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page i
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page ii
1 2 3 4 5 6 7 8 9 LWI 27 26 25 24 23 22
ISBN 978-1-265-09445-4
MHID 1-265-09445-4
The Internet addresses listed in the text were accurate at the time of
publication. The inclusion of a website does not indicate an
endorsement by the authors or McGraw Hill LLC, and McGraw Hill
LLC does not guarantee the accuracy of the information presented at
these sites.
mheducation.com/highered
page iii
Dedications
My wonderful daughter, Rachel, for your
constant love, encouragement, and support.
You always make me laugh and smile!
—Vern Richardson
—Ryan Teeter
—Katie Terrell
page iv
Preface
Data Analytics is changing the business world—data simply surround
us! So many data are available to businesses about each of us—how
we shop, what we read, what we buy, what music we listen to,
where we travel, whom we trust, where we invest our time and
money, and so on. Accountants create value by addressing
fundamental business and accounting questions using Data
Analytics.
All accountants must develop data analytic skills to address the
needs of the profession in the future—it is increasingly required of
new hires and old hands. Data Analytics for Accounting, 3e
recognizes that accountants don’t need to become data scientists—
they may never need to build a data repository or do the real
hardcore Data Analytics or learn how to program a computer to do
machine learning. However, there are seven skills that analytic-
minded accountants must have to be prepared for a data-filled
world, including:
page v
Adapted from Win with Advanced Business Analytics: Creating Business Value from
Your Data, by Jean Paul Isson and Jesse S. Harriott.
The IMPACT cycle is described in the first four chapters, and then
the process is illustrated in auditing, managerial accounting, financial
accounting, and taxes in Chapters 5 through 9. In response to
instructor feedback, Data Analytics for Accounting, 3e now also
includes two new project chapters, giving students a chance to
practice the full IMPACT model with multiple labs that build on one
another.
Data Analytics for Accounting, 3e emphasizes hands-on practice
with real-world data. Students are provided with hands-on
instruction (e.g., click-by-click instructions, screenshots, etc.) on
datasets within the chapter; within the end-of-chapter materials; and
in the labs at the end of each chapter. Throughout the text, students
identify questions, extract and download data, perform testing, and
then communicate the results of that testing.
The use of real-world data is highlighted by using data from
Avalara, LendingClub, College Scorecard, Dillard’s, the State
of Oklahoma, as well as other data from our labs. In particular, we
emphasize the rich data from Dillard’s sales transactions that we
use in more than 15 of the labs throughout the text (including
Chapter 11).
Data Analytics for Accounting, 3e also emphasizes the various
data analysis tools students will use throughout the rest of their
career around two tracks—the Microsoft track (Excel, Power BI) and
a Tableau track (Tableau Prep and Tableau Desktop—available with
free student license). Using multiple tools allows students to learn
which tool is best suited for the necessary data analysis, data
visualization, and communication of the insights gained—for
example, which tool is easiest for internal controls testing, which is
best for analysis or querying (using SQL) big datasets, which is best
for data visualizations, and so on.
1Jean Paul Isson and Jesse S. Harriott, Win with Advanced Business Analytics:
Creating Business Value from Your Data (Hoboken, NJ: Wiley, 2013).
page vi
Vernon J. Richardson
Ryan A. Teeter
Acknowledgments
Our sincere thanks to all who helped us on this project.
Our biggest thanks to the awesome team at McGraw Hill,
including Steve Schuetz, Tim Vertovec, Rebecca Olson, Claire
McLemore, Michael McCormick, Christine Vaughan, Kevin Moran,
Angela Norris, and Lori Hancock.
Our thanks also to each of the following:
The Walton College Enterprise Team (Paul Cronan, Ron Freeze,
Michael Gibbs, Michael Martz, Tanya Russell) for their work helping
us get access to the Dillard’s data.
Shane Lunceford from LendingClub for helping gain access to
LendingClub data.
Joy Caracciolo, Will Cocker, and Tommy Morgan from Avalara for
their help to grant permissions usage of the Avalara data.
Bonnie Klamm, North Dakota State University, and Ryan Baxter,
Boise State University, for their accuracy check review of the
manuscript and Connect content.
In addition, the following reviewers and classroom testers who
provided ideas and insights for this edition. We appreciate their
contributions.
Amelia Annette Baldwin
University of South Alabama
Dereck Barr-Pulliam
University of Wisconsin–Madison
Ryan Baxter
Boise State University
Cory Campbell
Indiana State University
Heather Carrasco
Texas Tech University
Curtis Clements
Abilene Christian University
Elizabeth Felski
State University of New York at Geneseo
Amber Hatten
The University of Southern Mississippi
Jamie Hoeischer
Southern Illinois University, Edwardsville
Chris C. Hsu
York College, City University of New York
Venkataraman Iyer
University of North Carolina at Greensboro
Andrea S. Kelton
Middle Tennessee State University
Bonnie Klamm
North Dakota State University
Gregory Kogan
Long Island University, Brooklyn
Hagit Levy
Baruch College, CYNY
Brandon Lock
Baruch College, CUNY
Sharon M. Lightner
National University
Kalana Malimage
University of Wisconsin–Whitewater
Partha Mohapatra
California State University, Sacramento
Bonnie Morris
Duquesne University
Uday Murthy
University of South Florida
Kathy Nesper
University at Buffalo
Kamala Raghavan
Texas Southern University
Marie Rice
West Virginia University
Ali Saeedi
University of Minnesota Crookston
Karen Schuele
John Carroll University
Drew Sellers
Kent State University
Joe Shangguan
Robert Morris University
Vincent J. Shea
St. John’s University
Jacob Shortt
Virginia Tech
Marcia Watson
University of North Carolina at Charlotte
Liu Yang
Southeast Missouri State University
Zhongxia Ye
University of Texas, San Antonio
Qiongyao (Yao) Zhang
Robert Morris University
Vernon Richardson
Ryan Teeter
Katie Terrell
page viii
Key Features
NEW! Color Coded Multi-Track Labs: Instructors have the
flexibility to guide students through labs using the Green Track:
Microsoft tools (including Excel, Power Query, and Power BI);
Blue Track: Tableau tools (including Tableau Prep Builder and
Tableau Desktop); or both. Each track is clearly identified and
supported with additional resources.
End-of-Chapter Materials
page xi
page xii
Chapter 2
Edited opening vignette to include current examples regarding
data privacy and ethics.
page xiii
Chapter 3
Refined the discussion on diagnostic analytics.
Chapter 4
Added discussion of statistics versus visualizations using
Anscombe’s quartet.
Chapter 5
Improved and clarified content to match the focus on
descriptive, diagnostic, predictive, and prescriptive analytics.
Chapter 6
Clarified chapter content to match the focus on descriptive,
diagnostic, predictive, and prescriptive analytics.
Chapter 7
Added new exhibit and discussion that maps managerial
accounting questions to data approaches.
page xiv
Chapter 8
Added new exhibit and discussion that maps financial statement
analysis questions to data approaches.
Chapter 9
Added new exhibit and discussion that maps tax questions to
data approaches.
Chapter 10
Updated project chapter that evaluates different business
processes, including the order-to-cash and procure-to-pay
cycles, from different user perspectives with a choice to use the
Microsoft track, the Tableau track, or both.
With McGraw Hill Connect for Data Analytics for Accounting, your
students receive proven study tools and hands-on assignment
materials, as well as an adaptive eBook. Here are some of the
features and assets available with Connect.
page xvi
Students complete their lab work outside of Connect in the lab track
selected by their professor. Students answer assigned lab questions
designed to ensure they understood the key skills and outcomes
from their lab work. Both auto-graded lab objective questions and
manually graded lab analysis questions are assignable in Connect.
Comprehensive Cases: Comprehensive case labs are assignable in
McGraw Hill Connect. Students work outside of Connect to complete
the lab using the Dillard’s real-world Big Data set. Once students
complete the comprehensive lab, they will go back into Connect to
answer questions designed to ensure they completed the lab and
understood the key skills and outcomes from their lab work.
Make technology work for you with LMS integration for single sign-
on access, mobile access to the digital textbook, and reports to
quickly show you how each of your students is doing. And with our
Inclusive Access program you can provide all these tools at a
discount to your students. Ask your McGraw Hill representative for
more information.
page xix
Top: Jenner Images/Getty Images, Left: Hero Images/Getty Images, Right: Hero
Images/Getty Images
page xx
GLOSSARY 588
INDEX 593
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Fig. 42. A transsection through the posterior region of the œsophagus of the
hibernating animal, under low magnification; e, epithelium; cm, circular muscles;
lm, longitudinal muscles; mm, muscularis mucosa; sm, submucosa; s, serosa.
The circular, cm, and longitudinal, lm, muscle layers are compact,
and are distinct from the other layers of the wall; the former is
approximately twice the thickness of the latter. The relative thickness
of all the layers in the three regions of the intestine may be seen by
comparing Figures 47, 48, and 49.
Fig. 48. An outline of a transsection of the wall of the middle
region of the small intestine of the hibernating animal, under low
magnification; lettering as in Figure 42.