Prof. Jim Psaros

Biography

Professor Psaros is the Director of the University of Newcastle (Sydney). He also is the Deputy Head - Faculty of Business and Law, Assistant Dean Teaching and Learning and Director of Executive and Corporate Programs. He was formally Head of the Department of Accounting and Finance at the University of Newcastle.

Prior to entering academia, Professor Psaros was employed for several years in Chartered Accounting. He has experience in Australia and overseas working for Big 4 Accounting Firms. For the last 20 years he has taught and researched at Australian and British Universities. He has sat on the Board of Directors of companies and the audit committee of government authorities. He is a Fellow of CPA Australia and has both extensive professional accounting and research experience. Professor Psaros has a PhD in Accounting from the University of New South Wales. Throughout his research career, Professor Psaros has focused on issues of practical importance. He has conducted research in a range of areas including auditing and fraud, the inadequacies of Australian accounting standards, and more recently, corporate governance mechanisms. Professor Psaros has published a book and twenty six journal articles. He has made many presentations at professional and academic forums.

Qualifications

• PhD, University of New South Wales, 1998
• Master of Commerce, University of Newcastle, 1985
• Bachelor of Commerce, University of Newcastle, 1980

Research

Research keywords

• financial accounting, auditing, corporate governance

Research expertise

I have an active and sustained track record in research. I published 2 books, 25 refereed journal articles, 3 articles in books of readings, 14 commissioned reports, and 32 conference and seminar presentations.

While my recent research activities have focused on corporate governance issues, I have a published in a wide range of accounting/business related issues. For example I have had 11 publications in the auditing area, 7 publications in financial accounting, 5 publications in corporate governance, and 3 publications in the taxation / small business area.

Notwithstanding the broad ranging areas in which I have published, my major research area is corporate governance where I have achieved a national and international reputation. Further, the evidence indicates that I am respected as an expert by both the academic and business communities. Underpinning my expertise is the development of a model for assessing the adequacy of an organisations corporate governance. In collaboration, Michael Seamer, my colleague and former PhD student, we have used the model as the basis for an annual assessment of the corporate governance of Australias largest 250 companies, since 2002.

Collaboration

Corporate Governance, Accounting and auditing aspects of corporate fraud, The effectiveness of uncertainty expressions in accounting standards.

Languages

• Greek

Fields of Research

Centres and Groups

Centre

Memberships

Editorial Board.

• Accounting Research Journal - Journal

Invitations

Division of Economic Studies Macquarie University, Australia (External Reviewer - Departments.)

2006

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Administrative

Administrative expertise

Throughout my career I have engaged in a series of major service activities for The University of Newcastle. I have accepted positions which have required leaderships skills in diverse and strategically important areas. Some of the major roles I have accepted and achieved excellent outcomes are as follows.

1999 2001: Head, Department of Accounting and Finance

2006 2007: Chair, University of Newcastle Outside Study Program Committee

2008 to date: Chair, Faculty of Business and Law Progress and Appeals Committee

2006 to date: Director, Executive and Corporate Programs

2008 to date: Deputy Head, Faculty of Business and Law

2008 to date: Assistant Dean, Teaching and Learning

2008 to date: Assistant Dean, Community and Marketing

2008 to date: Acting Pro Vice Chancellor (various periods)

2009: Director, The University of Newcastle - Sydney

A common feature of my service has been the acceptance of leadership roles and a commitment to take the initiative in the performance of these roles. I achieve good outcomes because I consult, communicate and respect the staff I work with. In short, while I accept the responsibility of making decisions, I take people along with me in Throughout my career I have engaged in a series of major service activities for The University of Newcastle. I have accepted positions which have required leaderships skills in diverse and strategically important areas. Some of the major roles I have accepted and achieved excellent outcomes are as follows.

1999 2001: Head, Department of Accounting and Finance

2006 2007: Chair, University of Newcastle Outside Study Program Committee

2008 to date: Chair, Faculty of Business and Law Progress and Appeals Committee

2006 to date: Director, Executive and Corporate Programs

2008 to date: Deputy Head, Faculty of Business and Law

2008 to date: Assistant Dean, Teaching and Learning

2008 to date: Assistant Dean, Community and Marketing

2008 to date: Acting Pro Vice Chancellor (various periods)

2009: Director, The University of Newcastle - Sydney

A common feature of my service has been the acceptance of leadership roles and a commitment to take the initiative in the performance of these roles. I achieve good outcomes because I consult, communicate and respect the staff I work with. In short, while I accept the responsibility of making decisions, I take people along with me in the process.

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Teaching

Teaching keywords

• financial accounting, auditing, corporate governance

Teaching expertise

I am a highly motivated and inspirational teacher with an ability to enthuse and challenge my students to think critically and deeply about course content. I take pride in the quality and rigour of my courses and student evaluations confirm the success of the courses. I demonstrate leadership and innovation in teaching and learning by virtue of a series of innovations that have enhanced the student experience and motivated Faculty staff.

The quality of my teaching is something in which I take pride. I have a large amount of relevant teaching experience having taught at four universities in two countries. My teaching experience includes undergraduate and postgraduate courses and research supervision at honours, masters and PhD levels.

My rationale to teaching is driven by three fundamental concepts. The first is to create a learning environment, both in lectures and tutorial, where students accept ambiguity and are encouraged to think critically. I see my lectures and tutorials as an opportunity for students to consider different points of view and develop effective decision making skills. In short, I design my courses to enable students to acquire the tools and mindset to be strategic and effective decision makers.

The second is to focus on contemporary real world situations. It is particularly useful to illustrate to students that business occurrences while very practical and relevant are still explained by theoretical constructs and principles. For example, Australias largest corporate collapse (HIH Insurance) is an infamous, but excellent example, of how theoretical parameters of good corporate governance are very relevant to the practical well-being of an organisation. Further, the recent global economic crisis provides an excellent case study of how effective accounting and auditing are critical to the success of organisations.

The third is to challenge students to consider the theoretical foundations of a course concurrently while exploring specific content. To my mind, it is counterintuitive to consider the theoretical content of a course as anyway separate from the technical material. It is the ingraining of theoretical content throughout the course that gives the technical material its context and meaning. Successful students are those students who appreciate what explains and drives subject matter, ie the theoretical foundations of a course. Particularly in a business context, where courses are deemed to be practical and technically driven, it is imperative that students are challenged to reflect deeply what the numbers mean, and what impact they have on human behaviour. When taught effectively and embedded throughout the course, theory becomes the defining feature that takes a business student from being just technically competent, to being a deeper learner.