refers to

reliability rule of Guilford.

29

Reliability rule of Guilford:

Criteria Coefficient Reliability

Most Reliable > 0.9

Reliable 0.7 – 0.9

Reliable Enough 0.4 – 0.7

Lack Reliable 0.2 – 0.4

Not Reliable < 0.2

Source: Kuncono (2005, p.27)

III.8 Institution Profile

As stated in president.ac.id (accessed in 21 December, 2013), according to

President University’s founder, Mr. Setyono Djuandi Darmono, President

University was built for two reasons; to become a research and development

center and to set a new benchmark in Indonesian higher education. The founders

of President University laid down the foundation and ground work to ensure that

President University will develop into a great institution of learning where

students from all parts of the world can acquire knowledge and develop into

useful, responsible citizens and future leaders.

President University is located in Jababeka Education Park in Kota

Jababeka. It is surrounded by the Jababeka Industrial Estate with more than 1,500

national as well as multinational companies from 30 nations, such as Mulia,

Unilever, Samsung, Mattel, ICI Paint, Kraft and others.

30

As an international standard university, are not only the classes conducted

in English, but President University is equipped with an international standard

curriculum which was made and developed by world-class academics. All

courses, including the state mandatory courses, are conducted in English. Students

will speak, write, learn and think in English, the Global Language of today. The

conceptual plan of President University was first formulated in September 1997

by Mr. S. D. Darmono, the President Director of PT Jababeka Tbk. and Prof.

Donald W. Watts, who was the President of Bond University, Queensland and

Vice Chancellor of Curtin University, Western Australia. The goal of their

proposed University was to create an institution of learning which would prepare

future leaders of industry and society by giving them the skills and experience

necessary to excel upon graduation.

The university officially began in 2001, offering a Bachelor of

Engineering degree. At that time, the institution was called the School of

Engineering based in Cikarang, Bekasi. On 16 April 2004, the Ministry of

Education granted President University official status as a fully fledged

university.

Although still a young University, President University (PresUniv) is

growing at a tremendous rate every year. There are now around 3,500 students

attending President University from Indonesia as well as many other countries.

President University has expanded its course offerings 10 program studies, which

are Management Study Program, Accounting Study Program, Law Study

Program, Business Administration Study Program, International Relation Study

31

Program, Information System Study Program, Information Technology Study

Program, Communication Study Program, Electrical Engineering Study Program,

and Industrial Engineering Study Program.

President University is located in Jababeka Education Park in Kota

Jababeka, surrounded by Jababeka Industrial Estate with more than 1,500 national

as well as multinational companies such as Unilever, Mattel, Samsung, Mulia, ICI

Paints, and others. Its location also allows students to make use of world-class

facilities such as the Jababeka Golf & Country Club and the President Executive

Club.

Tagline : Where tomorrow’s leaders come together.

Vision : To be a world class university that produces leaders in

their fields and communities.

Mission : To educate future generations through the transfer of

skills and knowledge in order to build character and

wisdom.

The name used for President University has deep meaning. President

University stands for Passion, Responsibility, Entrepreneurial Spirit, Sincerity,

Inclusiveness, Dedication, Excellence, Nationalism, and Trendsetter. It becomes

the value that President University adopts and upholds. President University is the

21st century model of tertiary education that aims to bridge the world of education

and industry through the transfer of soft skills, knowledge, and internship

programs. President University provides a scholarship of every student. The

32

scholarship set to increase the academic quality of the students. The scholarship

consists of 2 main components which is appreciation and academic penalty.

Appreciationacademic is grade passing accumulative (GPA) evaluation in every 3

semesters in form of tuition fee subset for the next semester, the rate of tuition fee

subset is depend on the standard set of President University. While academic

penalty is GPA evaluation in form of addition of tuition fee if the students fail to

fulfill the minimum GPA required in each level of scholarship. The students will

get addition 2 million rupiah per semester if the students fail to fulfill the

minimum GPA for 6 semesters.

Along with the vision and mission also tagline, President University

provide depth curriculum that suit to company needs, using English in class

session and also dormitory living, provide internship program for every student,

supported by many companies from Indonesia and overseas, accepting the

students from overseas, supported lectures who has professional background and

native lecturers, also up to date academic and non-academic facilities. As an

international standard university, not only are the classes conducted in English,

but President University is equipped with an international standard curriculum

which was made and developed by world-class academics. All courses, including

the state mandatory courses, are conducted in English. Students will speak, write,

learn and think in English, the Global Language of today.

Accounting becomes one favorite major in President University. As of

vision of President University which is “To be a world class university that

produces leaders in their fields and communities” and the mission is “To educate

future generations through the transfer of skills and knowledge in order to build

33

character and wisdom” President University should prepare accounting students

with accounting standard knowledge, issue of accounting, and related courses.

The difference background of the students leads different perception formed by

the students. Difference perception means there is different way of thinking and

see an object even though the object they see is the same, for example when a

lecturer gives lecture about IFRS, accounting students may think in different way

and lead to the possibility of wrong perception about the implementation and

IFRS courses. The wrong perception leads to the failure of explaining the courses.

34

CHAPTER IV

ANALYSIS AND EVALUATION

This chapter provides extensive report about the result of the research. The

data gathered is analyzed and interpret by the researcher using descriptive statistic

and SPSS 21 for windows. In order to get more validated data about the research,

researcher spreads the questionnaire and also does interview to President

University accounting students.

In this chapter, researcher will elaborate and explained in detail about the

perception of accounting student toward IFRS and analyze the data to get the

result using a help from SPSS 21.0 for windows. In addition, researcher also

explain the challenges that accounting students faced during studying IFRS in

form of interview result.

IFRS become a global set of accounting standard. The implementation of

IFRS in Indonesia will bring a huge opportunity for a country to join in global

market because the participant of global market will understand the meaning of

financial statement made by Indonesia. The need of same accounting standard

caused IFRS skill and competencies become important to be possessed by

accountant and auditors. Indonesia has been convergence IFRS since January

2012, but Indonesia has not fully adopted yet. The implementation of IFRS in

Indonesia would give effects in several fields such as economy and education.

The request for awareness of global accounting standard and also the skill for

undergraduate from the employer caused a pressure for university in order to

35

produce the qualified student to be a professional. President University, as one of

international university is aware about the need of IFRS skill and competencies

for undergraduate. The awareness of the institution, in this case is President

University about possessing IFRS skill and competencies in career is not enough,

the important thing is the awareness about IFRS that comes from the student. The

awareness about IFRS builds through the perception that the student made during

the lecturing. The possibility of having the difference perception is high since the

background of the perception maker is different. The openness mind and

sensitivity about the issue exist around is important for the professional. In order

to open the student mind about the professional world, President University

creates a multi cultural environment and several policy for the student.

IV.1 Respondent Profile

Researcher use purposive sampling, this research has been done by taking

the sampling from President University. The respondent of this research is

accounting student batch 2010 and 2011. The researcher set the criteria for final

year accounting student because the respondent will soon be professional. The

population of accounting student batch 2010 and 2011 is 110 and 114

respectively. Due to the time limitation and a tight schedule of the respondent,

many of them did not reply the questionnaire. The questionnaire is distributed

through 2 ways. First is through mailings for accounting student batch 2010 and

direct distribution for accounting 2011. Researcher used email to spread the

questionnaire for accounting student 2010 because the tight schedule of the

respondent and many of them has been working, so the respondent it is hard to

36

meet them. While for accounting student batch 2011, researcher used direct

distribution of the questionnaire because the accounting student is still in

University area. The criteria set for the respondent are the final year accounting

student who is batch 2010 and 2011, also the respondent should pass the advanced

accounting. The range of GPA accounting student is 2.00 – 4.00. The criterion set

is expected to represent the population. The questionnaire distributed consists of 4

parts, which is IFRS knowledge, IFRS integration, and the degree of importance

IFRS skill for career and also demographics. The demographic show is for 125

usable responses. Table 1 – 4 represents the demographic of the respondent.

Table 1

Gender

Frequency Percent Valid Percent Cumulative

Percent

Valid

Male 41 32.8 32.8 32.8

Female 84 67.2 67.2 100.0

Total 125 100.0 100.0

Table 2

Age


Percent

Valid

19 10 8.0 8.0 8.0

20 67 53.6 53.6 61.6

21 43 34.4 34.4 96.0

22 5 4.0 4.0 100.0

Total 125 100.0 100.0

37

Table 3

Batch


Percent

Valid

2010 51 40.8 40.8 40.8

2011 74 59.2 59.2 100.0

Total 125 100.0 100.0

Table 4

GPA

Frequency Percent Valid Percent Cumulative -

Percent

Valid

> 3.5 15 12.0 12.0 12.0

3 - 3.5 73 58.4 58.4 70.4

2 - 2.9 37 29.6 29.6 100.0

Total 125 100.0 100.0

38

From the table, the respondent age is around 20 years old, most of the

respondent is female, with the average of GPA is 3.0 – 3.5. The portion of

respondent from accounting student batch 2010 and 2011 is 40.8% and 59.2%

respectively.

IV.2 Data Analysis

IV.2.1. Questionnaire

Validity

Validity test used in order to help the researcher confirm the validity

data used in this research and the validity method used in this research is

Pearson and KMO test. In KMO test, item is valid if KMO MSA > 0.5.

KMO test

Knowledge

Table 5

KMO and Bartlett's Test

Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .836

Bartlett's Test of Sphericity

Approx. Chi-Square 392.393

Df 21

Sig. .000

39

Anti-image Matrices

knowledge

_1

knowledge

_2

knowledge

_3

knowledge

_4

knowledge

_5

knowledge

_6

knowledge

_7

Anti-image Covariance

knowledge_1 .625 -.184 .044 -.097 -.096 -.076 .035

knowledge_2 -.184 .493 -.252 -.071 .023 -.026 .015

knowledge_3 .044 -.252 .524 -.079 -.057 .003 -.047

knowledge_4 -.097 -.071 -.079 .561 -.066 -.062 -.053

knowledge_5 -.096 .023 -.057 -.066 .454 -.043 -.172

knowledge_6 -.076 -.026 .003 -.062 -.043 .435 -.193

knowledge_7 .035 .015 -.047 -.053 -.172 -.193 .362

Anti-image Correlation

knowledge_1 .845a -.332 .077 -.165 -.179 -.146 .074

knowledge_2 -.332 .772a -.497 -.135 .049 -.056 .036

knowledge_3 .077 -.497 .813a -.146 -.118 .007 -.107

knowledge_4 -.165 -.135 -.146 .929a -.130 -.126 -.117

knowledge_5 -.179 .049 -.118 -.130 .863a -.097 -.424

knowledge_6 -.146 -.056 .007 -.126 -.097 .850a -.486

knowledge_7 .074 .036 -.107 -.117 -.424 -.486 .792a

a. Measures of Sampling Adequacy(MSA)

Based on the result of KMO validity test for variable knowledge that

presented in 7 question item, each of items has KMO MSA > 0.5. It means that

each of question item is valid as well as the variable of knowledge.

Integration

Table 6


Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .720

Bartlett's Test of Sphericity


Df 6

Sig. .000

40

Anti-image Matrices

integration_1 integration_2 integration_3 integration_4

Anti-image

Covariance

integration_1 .538 -.254 -.228 .018

integration_2 -.254 .589 -.082 -.148

integration_3 -.228 -.082 .615 -.172

integration_4 .018 -.148 -.172 .812

Anti-image

Correlation

integration_1 .675a -.452 -.396 .027

integration_2 -.452 .725a -.136 -.214

integration_3 -.396 -.136 .744a -.243

integration_4 .027 -.214 -.243 .768a


The result of the table integration variable above shows that each of the

question items has KMO 0.675, 0.725, 0.744, and 0.768, respectively. All

question items are valid because the score of KMO MSA > 0.5 and can be use

for further process.

Importance

Table 7


Kaiser-Meyer-Olkin Measure of Sampling

Adequacy.

.707

Bartlett's Test of

Sphericity


Df 3

Sig. .000

41

Anti-image Matrices

importance_1 importance_2 importance_3

Anti-image Covariance

importance_1 .618 -.180 -.213

importance_2 -.180 .584 -.242

importance_3 -.213 -.242 .557

Anti-image Correlation

importance_1 .733a -.299 -.363

importance_2 -.299 .706a -.423

importance_3 -.363 -.423 .686a


As well as the knowledge and integration variable, the variable of

importance has KMO MSA 0.733, 0.706, and 0.686, respectively. All the

question items > 0.5, it means all data is valid.

Pearson (Bivariate)

For Pearson, item is valid if Pearson correlation > r set. R set for this

research is 0.176. R value comes from the number of response is 125 and the

degree of reliable is 95%. In r table, the value got is 0.176. The questionnaire

distributed was tested its validity and reliability. The result of validity and

reliability questionnaire presented in the table below:

42

Knowledge

Table 8

knowledge Validity

knowledge_1

Pearson Correlation .687**

Sig. (2-tailed) .000 Valid

N 125

knowledge_2



N 125

knowledge_3



N 125

knowledge_4



N 125

knowledge_5



N 125

knowledge_6



N 125

knowledge_7 Pearson Correlation .776

**


N 125

Knowledge

Pearson Correlation 1

Sig. (2-tailed)

N 125

43

Integration

Table 9

integration Validity

integration_1



N 125

integration_2



N 125

integration_3



N 125

integration_4



N 125

integration


Sig. (2-tailed)

N 125

Importance

Table 10

importance Validity

importance_1



N 125

importance_2



N 125

importance_3



N 125

importance


Sig. (2-tailed)

N 125

44

The result of validity test shows that all variable is valid, so all

question items can be used to analyze and researcher able to do further

process.

Reliability

Reliability test is meant to measure the consistency of the data. In

this research, researcher uses cronbach alpha. Table below show the reliability

of all variable.

Table 11

Reliability of knowledge variable

Reliability Statistics

Cronbach's Alpha N of Items

.836 7

Reliability of integration variable



.825 4

45

Reliability of importance variable



.703 3

Researcher uses Cronbach’s Alpha statistic to define the reliability of

the data gathered. In interpreting the result of Crobanch’s Alpha reliability

test, researcher refers to the Guilford rule. From the rule of Guilford, Crobach

alpha of all variable is 0.703 – 0.836 considered as reliable.

Rule of Reliability Guilford

Criteria Coefficient Reliability

Most Reliable > 0.9

Reliable 0.7 – 0.9

Reliable Enough 0.4 – 0.7

Lack Reliable 0.2 – 0.4

Not Reliable < 0.2

Source: Kuncono (2005, p.27)

46

IV.3 Result

Questionnaire

Questionnaire is one of the main data sources. Questionnaire has been

developed based on S.W. Yoon, et al (2013) with some modification.

Previously S.W Yoon (2013), have had a similar research which taking place

in United State. Based on the result of S.W Yoon research, researcher decides

to use the questionnaire that used by S.W Yoon and modify the questionnaire

in order to meet the objective of the research. The modified questionnaire has

been pretested. The final questionnaire has been developed using Likert scale.

Likert Scale was designed to measure the attitudes, opinion, and perceptions

of someone or a group of people about social phenomenon. Scale used in this

research is 5 rating scales. The questionnaire distribute to the President

University accounting student is 200 questionnaires. The questionnaire

gathered by the researcher is 133 and only 125 are usable which mean data

gathered fit with the criteria set in this research. The test of validity and

reliability shows that the 133 data are valid and reliable also able to be

analyze. The questionnaire developed into 3 variables and a demographic

section. The variable analyze in this research is knowledge, integration, and

importance.

RQ1: To what extent the President University accounting students’ skill

and competence about IFRS?

47

First section of questionnaire is intended to find out the level of

respondents’ confidence toward their IFRS skills and knowledge. The section

consists of 7 questions in order to construct the analysis that will able to

answer the first research question. The questionnaire distributed using 5 rating

scale of Likert ranging 1 (Very Poor) – 5 (Very Good).

Table 12

Descriptive Statistics

N Mean Std. Deviation

knowledge 125 3.1886 .63386

Valid N (listwise) 125

From 125 respondents, the average for variable of knowledge is

3.1886, as presented in table above. The mean score of accounting student

knowledge about IFRS shows that the accounting students are confidence that

they possess IFRS skills and competencies despite from their actual skills and

competencies toward IFRS. The result shows that the accounting students

confidence that they have fair IFRS skills and competencies. This result is

intended to giving answer for research question 1 that President University

accounting students confidence of having fair IFRS skills and competencies.

48

Table 13



knowledge_1 125 3.2800 .88536

knowledge_2 125 2.9200 .82891

knowledge_3 125 2.8400 .88354

knowledge_4 125 3.1280 .87966

knowledge_5 125 3.2240 .84112

knowledge_6 125 3.4560 .84723

knowledge_7 125 3.4720 .79895


The knowledge section has been constructs in 7 questions. The

descriptions of questions are: knowledge_1, the respondent has been asked

about differences of IFRS and U.S. GAAP. knowledge_2, is about differences

of IFRS and PSAK. knowledge_3 the process of IFRS implementation.

knowledge_4 is asking about terminology used in IFRS. While Knowledge_5

asked about analyzing skills of financial statement. Knowledge_6 about

recording the transaction based on IFRS and knowledge_7 about preparing the

financial statement based on IFRS.

49

Based on the result of knowledge section which presented in table 13,

President University accounting students are confidence enough in terms of their

IFRS skills and knowledge. The result shows that President University accounting

students are confidence enough to explain the differences of IFRS and GAAP,

know about the terminology used in IFRS, analyze the transactions based on

IFRS, able to record the transaction based on IFRS, and able to prepare the

financial statement based on IFRS. Researcher found that the accounting students

are having more confidence in preparation of financial statement skills which

shows in the table 13 with the highest score. On the other hand, President

University accounting students have low confidence and facing difficulties in

explaining the process of IFRS implementation, this is presented in the table 13

which shows the score is the lowest among the other knowledge items.

RQ2: To what extent IFRS integration in President University from

accounting student point of view?

The section of integration asked about the IFRS integration in

President University from the student point of view and it made into 4

questions with 5 rating scale of Likert from 1 (strongly disagree) to 5 (strongly

agree). In order to analyze deeper about the integration of IFRS, researcher

calculate the average score for integration variable. As presented in table

below, the average score for IFRS integration is 3.4520, comparing the value

set of average which is 3, the result shows that the integration of IFRS in

50

President University is above the average. According the result, in President

University accounting students opinion, IFRS has been integrated in President

University, even though it is not significant.

Table 14



Integration 125 3.4520 .70903


Section 2 of the questionnaire has been developed in order to find out

the level of IFRS integration in President University. The integration section

construct in 4 questions. Integration_1, respondent has been asked about

whether the lecturers refer to IFRS. Integration_2 is about whether the lecturer

provides the real example or not. The integration_3 asked about the reference

books. While integration_4 is ask whether the library provides enough IFRS

material. Based on the result which presented in table 15 below, in President

University accounting students’ perceptions IFRS integration is most felt in

the aspect of reference books selections. In contrary, the accounting students

51

feel that the integration of IFRS is not enough in terms of providing various

IFRS materials by Adam Kurniawan Library.

Table 15



integration_1 125 3.6240 .91285

integration_2 125 3.3920 .96634

integration_3 125 4.1200 .83859

integration_4 125 2.6720 1.01422


RQ3: To what extent the President University accounting student

perception toward the degree of importance of IFRS skill and

competencies?

The last section of questionnaire, President University accounting

students have been asked about the importance of possessing IFRS skill and

52

knowledge for having career. This section consists of 3 questions and using 5

rating scale of Likert scale from 1 (not important) to 5 (extremely important).

Since, IFRS is become a global set of accounting standard, awareness of IFRS

skill and competence become a requirement for undergraduates who is

entering the professional world. President University accounting students

agree that IFRS skill and competence is important to build their careers. This

statement is supported by the result of average students’ perception toward the

importance of IFRS skill that presented in score of 4.1440 out of 5 score.

Accounting students should aware with the changes in related standards such

as accounting standard, auditing standard, tax rules and regulation. Moreover,

Indonesia is one of the members of AFTA (ASEAN Free Trade Area) which

include accountant becomes one of the industries that will be freely traded, so

the awareness about accounting and related standard applied is important.

Table 16



Importance 125 4.1440 .66577


53

The last section intended to give answer for research question 3. This

section construct in 3 questions. From 3 questions about the importance of

IFRS for career, importance_1 asked about the importance of possessing IFRS

skills and competencies for having career in Indonesia, importance_2 asked

the importance for having career in overseas and importance_3 asked about

the importance of IFRS skills and competencies for compete with the other

accountant. The result shows that in President University accounting students’

perception, IFRS skill is required for having career in overseas and become

more important than having career in Indonesia because the accounting

students think Indonesia has not fully implemented IFRS yet and some of

companies has not applied IFRS yet. Table 16 present the result of accounting

students’ perceptions toward the degree of importance in possessing IFRS

skills and competencies. Based on the score presented in table 17 below, the

result score of impotance_2 which is requirement of having career in overseas

put higher score than the score of importance_1 which is IFRS skills and

competencies requirement for having career in Indonesia. By the average

score of having career in overseas need IFRS requirement caused the level of

IFRS skill importance to compete with other accountant is higher. In having

the IFRS as a single set of global accounting standard and ASEAN free trade,

the importance of possessing IFRS skills become higher and students agree

with it.

54

Table 17



importance_1 125 3.8720 .84219

importance_2 125 4.2720 .75537

importance_3 125 4.2880 .77059


RQ4: Is there any difference in IFRS skill and competencies between each

group of GPA?

> 3.5 3 – 3.5 2 – 2.9

Mean 3.438 3.186 3.093

55

In order to find out more about the difference of IFRS knowledge,

researcher compares the average IFRS knowledge between the GPA

categories. The result of comparison, IFRS knowledge between the categorical

GPA shows that there is a gap of knowledge between the categorical and it is

in line with the difference GPA of the accounting students. The result shows

that the IFRS knowledge and skill of accounting students with GPA more than

3.5 is better than those students with lower GPA. It means that the higher GPA

of a student, the better knowledge they have about IFRS.

Further Research

Researcher did interview to President University accounting student

who become the respondent of the research. The interview has been done from

December 16 – December 20, 2013. The time needed for interview is long

because researcher face the challenge in meets the accounting student batch

2010, since some of them already working.

RQ5: What are the challenge that student face while studying IFRS?

The question asked to the respondent during the interview is “what the

barriers during studying IFRS?” the aim of the interview is to get further

information and more validated data about what are the barriers for studying

IFRS which the student face that might be not covered in questionnaire. The

interview is done by asking each of respondents about the barrier in studying

56

IFRS because researcher wants to find out the barrier of studying IFRS for

each of accounting student and expect that the response represent the real

condition of the each student. Researcher got 125 answers regarding the

barriers that the student encountered which represent the condition of the

student. The result of the interview shows 54.4% barriers come from the lack

of IFRS material provided in library. The second place of barrier comes from

lecturer explanation with the percentage of 25.6% for each. The result of

interview able to answers and explains the research question no.4.

Table 18

Barriers


Percent

Lecturer explanation 32 25.6 25.6 25.6

Material provided in

Library

68 54.4 54.4 80.0

Motivation 15 12.0 12.0 92.0

Others 10 8.0 8.0 100.0

Total 125 100.0 100.0

57

From the table of interview, the biggest barrier is the IFRS material

provided in library with the percentage of 54.4%. The barrier of IFRS material

coverage in library here includes various materials of IFRS in reference books

provided in library and ebook support for the students. Based on the interview

result, the student has perception that the IFRS materials that provide in Adam

Kurniawan Library still below the average, means the library not yet provide

various IFRS material. This result in line with the result of questionnaire in

IFRS integration section, which results that the IFRS materials that provide in

library is below the average and far enough to consider as good. In second

place, the lecturer explanation placed with 25.6%. In student perception, some

of the lecturer cannot explain about IFRS in comprehensive way. Not all

financial accounting lecturers understand and refer to IFRS, some lecturers

still refer to GAAP. This result is in line with the fact of Indonesia has not

fully implement IFRS and also the fast changing of IFRS made the

professional to keep up and caused in the lack of human resource that has

depth understanding about IFRS. The difference accounting standards teach

by lecturer caused the student confuse, which one should be understand more.

Some of lecturer may understand about IFRS but in students’ perceptions,

some of them cannot explain it in easy way. Third place is motivation, the

result of further research by interview the respondent shows a shocking result,

where 12% of the student has lack of motivation to learn about IFRS. This

option consists of several reasons, such as the accounting students have

perceptions that IFRS is hard to understand because the significant changes

from GAAP that has been teach. The students think, it is hard to change the

58

mind set from IFRS which is principle based and GAAP which is rule based.

In addition, the complicated way of analysis financial statement that based on

IFRS made some students not motivated to study about IFRS. The not active

of some accounting students to search about IFRS also become one of barrier

that faced by President University. There is a gap between the lecturers’

explanation and the students’ perception may lead to misunderstanding about

IFRS. Those reasons caused the motivation of the students to study IFRS is

lack. Last part of accounting students’ further research shows “other” answer

and become combination of several answers that has low frequencies. The

result shows that 8% students answer that the barriers come from object that

has not been covered such as slow implementation of IFRS in Indonesia. The

reality of IFRS implementation in Indonesia still in bottom level which means

Indonesia still has low progress in implementation of IFRS. The student that

has been taking the internship state that implementation of IFRS in Indonesia

still in bottom step which mean that the industry also not ready yet to apply

IFRS in its financial statement. Another reason is there is no special subject

that discuss about IFRS alone or other accounting issue.

59

CHAPTER V

CONCLUSION AND RECOMMENDATION

V.1 Conclusion

President University is a firm that provides services in education field.

President University offers 10 majors study, such as accounting, management,

industrial engineering, electrical engineering, information technology, information

system, business administration, international relations, law, and communication.

In line with tagline “Where Tomorrow Leader Comes Together”, President

University aims to provide the best facilities for the student. President University

is placed in industrial park with the aims to provide more qualified accounting

student who is becomes the professional. President University aim to prepare the

student fit with the requirement of the industry and become the professional who

is above the average. Although still a young university, President University is

trying to keep up with the professional quality requirement.

IFRS is a set of standard that apply globally. The implementation of IFRS

brings many changes. The changing mindset from rule-based to principles-based

accounting standard becomes the biggest challenge for education area. The fast

pace of changing IFRS standard in order to fit in all countries caused hard to keep

up with. Although it hard to keep up with, but Indonesia tend to implement IFRS

in full way. It means that the education field should able to keep up with changes.

The needs of IFRS knowledge and skill become more important since Indonesia

60

tend to join the global market. President University as a firm that provides

services to produce high qualified accountant thinks that it is important to teach

the student about IFRS. The problem arises since the student may have different

perception about what they receive and face during studying.

Researcher is interested in having a research about the perception of

accounting student toward IFRS because with the multi-cultural that President

University has might increase the possibility of having different perception. The

objectives of the research are to evaluate the perception made by the student about

IFRS knowledge and integration in President University from the student point of

view because the students are the one who will face the competition in

professional world that requires IFRS skill and knowledge. In order to meet the

objectives, researcher use questionnaire and also interview as further research

with the aims of get more valid data about the existing condition of the student

and the challenge that student face. The mandatory of IFRS implementation is

stated from January 1, 2012. Slowly but sure, Indonesia implements it with some

modification in order to fit with the condition of Indonesia.

The result of the research arrived to the conclusion that President

University accounting students are confidence that they possess enough IFRS

skills and competencies despite from the actual IFRS skills and competencies that

the accounting students possess. In respondents’ perceptions IFRS has been

integrated in President University. The most significant integration came from the

selection of reference books and in contrary, respondents think that library has

low process of integration in terms of provided various IFRS materials. President

61

University accounting students have realized the importance of possessing IFRS

skills and competencies for career. The accounting students think that IFRS skills

and competencies are more required and useful for having career in overseas than

in Indonesia because the process of IFRS convergence in Indonesia is slow.

However, possessing IFRS skills and competencies are important when

accounting students entering the business world and going to compete with other

accountant for having a better job. In order to keep up with the high qualification,

President University accounting students learn about IFRS and try to expand their

skills and competencies. In process of learning IFRS, accounting students face

some challenges, such as:

1. Lack of various IFRS materials provided in library.

2. Lecturer explanation.

3. Lack of motivation since the student thinks that there are no special

subject that discuss about IFRS and other current issues.

4. IFRS implementation in Indonesia still in adaptation, so still some

of company is not implemented IFRS and there is no special

subject that learns about IFRS in comprehensive way also

discussing about accounting current issues.

The result of lack of various IFRS materials that provided by Adam

Kurniawan Library of President University supported by the result of

questionnaire in integration part which represent in question no. 4 whether library

provides various material about IFRS or not. The result shows the students’

perceptions about Adam Kurniawan Library of President University have not

providing enough IFRS literature and made the student hard to study IFRS. Result

62

of average students think that IFRS coverage that provided in resident University

still below the average. Reality of IFRS is growing fast and has many revision,

made the professional and educationist are hard to keep up with and resulted in

not many people have depth understanding of IFRS. The complicated

understanding of IFRS and changes of mindset from rule-based to principles-

based made the explanation of IFRS become more difficult. From students’ point

of view, the explanation of IFRS by lecturer during lecturing session is somehow

hard to understand, since some lecturer still refer to GAAP. This statement is

supported by the result of questionnaire that represent in IFRS integration section,

question no.1. Even though the result of lecturer refer to IFRS is in average level

but it is not presented all lecturer has been referring to IFRS. The further research

has been made in order to know the reason of students’ statement that not all

lecturers are refers to IFRS. The fact is some lecturer still refers to GAAP. The

difference standard teach by the lecturer caused the student confuse, since both of

the standard is totally different. GAAP is rule-based and IFRS is principles-based

and need more professional adjustment to preparing and analyzing the financial

report. Moreover, the students that have been experiencing the professional world

through internship think that the implementation of IFRS still in bottom level

where some industries not fully implement IFRS yet. The reference books of

IFRS still hard to find in library and the expensive price of IFRS books caused

difficulties for some students. The library has not provided e-book yet for the

student. E-book could be one of best solution for the expensive price of IFRS

books.

63

V.2 Recommendation

Through the result of this research and as response, researcher has some

recommendation for President University. In response to the result of

questionnaire and interview, President University should:

1. As the response for lack of various IFRS materials provided in library,

President University could provide more IFRS material in Library for the

student and also ebook that can be accessed freely by the student. The

updating materials in library also needed to support the students learn

about IFRS. Adding a subject about IFRS and issue of accounting is

important in order to increase the knowledge of student and support the

student with IFRS skills and competencies. Collection of reference books

used by the graduates accounting students also become one of good

alternative, so the juniors able to find more free literature.

2. In response of the low motivation of the student to learn about IFRS,

President University need to held more seminars which are free for the

student to increase the understanding about IFRS. Form a knowledge

center for discuss the issues of accounting standard become one of a good

way to attract the student to learn more. Moreover, the forming of new

facilities could attract new student for joining in President University.

Discussion with the senior who is working in a good place also should be

held more often since it could help the student to open their mind about the

current issue of accounting.

64

In response of gap between lecturer explanations with student perceptions’,

lecturer of President University could find new way to explain IFRS in simple

way but still deliver the substantial of IFRS itself. President University also could

hire more professional who has depth understanding about IFRS and it is also

become one of good way for expanding the accounting major as well as President

University.

65

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Atman, Ibnu. (2013). Ranking 6 Kualitas SDM Indonesia di ASEAN, Siapkah

Indonesia Menghadapi Masyarakat Ekonomi ASEAN 2015? (Jilid 1).

http://untukmuilmu.blogspot.com/2013/08/ranking-6-kualitas-sdm-

indonesia-di.html

Bran, N., Margarit, S., & Eften, N., (2011). IASB Framework Regarding the

Harmonization of Financial Statements. Annals of the University of

Petroşani, Economics, 11(4).

Choirul, S. (2012). Persepsi Mahasiswa S1 Akuntansi terhadap Konvergensi

International Financial Reporting Standard (IFRS). Ejournal UNESA.

Deviarti, H., Sukendar, H., & Sriwidadi, T. . (2012). Readiness of National

Universities in Convergence Application of International Financial

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Hartati, N. (2012). Standarisasi Menuju Konvergensi IFRS. Jurnal Ekonomi dan

Bisnis.

IFRS Application around the world jurisdictional profile: Indonesia articles.

(June, 2013). IFRS Foundation.

Immanuela, I. (2009). Adopsi penuh dan harmonisasi standar akutansi

international. Widya Warta.

Kieso, D.E, Weygant J.J, Warfield T.D. (2011). Intermediate Accounting Vol. 1:

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Indonesia

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Moqbel, M. & Bakay Aziz. (2010). Are US Academics and Professionals Ready

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Sekaran, U., Bougie. R,. (2009). Research Methods for Business: Wiley & Sons.

Shil, N., Das, B., & Pramanik. A. (2009). Harmonization of Accounting Standards

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Siregar, S. (2013). Metode penelitian kuantitatif: dilengkapi dengan perhitungan

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67

APPENDICES

68

A.1 Questionnaire

President University Accounting Students' Perception toward

IFRS Skills and Competencies

Please indicates the extext to which you are competent with International

Financial Accounting Standards (IFRS) by circling the appropriate response

1. How is the level of your knowledge in explaining the difference and similarities

between rule-based and principles-based?

1 2 3 4 5

Very Poor ○ ○ ○ ○ ○ Very Good

2. How is the level of your knowledge in comparing the differencces and

similarities between IFRS and PSAK based on IFRS?

1 2 3 4 5


3. How is the level of your knowledge in explaining the process of IFRS

implementation in Indonesia?

1 2 3 4 5


4. How is the level of your knowledge about terminology used in IFRS?

1 2 3 4 5


5. How is the level of your skill in analyzing the financial statement based on

IFRS?

1 2 3 4 5


6. How is the level of your skill in recording the transaction based on IFRS?

1 2 3 4 5


7. How is the level of your skill in preparing the financial statement based on

IFRS?

1 2 3 4 5


69

Please indicate the extent of International Financial Reporting (IFRS)

integration in University by circling the appropriate response

1. Financial accounting lecturers refer to IFRS in lecture accounting subjects

1 2 3 4 5

Strongly Disagree ○ ○ ○ ○ ○ Strongly Agree

2. Financial accounting lecturers provide real examples in lecture IFRS

1 2 3 4 5


3. Financial accounting text books are based on IFRS

1 2 3 4 5


4. Library provides various IFRS materials

1 2 3 4 5


Please indicate the extent of importance of IFRS skills and competence for

your career by circling the appropriate response

1. Career in Indonesia

1 2 3 4 5

Least Important ○ ○ ○ ○ ○ Most Important

2. Career in Overseas

1 2 3 4 5


3. Compete with other accountants

1 2 3 4 5


70

Demographics - Please check the appropriate category:

Gender : Male □ Female □

Age :

Batch : 2010 □

2011 □

GPA

> 3,5 □

3 - 3,4 □

2 - 2,9 □

< 2 □

~ Thank you for participating in this study ~

71

A.2. Data Tabulation

kn_1 kn_2 kn_3 kn_4 kn_5 kn_6 kn_7 int_1 int_2 int_3 int_4 imp_1 imp_2 imp_3 gender age batch GPA

1 5 5 4 5 4 4 4 4 5 5 5 5 5 5 Female 21 2010 > 3.5

2 5 3 3 5 4 4 4 4 3 4 2 5 5 5 Female 21 2010 > 3.5

3 3 3 3 3 3 3 3 5 4 4 2 4 5 5 Female 21 2010 2 - 2.9

4 4 3 2 3 3 4 3 5 4 5 1 2 4 4 Male 21 2010 2 - 2.9

5 4 3 3 4 3 3 3 4 4 4 3 3 4 5 Female 21 2010 2 - 2.9

6 4 4 4 4 4 4 4 4 4 4 3 4 5 4 Female 21 2010 2 - 2.9

7 5 2 3 4 4 5 4 2 2 3 2 5 4 4 Male 21 2010 2 - 2.9

72

8 4 4 4 4 3 4 4 4 3 4 4 5 5 5 Female 20 2010 2 - 2.9

9 4 1 1 3 4 4 4 3 5 5 3 3 3 3 Female 21 2010 2 - 2.9

10 4 4 3 3 3 3 3 3 3 4 2 4 5 5 Female 21 2010 2 - 2.9

11 5 4 4 4 3 5 4 3 5 5 3 5 5 5 Male 21 2010 2 - 2.9

12 1 1 1 1 1 1 1 2 5 5 3 3 4 4 Female 21 2010 2 - 2.9

13 4 3 3 3 3 4 4 5 5 5 1 4 5 5 Female 21 2010 2 - 2.9

14 4 3 4 5 4 4 4 5 5 5 4 4 5 4 Female 22 2010 2 - 2.9

15 1 2 4 3 3 4 5 3 2 4 3 3 5 4 Female 20 2010 3 - 3.5

73

16 2 2 2 2 3 3 3 4 2 4 1 4 5 4 Female 21 2010 3 - 3.5

17 2 2 2 2 2 3 2 2 2 2 2 4 4 4 Male 21 2010 3 - 3.5

18 3 4 3 4 4 4 4 4 4 4 1 3 4 4 Female 21 2010 3 - 3.5

19 4 3 4 3 3 3 3 4 3 5 1 5 5 5 Female 20 2010 3 - 3.5

20 5 4 4 4 5 4 3 2 2 4 1 5 5 5 Female 20 2010 3 - 3.5

21 2 2 2 3 4 4 4 4 4 4 3 4 5 5 Female 21 2010 3 - 3.5

22 4 3 3 3 3 3 3 4 4 5 3 3 2 3 Female 22 2010 3 - 3.5

23 1 1 2 3 4 3 4 3 3 4 2 4 4 4 Female 21 2010 3 - 3.5

74

24 3 4 3 2 4 4 4 5 3 5 4 4 5 5 Female 21 2010 3 - 3.5

25 3 3 3 3 4 4 4 4 4 4 3 4 5 4 Female 21 2010 3 - 3.5

26 4 2 1 2 2 1 2 3 1 3 2 3 4 3 Female 21 2010 3 - 3.5

27 4 3 2 3 4 4 4 5 4 5 3 3 3 3 Female 21 2010 3 - 3.5

28 3 4 4 3 3 4 3 3 3 4 3 4 5 4 Female 21 2010 3 - 3.5

29 3 3 3 3 3 4 4 4 4 4 3 5 5 5 Female 21 2010 3 - 3.5

30 3 3 3 3 3 3 3 4 3 4 1 2 4 4 Female 20 2010 3 - 3.5

31 3 3 3 3 3 3 3 3 2 4 2 3 4 5 Female 21 2010 3 - 3.5

75

32 4 3 3 3 3 3 3 4 4 5 3 4 4 5 Female 21 2010 3 - 3.5

33 3 4 3 3 3 3 3 5 4 5 3 5 5 5 Male 22 2010 3 - 3.5

34 3 2 2 2 2 2 2 3 3 3 2 3 4 4 Female 20 2010 3 - 3.5

35 3 3 2 2 2 2 3 3 3 3 3 4 4 4 Female 21 2010 3 - 3.5

36 4 3 3 3 3 4 4 5 5 5 4 4 4 5 Female 21 2010 3 - 3.5

37 3 2 3 2 3 4 3 3 3 2 4 4 4 5 Female 21 2010 3 - 3.5

38 3 2 2 3 3 3 3 4 4 5 2 4 5 4 Female 21 2010 3 - 3.5

39 2 4 3 3 2 4 3 3 3 4 3 4 4 4 Female 21 2010 3 - 3.5

76

40 4 4 5 3 4 4 5 3 4 3 3 4 5 5 Male 20 2010 3 - 3.5

41 4 3 2 2 3 4 3 4 3 4 2 4 5 5 Female 20 2010 3 - 3.5

42 3 4 4 3 2 3 3 2 2 5 4 4 4 5 Female 21 2010 3 - 3.5

43 2 3 3 4 2 4 4 4 4 4 3 4 4 4 Female 21 2010 3 - 3.5

44 4 3 3 4 5 5 5 5 5 5 3 4 5 5 Female 21 2010 3 - 3.5

45 4 3 3 2 4 3 4 3 4 4 3 4 4 4 Female 21 2010 3 - 3.5

46 4 2 3 2 3 3 3 3 3 4 2 5 5 5 Male 19 2010 3 - 3.5

47 3 2 2 3 4 4 4 4 4 3 4 4 5 5 Male 19 2010 3 - 3.5

77

48 3 4 4 4 5 5 4 4 3 5 4 5 5 5 Male 19 2010 3 - 3.5

49 3 3 2 2 2 2 2 3 3 2 3 5 5 5 Male 20 2010 3 - 3.5

50 4 3 2 3 2 4 3 3 4 3 2 5 5 5 Female 20 2010 3 - 3.5

51 2 3 3 3 4 4 4 4 4 5 1 5 5 5 Female 20 2010 3 - 3.5

52 2 2 2 3 3 3 3 3 2 3 2 5 5 5 Female 19 2011 > 3.5

53 3 3 3 4 4 4 4 4 5 5 2 3 4 4 Female 20 2011 > 3.5

54 1 1 1 1 1 1 1 1 1 3 2 3 4 5 Female 20 2011 > 3.5

55 3 3 3 3 3 3 3 3 2 4 4 3 3 3 Female 20 2011 > 3.5

78

56 3 3 2 3 4 4 4 4 3 4 1 2 4 5 Female 20 2011 > 3.5

57 3 2 2 3 3 3 4 5 4 5 3 4 5 5 Female 20 2011 > 3.5

58 3 2 2 3 3 3 4 5 4 5 4 4 4 5 Female 20 2011 > 3.5

59 3 2 2 2 3 3 3 2 2 4 3 4 4 4 Female 21 2011 > 3.5

60 3 3 2 3 2 3 2 4 2 4 3 5 5 5 Female 22 2011 > 3.5

61 4 3 3 3 3 4 4 4 3 4 4 1 5 1 Male 19 2011 > 3.5

62 3 3 2 2 4 3 3 5 5 5 5 4 4 4 Male 20 2011 > 3.5

63 3 1 1 1 2 3 3 3 2 3 5 5 5 5 Male 20 2011 > 3.5

79

64 3 3 3 4 3 3 3 4 3 5 1 2 3 5 Male 20 2011 > 3.5

65 2 2 3 2 1 1 1 4 4 3 2 3 3 3 Female 19 2011 2 - 2.9

66 4 3 2 4 4 4 3 4 3 4 4 3 3 3 Female 19 2011 2 - 2.9

67 3 3 3 3 3 3 3 4 4 5 2 4 4 4 Female 20 2011 2 - 2.9

68 4 3 4 4 4 4 4 3 4 4 3 4 4 4 Female 20 2011 2 - 2.9

69 2 2 3 2 4 3 3 2 2 3 3 5 5 5 Female 20 2011 2 - 2.9

70 3 4 2 3 1 4 4 4 3 5 1 5 4 5 Female 20 2011 2 - 2.9

71 4 4 4 5 4 4 4 5 5 5 1 4 4 4 Female 20 2011 2 - 2.9

80

72 3 2 2 3 3 3 3 3 3 3 2 3 2 3 Female 20 2011 2 - 2.9

73 3 3 3 2 3 4 4 4 4 5 3 5 5 5 Female 20 2011 2 - 2.9

74 3 2 2 4 3 4 4 4 3 5 1 3 4 3 Female 20 2011 2 - 2.9

75 3 2 2 4 3 4 4 4 3 5 2 3 4 4 Female 20 2011 2 - 2.9

76 3 2 2 2 2 2 2 2 1 2 2 3 4 4 Female 20 2011 2 - 2.9

77 3 3 2 2 3 3 3 4 4 3 3 5 5 4 Male 20 2011 2 - 2.9

78 5 4 4 3 4 5 5 5 5 5 2 3 4 4 Male 20 2011 2 - 2.9

79 3 2 2 3 3 3 3 2 2 3 2 5 5 4 Male 20 2011 2 - 2.9

81

80 3 4 3 2 4 4 3 2 2 4 4 4 3 4 Male 20 2011 2 - 2.9

81 4 3 4 4 4 4 4 4 3 4 3 5 5 5 Male 20 2011 2 - 2.9

82 4 3 4 3 4 4 5 4 3 5 1 4 5 4 Male 20 2011 2 - 2.9

83 4 3 3 3 4 4 4 4 4 4 2 3 3 3 Male 20 2011 2 - 2.9

84 4 4 3 3 4 4 4 4 3 4 2 4 4 4 Male 20 2011 2 - 2.9

85 5 4 3 4 4 5 4 4 4 5 3 4 5 5 Male 20 2011 2 - 2.9

86 4 4 3 5 4 3 4 4 4 5 1 4 4 4 Male 19 2011 2 - 2.9

87 4 4 4 5 4 3 4 4 3 5 2 4 5 5 Male 21 2011 2 - 2.9

82

88 3 3 2 4 4 4 4 5 5 5 3 4 3 3 Male 21 2011 2 - 2.9

89 4 3 4 4 5 5 5 2 5 4 2 5 4 4 Male 21 2011 2 - 2.9

90 2 2 2 3 2 2 3 2 2 3 3 4 4 5 Male 20 2011 3 - 3.5

91 3 3 3 3 3 3 3 4 4 4 4 4 4 4 Male 19 2011 3 - 3.5

92 3 2 1 2 3 4 4 4 4 4 3 4 5 5 Male 19 2011 3 - 3.5

93 3 3 4 4 4 4 4 4 2 5 3 4 5 4 Male 20 2011 3 - 3.5

94 3 4 3 3 4 2 4 2 3 3 3 3 3 3 Male 20 2011 3 - 3.5

95 3 3 4 4 3 5 3 5 4 4 2 4 5 3 Male 20 2011 3 - 3.5

83

96 5 4 3 4 4 3 4 4 5 5 3 4 5 5 Male 20 2011 3 - 3.5

97 3 4 5 3 5 4 5 5 4 5 5 4 4 5 Male 20 2011 3 - 3.5

98 4 3 4 4 4 3 4 4 4 4 3 4 4 4 Male 20 2011 3 - 3.5

99 3 4 4 4 3 4 4 4 4 5 4 3 5 5 Male 20 2011 3 - 3.5

100 3 2 3 4 3 4 3 3 4 3 3 3 4 3 Male 20 2011 3 - 3.5

101 3 3 2 4 4 4 5 4 4 5 3 5 4 5 Male 21 2011 3 - 3.5

102 4 4 3 4 3 4 4 4 4 3 4 4 3 4 Male 21 2011 3 - 3.5

103 3 2 2 4 3 3 3 4 4 4 3 4 4 4 Male 22 2011 3 - 3.5

84

104 3 4 2 3 3 2 3 5 4 5 4 5 4 4 Female 20 2011 3 - 3.5

105 5 4 4 4 3 3 3 3 3 3 1 3 3 3 Female 20 2011 3 - 3.5

106 3 3 4 4 3 4 4 4 4 5 2 4 5 5 Female 20 2011 3 - 3.5

107 4 3 4 3 4 4 4 4 3 4 3 4 5 5 Female 20 2011 3 - 3.5

108 4 4 3 3 3 4 3 4 3 4 1 5 5 5 Female 20 2011 3 - 3.5

109 2 2 2 2 2 3 3 3 3 5 1 4 4 5 Female 20 2011 3 - 3.5

110 4 3 2 4 4 4 3 4 3 4 3 3 3 3 Female 20 2011 3 - 3.5

111 3 3 3 4 3 3 4 4 4 4 2 3 4 4 Female 20 2011 3 - 3.5

85

112 3 2 2 2 3 3 3 3 3 5 4 3 4 4 Female 20 2011 3 - 3.5

113 4 3 3 4 4 4 4 4 3 4 3 4 5 5 Female 20 2011 3 - 3.5

114 3 2 2 2 2 3 3 3 3 3 3 4 4 4 Female 20 2011 3 - 3.5

115 3 3 4 4 4 3 4 2 3 3 3 2 2 3 Female 20 2011 3 - 3.5

116 2 2 3 2 2 2 2 3 2 4 2 4 4 4 Female 20 2011 3 - 3.5

117 3 3 3 3 3 3 3 5 4 5 3 5 5 5 Female 20 2011 3 - 3.5

118 1 2 2 3 3 3 3 2 2 4 3 4 5 5 Female 20 2011 3 - 3.5

119 4 3 2 3 3 4 4 4 3 5 2 3 4 4 Female 20 2011 3 - 3.5

86

120 3 3 4 3 3 4 4 3 3 5 4 4 4 5 Female 20 2011 3 - 3.5

121 4 3 3 3 3 4 4 3 3 4 3 3 4 4 Female 20 2011 3 - 3.5

122 3 4 3 4 3 4 3 3 3 4 3 5 5 5 Female 20 2011 3 - 3.5

123 3 2 2 3 3 3 4 4 4 3 2 3 4 4 Female 21 2011 3 - 3.5

124 3 3 4 2 3 2 3 3 3 3 4 3 4 4 Female 21 2011 3 - 3.5

125 3 3 3 2 3 3 3 3 3 3 3 4 3 3 Female 21 2011 3 - 3.5

87

THE ANALYSIS OF PRESIDENT UNIVERSITY ACCOUTING …

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