Solution Manual for Management
| | |
| Accounting for Decision Makers:
| | | |
11th Edition By Peter Atrill, Eddie
| | | | |
| McLaney All Chapters 1 - 12
| | | | | |
,TABLE OF CONTENTS
| |
1. Introduction to management accounting
| | |
2. Relevant costs and benefits for decision making
| | | | | |
3. Cost–volume–profit analysis |
4. Full costing
|
5. Costing and cost management in a competitive environment
| | | | | | |
6. Budgeting
7. Accounting for control | |
8. Making capital investment decisions
| | |
9. Managing risk |
10.Strategic management accounting: performance evaluation and
| | | | |
pricing in a competitive environment
| | | | |
11.Measuring divisional performance
| |
12.Managing working capital
| |
, SECTION | A
Authors’ note to tutors
| | |
Using the book
| |
The |book |is |designed |to |provide |readers |with |a |sound |introduction |to |management |accounting. |It
|assumes |no |previous |knowledge |of |the |subject |and |recognises |that |students |using |it |may |come |from |a
|wide |variety |of |backgrounds. |The |book, |therefore, |tries |to |avoid |technical |jargon |and |does |not |assume
|a |high |level |of |numerical |ability |from |students. |It |has |been |class |tested |by |students |on |various |courses
|and |we |have |modified |and |refined |the |material |to |take |account |of |their |comments. |We |have |also |taken
|account |of |the |comments |made |by |lecturers |who |used |the |first |nine |editions |of |the |book |and |of
|specially |commissioned |reviews.
The |book |aims |to |encourage |an |active |approach |to |learning |by |providing |activities |and |self-assessment
|questions |at |appropriate |points. |This |approach |is |designed |to |stimulate |thought |concerning |particular
|issues |and |to |give |the |readers |the |opportunity |to |test |their |understanding |of |the |principles |covered.
The |book |is |supplemented |by |a |password-controlled |lecturers’ |website |and |a |student |website
|available |to |all |readers.
The |structure |of |the |book |allows |the |tutor |to |deliver |the |subject |in |a |number |of |ways. |It |can |be |used |as
|recommended |reading |for |a |traditional |course |based |on |lectures |and |tutorials. |There |are |critical
|review |questions |and |exercises |at |the |end |of |each |chapter |that |can |be |used |as |the |basis |for |tutorials. | It
|could |also |provide |the |basis |for |a |distance |learning |approach |for |part-time |or |off-campus |students. |For
|these |students, |the |interactive |nature |of |the |book |may |be |extremely |useful |where |access |to |a |tutor |is
|restricted. |The |book |can |also |be |used |as |the |basis |for |an |open |learning |approach |for |full-time |campus-
based |students. |We |have |successfully |used |it |in |this |way |at |the |University |of |Plymouth |Business
|School. |Accounting |‘surgeries’ |have |also |been |provided |to |give |students |the |opportunity |for |one-to-
one |help |with |any |problems |they |face.
The |book |is |appropriate |for |modules |that |are |designed |to |be |covered |in |100 |to |150 |hours |of |study. |For
|full-time |students, |this |will |often |be |covered |in |one |academic |year.
PowerPoint slides |
The |diagrams |in |the |book, |along |with |other |diagrams |and |materials, |are |available |as |PowerPoint
|slides |to |help |in |delivering |lectures |and |tutorials |and |these |can |be |downloaded |from |the |lecturers’
|website.
Practice/assessment material |
The |activities, |whose |solutions |immediately |follow |them, |and |self-assessment |questions, |whose
|solutions | are | at | the | end | of | the | book, | form | an | integral | part | of | it. | In | addition, | there | are | various | other
, practice/assessment |materials. |At |the |end |of |each |chapter |there |are |four |critical |review |questions.
|These |are |short, |narrative |questions |involving |recall, |explanation |and |brief |discussion. |The |solutions
|to |these |are |given |at |the |end |of |the |book. |At |the |end |of |all |chapters, |except |Chapter |1 |(where |there |are
|two), |there |are |eight |exercises. |These |are |questions, |many |involving |calculations, |which |are |similar
|in |nature |to |examination-style |questions. |The |solutions |to |five |of |these |are |given |at |the |end | of |the
|book |and |are, |therefore, |accessible |to |students. |Solutions |to |the |other |three |are |in |the | following |pages
|of |this |manual |and |are |not |accessible |to |students.
On |the |lecturers’ |website, |in |addition |to |this |Instructor’s |Manual |with |solutions |to |selected |end-of-
|chapter |exercises |there |are:
Two |progress |tests |with |solutions. |These |tests |comprise |multiple-choice |questions, |missing-
|word |questions |and |questions |that |are |similar |to |the |end-of-chapter |exercises. |One |test
|corresponds |to |Chapters |1 |to |5, |and |the |other |to |Chapters |6 |to |12.
Supplementary |questions |(10 |of |them) |with |solutions.
Tutorial/seminar |questions |with |solutions.
None |of |this |material, |except |the |case |study |comments, |is |accessible |to |students. |On
the |student |website, |there |are |five |types |of |material:
|
Revision |exercises, |similar |in |style |to |the |end-of-chapter |exercises, |with |solutions.
Multiple-choice |questions, |typically |10 |for |each |chapter. |These |are |intended |to |be |tackled
|online, |where |they |will |be |automatically |graded.
Missing-word |questions, |typically |10 |for |each |chapter. |These |too |can |be |attempted |and |graded
|online.
The |multiple-choice |questions |and |missing-word |questions |are |intended |to |provide |students |with |a
|quick |assessment |of |their |mastery |of |the |material |of |each |chapter.
The |solutions |to |all |of |this |material, |except |to |the |multiple-choice |and |missing-word |questions, |are
|fully |annotated |in |order |to |give |the |necessary |feedback |to |students.
We |intend |to |expand |the |number |and |scope |of |the |practice/assessment |materials |on |a |continuing |basis.
We |hope |that |you |and |your |students |will |find |the |book |both |accessible |and |interesting. |We |should
|much |appreciate |any |suggestions |you |may |have |on |how |the |book |and |supplementary |material |may |be
|improved.
Peter |Atrill
|Eddie |McLaney
| | |
| Accounting for Decision Makers:
| | | |
11th Edition By Peter Atrill, Eddie
| | | | |
| McLaney All Chapters 1 - 12
| | | | | |
,TABLE OF CONTENTS
| |
1. Introduction to management accounting
| | |
2. Relevant costs and benefits for decision making
| | | | | |
3. Cost–volume–profit analysis |
4. Full costing
|
5. Costing and cost management in a competitive environment
| | | | | | |
6. Budgeting
7. Accounting for control | |
8. Making capital investment decisions
| | |
9. Managing risk |
10.Strategic management accounting: performance evaluation and
| | | | |
pricing in a competitive environment
| | | | |
11.Measuring divisional performance
| |
12.Managing working capital
| |
, SECTION | A
Authors’ note to tutors
| | |
Using the book
| |
The |book |is |designed |to |provide |readers |with |a |sound |introduction |to |management |accounting. |It
|assumes |no |previous |knowledge |of |the |subject |and |recognises |that |students |using |it |may |come |from |a
|wide |variety |of |backgrounds. |The |book, |therefore, |tries |to |avoid |technical |jargon |and |does |not |assume
|a |high |level |of |numerical |ability |from |students. |It |has |been |class |tested |by |students |on |various |courses
|and |we |have |modified |and |refined |the |material |to |take |account |of |their |comments. |We |have |also |taken
|account |of |the |comments |made |by |lecturers |who |used |the |first |nine |editions |of |the |book |and |of
|specially |commissioned |reviews.
The |book |aims |to |encourage |an |active |approach |to |learning |by |providing |activities |and |self-assessment
|questions |at |appropriate |points. |This |approach |is |designed |to |stimulate |thought |concerning |particular
|issues |and |to |give |the |readers |the |opportunity |to |test |their |understanding |of |the |principles |covered.
The |book |is |supplemented |by |a |password-controlled |lecturers’ |website |and |a |student |website
|available |to |all |readers.
The |structure |of |the |book |allows |the |tutor |to |deliver |the |subject |in |a |number |of |ways. |It |can |be |used |as
|recommended |reading |for |a |traditional |course |based |on |lectures |and |tutorials. |There |are |critical
|review |questions |and |exercises |at |the |end |of |each |chapter |that |can |be |used |as |the |basis |for |tutorials. | It
|could |also |provide |the |basis |for |a |distance |learning |approach |for |part-time |or |off-campus |students. |For
|these |students, |the |interactive |nature |of |the |book |may |be |extremely |useful |where |access |to |a |tutor |is
|restricted. |The |book |can |also |be |used |as |the |basis |for |an |open |learning |approach |for |full-time |campus-
based |students. |We |have |successfully |used |it |in |this |way |at |the |University |of |Plymouth |Business
|School. |Accounting |‘surgeries’ |have |also |been |provided |to |give |students |the |opportunity |for |one-to-
one |help |with |any |problems |they |face.
The |book |is |appropriate |for |modules |that |are |designed |to |be |covered |in |100 |to |150 |hours |of |study. |For
|full-time |students, |this |will |often |be |covered |in |one |academic |year.
PowerPoint slides |
The |diagrams |in |the |book, |along |with |other |diagrams |and |materials, |are |available |as |PowerPoint
|slides |to |help |in |delivering |lectures |and |tutorials |and |these |can |be |downloaded |from |the |lecturers’
|website.
Practice/assessment material |
The |activities, |whose |solutions |immediately |follow |them, |and |self-assessment |questions, |whose
|solutions | are | at | the | end | of | the | book, | form | an | integral | part | of | it. | In | addition, | there | are | various | other
, practice/assessment |materials. |At |the |end |of |each |chapter |there |are |four |critical |review |questions.
|These |are |short, |narrative |questions |involving |recall, |explanation |and |brief |discussion. |The |solutions
|to |these |are |given |at |the |end |of |the |book. |At |the |end |of |all |chapters, |except |Chapter |1 |(where |there |are
|two), |there |are |eight |exercises. |These |are |questions, |many |involving |calculations, |which |are |similar
|in |nature |to |examination-style |questions. |The |solutions |to |five |of |these |are |given |at |the |end | of |the
|book |and |are, |therefore, |accessible |to |students. |Solutions |to |the |other |three |are |in |the | following |pages
|of |this |manual |and |are |not |accessible |to |students.
On |the |lecturers’ |website, |in |addition |to |this |Instructor’s |Manual |with |solutions |to |selected |end-of-
|chapter |exercises |there |are:
Two |progress |tests |with |solutions. |These |tests |comprise |multiple-choice |questions, |missing-
|word |questions |and |questions |that |are |similar |to |the |end-of-chapter |exercises. |One |test
|corresponds |to |Chapters |1 |to |5, |and |the |other |to |Chapters |6 |to |12.
Supplementary |questions |(10 |of |them) |with |solutions.
Tutorial/seminar |questions |with |solutions.
None |of |this |material, |except |the |case |study |comments, |is |accessible |to |students. |On
the |student |website, |there |are |five |types |of |material:
|
Revision |exercises, |similar |in |style |to |the |end-of-chapter |exercises, |with |solutions.
Multiple-choice |questions, |typically |10 |for |each |chapter. |These |are |intended |to |be |tackled
|online, |where |they |will |be |automatically |graded.
Missing-word |questions, |typically |10 |for |each |chapter. |These |too |can |be |attempted |and |graded
|online.
The |multiple-choice |questions |and |missing-word |questions |are |intended |to |provide |students |with |a
|quick |assessment |of |their |mastery |of |the |material |of |each |chapter.
The |solutions |to |all |of |this |material, |except |to |the |multiple-choice |and |missing-word |questions, |are
|fully |annotated |in |order |to |give |the |necessary |feedback |to |students.
We |intend |to |expand |the |number |and |scope |of |the |practice/assessment |materials |on |a |continuing |basis.
We |hope |that |you |and |your |students |will |find |the |book |both |accessible |and |interesting. |We |should
|much |appreciate |any |suggestions |you |may |have |on |how |the |book |and |supplementary |material |may |be
|improved.
Peter |Atrill
|Eddie |McLaney
