SOLUTION MANUAL
Accounting Information Systems, | 16th edition
By Marshall B. Romney, Paul J. Steinbart
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ST
SO
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,Table of Content
PART 1: CONCEPTUAL FOUNDATIONS OF ACCOUNTING INFORMATION
SYSTEMS
Accounting Information Systems: An Overview
Overview of Transaction Processing and Enterprise Resource Planning Systems
Systems Documentation Techniques
PART 2: DATA ANALYTICS
Relational Databases
Introduction to Data Analytics in Accounting
TE
Transforming Data
Data Analysis and Presentation
PART 3: CONTROL OF ACCOUNTING INFORMATION SYSTEMS
Fraud and Errors
ST
Computer Fraud and Abuse Techniques
Control and Accounting Information Systems
Controls for Information Security
Confidentiality and Privacy Controls
SO
Processing Integrity and Availability Controls
PART 4: ACCOUNTING INFORMATION SYSTEMS APPLICATIONS
The Revenue Cycle: Sales to Cash Collections
The Expenditure Cycle: Purchasing to Cash Disbursements
The Production Cycle
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The Human Resources Management and Payroll Cycle
General Ledger and Reporting System
PART 5: THE REA DATA MODEL
Database Design Using the REA Data Model
TI
Implementing an REA Model in a Relational Database
Special Topics in REA Modeling
PART 6: THE SYSTEMS DEVELOPMENT PROCESS
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Introduction to Systems Development and Systems Analysis
AIS Development Strategies
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Systems Design, Implementation, and Operation
, kjhgfdsa
CHAPTER 1
ACCOUNTING INFORMATION SYSTEMS: AN OVERVIEW
SUGGESTED ANSWERS TO DISCUSSION QUESTIONS
1.1 The value of information is the difference between the benefits realized from using that
information and the costs of producing it. Would you, or any organization, ever produce
information if its expected costs exceeded its benefits? If so, provide some examples. If not,
why?
TE
Most organizations produce information only if its value exceeds its cost. However, there are two
situations where information may be produced even if its cost exceeds its value.
a. It is often difficult to estimate accurately the value of information and the cost of producing
it. Therefore, organizations may produce information that they expect will produce benefits
ST
in excess of its costs, only to be disappointed after the fact.
b. Production of the information may be mandated by either a government agency or a private
organization. Examples include the tax reports required by the IRS and disclosure
requirements for financial reporting.
1.2 Can the characteristics of useful information listed in Table 1-1 be met simultaneously? Or
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does achieving one mean sacrificing another?
Several of the criteria in Table 1.1 can be met simultaneously. For example, more timely
information is also likely to be more relevant. Verifiable information is likely to be more accurate.
However, achieving one objective may require sacrificing another. For example, ensuring that
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information is more complete may reduce its timeliness. Similarly, increased verifiability and
accuracy may reduce its timeliness.
The decision maker must decide which trade-offs are warranted in each situation.
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1-1
Copyright (c) 2021 Pearson Education, Inc.
, Ch. 1: Accounting Information Systems: An Overview
1.3 You and a few of your classmates decided to become entrepreneurs. You came up with a
great idea for a new mobile phone application that you think will make lots of money. Your
business plan won second place in a local competition, and you are using the $10,000 prize to
support yourselves as you start your company.
a. Identify the key decisions you need to make to be successful entrepreneurs, the
information you need to make them, and the business processes you will need to engage
in.
TE
b. Your company will need to exchange information with various external parties. Identify
the external parties, and specify the information received from and sent to each of them.
The author turns this question into an in-class group activity. Students are divided up in groups,
told to close their books, and given 15 minutes to:
ST
a. Think through the business processes, key decisions, and information needs issues in their
group.
b. Identify the external users of information and specify the information received from and sent
to each of them.
One group is selected to present their answers to the class. The other groups are told to challenge
SO
the group’s answers, provide alternative answers, and chip in with additional answers not provided
by the selected group. Since the group that presents is not selected until after the time has expired,
students are motivated to do a good job, as they will be presenting to their peers.
The value of this activity is not in arriving at a “right answer” as there are many right answers and
student answers will vary. Instead, it is in thinking through the issues presented in Table 1-2
(business processes, key decisions, and information needs) and Figure 1-1 (interactions with
LU
external parties). Student answers should contain many of the things in Table 1-2 and Figure 1-1 as
well as others not shown, as a retail operation differs from an application development enterprise.
The author concludes the exercise by having the students turn to Table 1-2 and Figure 1-1 while he
emphasizes the need for owners, managers, and employees of organizations to identify the
information needed to make key decisions in the company’s business processes and the key
TI
information interchanges with external parties. All the data needed to produce this information
must be entered into the AIS, processed, stored, protected, and made available to the appropriate
users.
O
While this active learning activity takes more time than a lecture does, it drives the point home
much better than a lecture would. It also keeps the students more engaged in the material.
N
1-2
Copyright (c) 2021 Pearson Education, Inc.
Accounting Information Systems, | 16th edition
By Marshall B. Romney, Paul J. Steinbart
TE
ST
SO
LU
TI
O
N
,Table of Content
PART 1: CONCEPTUAL FOUNDATIONS OF ACCOUNTING INFORMATION
SYSTEMS
Accounting Information Systems: An Overview
Overview of Transaction Processing and Enterprise Resource Planning Systems
Systems Documentation Techniques
PART 2: DATA ANALYTICS
Relational Databases
Introduction to Data Analytics in Accounting
TE
Transforming Data
Data Analysis and Presentation
PART 3: CONTROL OF ACCOUNTING INFORMATION SYSTEMS
Fraud and Errors
ST
Computer Fraud and Abuse Techniques
Control and Accounting Information Systems
Controls for Information Security
Confidentiality and Privacy Controls
SO
Processing Integrity and Availability Controls
PART 4: ACCOUNTING INFORMATION SYSTEMS APPLICATIONS
The Revenue Cycle: Sales to Cash Collections
The Expenditure Cycle: Purchasing to Cash Disbursements
The Production Cycle
LU
The Human Resources Management and Payroll Cycle
General Ledger and Reporting System
PART 5: THE REA DATA MODEL
Database Design Using the REA Data Model
TI
Implementing an REA Model in a Relational Database
Special Topics in REA Modeling
PART 6: THE SYSTEMS DEVELOPMENT PROCESS
O
Introduction to Systems Development and Systems Analysis
AIS Development Strategies
N
Systems Design, Implementation, and Operation
, kjhgfdsa
CHAPTER 1
ACCOUNTING INFORMATION SYSTEMS: AN OVERVIEW
SUGGESTED ANSWERS TO DISCUSSION QUESTIONS
1.1 The value of information is the difference between the benefits realized from using that
information and the costs of producing it. Would you, or any organization, ever produce
information if its expected costs exceeded its benefits? If so, provide some examples. If not,
why?
TE
Most organizations produce information only if its value exceeds its cost. However, there are two
situations where information may be produced even if its cost exceeds its value.
a. It is often difficult to estimate accurately the value of information and the cost of producing
it. Therefore, organizations may produce information that they expect will produce benefits
ST
in excess of its costs, only to be disappointed after the fact.
b. Production of the information may be mandated by either a government agency or a private
organization. Examples include the tax reports required by the IRS and disclosure
requirements for financial reporting.
1.2 Can the characteristics of useful information listed in Table 1-1 be met simultaneously? Or
SO
does achieving one mean sacrificing another?
Several of the criteria in Table 1.1 can be met simultaneously. For example, more timely
information is also likely to be more relevant. Verifiable information is likely to be more accurate.
However, achieving one objective may require sacrificing another. For example, ensuring that
LU
information is more complete may reduce its timeliness. Similarly, increased verifiability and
accuracy may reduce its timeliness.
The decision maker must decide which trade-offs are warranted in each situation.
TI
O
N
1-1
Copyright (c) 2021 Pearson Education, Inc.
, Ch. 1: Accounting Information Systems: An Overview
1.3 You and a few of your classmates decided to become entrepreneurs. You came up with a
great idea for a new mobile phone application that you think will make lots of money. Your
business plan won second place in a local competition, and you are using the $10,000 prize to
support yourselves as you start your company.
a. Identify the key decisions you need to make to be successful entrepreneurs, the
information you need to make them, and the business processes you will need to engage
in.
TE
b. Your company will need to exchange information with various external parties. Identify
the external parties, and specify the information received from and sent to each of them.
The author turns this question into an in-class group activity. Students are divided up in groups,
told to close their books, and given 15 minutes to:
ST
a. Think through the business processes, key decisions, and information needs issues in their
group.
b. Identify the external users of information and specify the information received from and sent
to each of them.
One group is selected to present their answers to the class. The other groups are told to challenge
SO
the group’s answers, provide alternative answers, and chip in with additional answers not provided
by the selected group. Since the group that presents is not selected until after the time has expired,
students are motivated to do a good job, as they will be presenting to their peers.
The value of this activity is not in arriving at a “right answer” as there are many right answers and
student answers will vary. Instead, it is in thinking through the issues presented in Table 1-2
(business processes, key decisions, and information needs) and Figure 1-1 (interactions with
LU
external parties). Student answers should contain many of the things in Table 1-2 and Figure 1-1 as
well as others not shown, as a retail operation differs from an application development enterprise.
The author concludes the exercise by having the students turn to Table 1-2 and Figure 1-1 while he
emphasizes the need for owners, managers, and employees of organizations to identify the
information needed to make key decisions in the company’s business processes and the key
TI
information interchanges with external parties. All the data needed to produce this information
must be entered into the AIS, processed, stored, protected, and made available to the appropriate
users.
O
While this active learning activity takes more time than a lecture does, it drives the point home
much better than a lecture would. It also keeps the students more engaged in the material.
N
1-2
Copyright (c) 2021 Pearson Education, Inc.
