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Brit McKay - Georgia Southern University. Statesboro, GA, US

Brit McKay Brit McKay

Associate Professor | Georgia Southern University

Statesboro, GA, UNITED STATES

Professor McKay's research focuses on the use of expert systems in designing decision aids and recent developments in taxation

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New Business Accounting - Choosing a Business Type

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Biography

As an associate professor of accounting, McKay joined the Georgia Southern family in August of 2007 after earning her Ph.D. from Southern Illinois University. She currently teaches accounting information systems and an online survey of accounting course. Her research focuses on the use of expert systems in designing decision aids and recent developments in taxation.

Areas of Expertise (5)

Accounting Information Systems

International Accounting Issues

Decision Aids

Taxation

International Accounting

Accomplishments (5)

Dabbs, Hickman, Hill and Cannon Accounting Scholar,

2016, 2015, 2013

Excellence in Research, Georgia Southern University School of Accountancy

2013

Faculty Research Grant, Georgia Southern University, Parker College of Business

2011

Faculty Research Grant, Georgia Southern University, Parker College of Business

2009

Outstanding Research Paper Award, American Accounting Association Information Systems Section, Scholarship/Research

2009

Education (4)

Southern Illinois University Carbondale: Ph.D., Accounting Information Systems 2007

Southern Illinois University Carbondale: M.Acc., Taxation 2003

Southern Illinois University Carbondale: B.S., Accounting 2001

Southern Illinois University Carbondale: B.S., Finance 2001

Affiliations (3)

  • Association of Certified Fraud Examiners
  • Georgia Society of Certified Public Accountants
  • American Accounting Association (AAA) – Information Systems Section, Forensic Accounting Section, Emerging Technologies Section

Articles (3)

Taking off the blinders: A comparative study of university students’ changing perceptions of gender discrimination in the workplace from 2006 to 2013 Academy of Management Learning & Education

Stephanie Rader Sipe, Lindsay Larson, Britton A Mckay, Janet Moss

2016

As evidenced by recent legislation and various forms of media attention, eradicating gender inequity in the workforce is of significant importance today. However, this interest in justice stands in bold contrast to the continued gender wage gap, the steady number of gender discrimination suits filed each year, and the plethora of high-profile cases exposed in the media. Previous data collected in 2006 suggests that the very group readying to enter the workforce does not perceive gender discrimination as a threat of major significance to themselves or others. University students tend to minimize or even disregard the likelihood that they will witness or experience gender bias or discrimination in their careers. Our work here serves as a continuation of and a comparison to the 2006 study, with the goal of determining whether the perspective of university students has shifted, or whether they continue to consider themselves immune to the injustice of gender discrimination at work. Our findings suggest that students in this cohort are not only more aware of these issues, but that this awareness has expanded to include increased concern over gender discrimination against men as well. However, the reluctance of students to believe that they personally will be affected by gender discrimination has been and continues to be surprisingly high.

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Designing decision aids to promote the development of expertise Journal of Information Systems

Jacob M Rose, Britton A McKay, Carolyn Strand Norman, Anna M Rose

2012

The authors thank Paul Steinbart (editor), the associate editor, and two anonymous reviewers for their helpful comments. We also thank Jim Hunton; Marcus Odom; workshop participants at Georgia Southern University, Melbourne University, Southern Illinois University, and the University of Central Florida; and participants of the 2009 AAA Accounting Information Systems Midyear Meeting for helpful suggestions. This research was funded by grants from the Pontikes Center for Information Management and the College of Business at Virginia Commonwealth University.

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Measurement of knowledge structures acquired through instruction, experience, and decision aid use International Journal of Accounting Information Systems

Jacob M.Rose, Anna M.Rose, Britton McKay

2007

This study investigates a method for measuring knowledge structure development in novice accountants by extending Bonner and Walker [Bonner, S. and P. Walker. 1994. The effects of instruction and experience on the acquisition of auditing knowledge. The Accounting Review 69: 157–178.], which examined the effects of instruction and experience on the acquisition of declarative and procedural knowledge. We employ Pathfinder network scaling, a recently developed and validated measure of knowledge structure acquisition, to determine whether the combinations of instruction and experience previously found to be effective in promoting declarative and procedural knowledge acquisition result in the development of expert-like knowledge structures. Further, we examine the effectiveness of a simple decision aid in promoting the acquisition of expert-like knowledge structures through experience with the decision aid. Results from two laboratory experiments indicate that Pathfinder-based measures of knowledge structure can effectively capture the effects of training and decision aid use on the development of expertise. The findings suggest that assessments of knowledge structures are valuable tools for measuring the effectiveness of training programs, and such assessments can be applied in decision domains where traditional measures of knowledge acquisition are insufficient or infeasible. Finally, the results indicate that properly designed decision aids can impart expert-like knowledge structures to novice decision makers, and these knowledge structures are the key to expertise.

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