Instructor’s Solutions Manual for Accounting Information Systems 15th Edition by Marshall B Romney, Paul J. Steinbart, Scott L. Summers, David A. Wood 2024 / All Chapters A+

Accounting Information Systems
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Instructor’sSolutionsManual
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Accounting Information
Systems
15th Edition



Marshall B. Romney
Professor Emeritus, Brigham Young University
Paul John Steinbart
Professor Emeritus, Arizona State University
Scott L. Summers
Brigham Young University
David A. Wood
Brigham Young University


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Copyright (c) 2021 Pearson Education, Inc.
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, Accounting Information Systems DF DF




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The work and materials from it should never be made available to DF DF DF DF DF DF DF DF DF DF DF DF




students except by instructors using the accompanying text in their classes.
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All recipients of this work are expected to abide by these restrictio DF DF DF DF DF DF DF DF DF DF DF




ns and to honor the intended pedagogical purposes and the needsof other in
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structors who rely on these materials. DF DF DF DF DF




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, Accounting Information Systems DF DF




chapter 1 DF




accountinginformationsystems DF D
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: An overview
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Suggested Answers to Discussion Questions
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1.1 The value of information is the difference between the benef
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its realized from using that information and the costs of pro
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ducing it. Would you, or any organization,ever produce inf
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ormation if its expected costs exceededits benefits? If so, p
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rovide some examples. If not, why? DF DF DF DF DF




Most organizations produce information only if its valueexce
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eds its cost. However, there are two situations where inform
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ation may be produced even if its cost exceeds its value.
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a. It is often difficult to estimate accurately the value o
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f information and the cost of producing it. Therefore, o
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rganizations may produce information that they expect w DF DF DF DF DF DF DF




ill produce benefits in excess ofits costs, only to be dis
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appointed after the fact. DF DF DF




b. Production of the information may be mandated by either a DF DF DF DF DF DF DF DF DF




government agency or a private organization. Examples i
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nclude the tax reports required by the IRS and disclosure DF DF DF DF DF DF DF DF DF




requirements forfinancial reporting.
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1.2 Can the characteristics of useful information listed inTabl
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e 1-
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1 be met simultaneously? Or does achieving onemean sacrifici
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ng another?
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Several of the criteria in Table 1.1 can be met simultaneously
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. For example, more timely information is
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, Accounting Information Systems DF DF




also likely to be more relevant.
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kely to be more accurate. DF DF DF DF




However, achieving one objective may require sacrificinganot DF DF DF DF DF DF D
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her. For example, ensuring that information is morecomplete
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may reduce its timeliness. Similarly, increased verifiabi
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lity and accuracy may reduce its timeliness.
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The decision maker must decide which trade-
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offs arewarranted in each situation.
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1.3 You and a few of your classmates decided to become entreprene
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urs. You came up with a great idea for a newmobile phone appl
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ication that you think will make lots of money. Your businessDF DF DF DF DF DF DF DF DF DF DF




plan won second place in a local competition, and you are usin
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g the $10,000 prize to support yourselves as you start your co
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mpany.

a. Identify the key decisions you need to make to be successfu DF DF DF DF DF DF DF DF DF DF




l entrepreneurs, the information you need tomake them, and
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the business processes you will need to engage in.
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b. Your company will need to exchange information withvario
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us external parties. Identify the external parties, and
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specify the information received from and sent to each of DF DF DF DF DF DF DF DF DF




them. DF




The author turns this question into an in-
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class groupactivity. Students are divided up in groups, to
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ld toclose their books, and given 15 minutes to:
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a. Think through the business processes, key decisions,and DF DF DF DF DF DF D
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information needs issues in their group. DF DF DF DF DF




b. Identify the external users of information and specif DF DF DF DF DF DF DF




y the information received from and sent toeach of them
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.

One group is selected to present their answers to the class. Th
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e other groups are told to challenge the group’s answers, prov
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ide alternative answers, and chip in with additional answers
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not provided by the selected group. Since the group that prese
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nts is not selected until after the time has expired, students
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are motivatedto do a good job, as they will be presenting to the
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ir peers.DF




The value of this activity is not in arriving at a
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