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 Final PDF to printer

Data Analytics for

Accounting
SECOND EDITION

Vernon J. Richardson
University of Arkansas, Baruch College

Ryan A. Teeter
University of Pittsburgh

Katie L. Terrell
University of Arkansas

ric37831_fm_i-xxv.indd i 11/19/19 07:33 PM

 Final PDF to printer

Key Features
• Emphasis on Skills: Working through the IMPACT cycle framework, students
will learn problem assessment, data preparation, data analysis, data visualization,
control contesting, and more.
• Emphasis on Hands-On Practice: Students will be provided hands-on learning (click-
by-click instructions with screenshots) on datasets within each chapter, within the
end-of-chapter materials, and in the labs and comprehensive cases.
• Emphasis on Datasets: To illustrate data analysis techniques and skills, multiple
practice datasets (audit, financial, and managerial data) will be used in every
chapter. Students gain real-world experience working with data from LendingClub,
Dillard’s, College Scorecard, the State of Oklahoma, as well as financial statement
data (via XBRL) from Fortune 100 companies.
• Emphasis on Tools: Students will learn how to conduct data analysis using Excel
Access (including SQL), Tableau (free student license), IDEA (free student
license), and Weka (free student license). Students will compare and contrast the
different tools to determine which are best suited for basic data analysis and data
visualization, which are easiest for internal controls testing, which are best for SQL
queries, and so on.

©Tableau Software, Inc. All rights reserved.

viii

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 Final PDF to printer

Main Text Features Confirming Pages

Chapter Maps
These maps provide a guide of what we’re
going to cover in the chapter as well as a
Chapter 2
guide of what we’ve just learned and what’s
coming next.
MasteringtheData

Chapter-Opening Vignettes
Because companies are facing the new and
exciting opportunities with their use of Data
A Look at This Chapter
Analytics to help with accounting and busi- Thischapterprovidesanoverviewofthetypesofdatathatareusedintheaccountingcycleandcommondatathat
ness decisions, we detail what they’re doing arestoredinarelationaldatabase.ThesecondstepoftheIMPACTcycleis“masteringthedata.”Wewilldescribe
howdataarerequestedandextractedtoanswerbusinessquestionsandhowtotransformdataforuseviadataprepa-
and why in our chapter-opening vignettes. ration,validation,andcleaning.Weconcludewithanexplanationofhowtoloaddataintotheappropriatetoolin
preparationforanalyzingdatatomakedecisions.
Confirming Pages

A Look Back
Chapter1definedDataAnalyticsandexplainedthatthevalueofDataAnalyticsisintheinsightsitprovides.
WedescribedtheDataAnalyticsProcessusingtheIMPACTcyclemodelandexplainedhowthisprocessisused
toaddressbothbusinessandaccountingquestions.Wespecificallyemphasizedtheimportanceofidentifying
appropriatequestionsthatdataanalyticsmightbeabletoaddress.
We are lucky to live in a world in which data are abundant.
However, even with rich sources of data, when it comes to being
able to analyze data and turn them into useful information and A Look Ahead
insights, very rarely can an analyst hop right into a dataset and
begin analyzing. Datasets almost always need to be cleaned Chapter3describeshowtogofromdefiningbusinessproblemstoanalyzingdata,answeringquestions,and
and validated before they can be used. Not knowing how to addressingbusinessproblems.Weidentifyfourtypesofdataanalyticsanddescribevariousapproachesand
clean and validate data can, at best, lead to frustration and poor
insights and, at worst, lead to horrible security violations. While
techniquesthataremostrelevanttoanalyzingaccountingdata.
this text takes advantage of open source datasets, these datas-
ets have all been scrubbed not only for accuracy, but also to pro-
tect the security and privacy of any individual or company whose
Wichy/Shutterstock
details were in the original dataset.
In 2015, a pair of researchers named Emil Kirkegaard and
Julius Daugbejerg Bjerrekaer scraped data from OkCupid, a free dating website, and provided the data onto the
“Open Science Framework,” a platform researchers use to obtain and share raw data. While the aim of the Open
Science Framework is to increase transparency, the researchers in this instance took that a step too far—and a step
into illegal territory. Kirkegaard and Bjerrekaer did not obtain permission from OkCupid or from the 70,000 OkCupid
users whose identities, ages, genders, religions, personality traits, and other personal details maintained by the dat-
ing site were provided to the public without any work being done to anonymize or sanitize the data. If the researchers
had taken the time to not just validate that the data were complete, but also to sanitize them to protect the individuals’
identities, this would not have been a threat or a news story. On May 13, 2015, the Open Science Framework removed
the OkCupid data from the platform, but the damage of the privacy breach had already been done.1 38

OBJECTIVES
After reading this chapter, you should be able to:
ric37831_ch02_038-091.indd 38
Learning Objectives 09/03/1904:17PM

We feature learning objectives at the beginning

LO 2-1 Understand how data are organized in an accounting information
system.
LO 2-2 Understand how data are stored in a relational database.
LO 2-3 Explain and apply extraction, transformation, and loading (ETL)
techniques.
of each chapter. Having these learning object-
Confirming Pages
ives provides students with an overview of the
concepts to be taught in the chapter and the
labs.

44 Chapter 2 Mastering the Data

1
B. Resnick, “Researchers Just Released Profile Data on 70,000 OkCupid Users without Permission,”
2016, http://www.vox.com/2016/5/12/11666116/70000-okcupid-users-data-release (accessed

Progress Checks
October 31, 2016).

39
PROGRESS CHECK
1. Referring to Exhibit 2-1, locate the relationship between the Supplier and
Periodic progress check questions are posed to Purchase Order tables. What is the unique identifier of each table? (The unique
ric37831_ch02_038-091.indd 39 09/03/1904:17PM identifier attribute is called the primary key—more on how it’s determined in the
the students throughout each chapter. These next learning objective.) Which table contains the attribute that creates the rela-
checks provoke the student to stop and con- tionship? (This attribute is called the foreign key—more on how it’s determined in
the next learning objective.)
sider the concepts presented. 2. Referring to Exhibit 2-1, review the attributes in the Purchase Order table. There
are two foreign keys listed in this table that do not relate to any of the tables in
the diagram. Which tables do you think they are? What type of data would be
stored in those two tables?
3. Refer to the two tables that you identified in Progress Check 2 above that would
relate to the Purchase Order table, but are not pictured in this diagram. Draw
a sketch of what the UML Class Diagram would look like if those tables were
included. Draw the two classes to represent the two tables (i.e., rectangles), theix
relationships that should exist, and identify the Primary Keys for the two new
tables.

ric37831_fm_i-xxv.indd ix
DATA DICTIONARIES 11/19/19 07:33 PM
 Final PDF to printer

End-of-Chapter Materials Confirming Pages

Answers to Progress Checks ANSWERS TO PROGRESS CHECKS

Allow students to evaluate if they are on track with
their understanding of the materials presented in 1. The unique identifier of the Supplier table is [Supplier ID], and the unique identifier of the
the chapter. Purchase Order table is [PO No.]. The Purchase Order table contains the foreign key.
2. The foreign key attributes in the Purchase Order table that do not relate to any tables
in the view are EmployeeID and CashDisbursementID. These attributes probably relate
to the Employee table (so that we can tell which employee was responsible for each
Purchase Order) and the Cash Disbursement table (so that we can tell if the Purchase
Orders have been paid for yet, and if so, on which check). The Employee table would be
a complete listing of each Employee, as well containing the details about each employee
(for example, phone number, address, etc.). The Cash Disbursement Confirming
table would Pages
be a Confirming P
listing of the payments the company has made.
3.
Purchase Order Table
Materials Table PK: PO_Number Supplier Table
* 1
FK: Supplier ID
PK: Item_Number ®
FK: EmployeeID PK: Supplier ID
8. Why is Supplier ID considered toFK:
beCashDisbursementID
a primary key for a Supplier table?
1
a. It contains 1
a unique identifier for each supplier.

Multiple Choice Questions Multiple Choice

b. It is a 10-digit Questions
number.
Purchase Order Details
c. It can either be for Table a vendor or miscellaneous provider.
1. Mastering the * data can also *
d. It is used to identify Composite PK: be
different
described
supplier categories.
via the ETL process. The ETL process
EmployeesTable
Quickly assess student’s knowledge of chapter stands for: FK: Item_Number PK: EmployeeID
9. What are attributesFK:that exist in a relational database that are neither primary nor for-
content. a. extract, total, and load data.
PO_Number
eign keys?
b. enter, transform, and load data.
a. Nondescript attributes
c. extract, transform, and load data.
b. Descriptive attributes
d. enter, total, and load data. CashDisbursement
c. Composite key Table
2. Which of the following describes part of the goal of PK:the
CheckETL process:
Number
d. Relational table attributes
a. identify which approach to data analytics should be used.
10. Which of these is not included in the five steps of the ETL process?
b. load the data into a relational database for storage.
a. Determine
4. The purpose ofthe thepurpose
primaryand key scope of the data
is to uniquely request.
identify each record in a table. The pur-
c. communicate
pose of a foreign the results
key and insights
is to create found through
a relationship betweenthe twoanalysis.
tables. The purpose of a
b. Obtain the data.
d. identify attribute
descriptive and obtain is to theprovide
data needed for solving
meaningful the problem.
information about each record in a table.
c. Validate the data for completeness and integrity.
3. Descriptive
The advantages attributes aren’tdata
of storing required for a database
in a relational database to run, but they
include whichare
of necessary for
the following?
d. Scrub
people the data.
to gain business information about the data stored in their databases.
a. Help in enforcing business rules
5. Data dictionaries provide descriptions of the function (e.g., Primary Key or Foreign Key
b. Increased information redundancy
when applicable), datatype, and field names associated with each column (attribute) of
ac.database.
Integrating business processes
Discussion Questions Discussion Questions
different
d. All oftables
Data
the above
dictionaries are especially important when databases contain several
and many different attributes in order to help analysts identify the infor-
mation
e. Only they need
A and B to perform their analysis.
Provide questions for group discussion. 1. Depending
6. The advantages of a relational database include limiting the amount of redundant data
f. Only B and C level of security afforded to a business analyst, she can either obtain
on the
that are
data stored
directly from in athedatabase.
database Why is thisoranshe
herself important
can requestadvantage? What
the data. can obtaining
When go wrong
g. Only
when
data A and
redundant
herself, theCanalyst
data aremust stored?
have access to the raw data in the database and a firm
4. knowledge
2. The advantages
The purpose of of
SQL transforming
ofand
a relational data
data extraction is: techniques.
database When requesting
include integrating business theprocesses.
data, the ana-
Why
lyst
a. itdoesn’t
is to need
validate
preferable tothe
the same
data
integrate for level of extraction
completeness
business andskills,
processes in but
oneshe
integrity. still needssystem,
information to be familiar
rather with
than
the
store data enough in order to identify which tables and attributes contain the information
b. todifferent
load the business
data into process data
the appropriate in separate, isolated
tool for analysis. databases?
she requires.
3. Even though it is preferable to store
c. to obtain the data from the appropriate source. data in a relational database, storing data across
7. Four
separatecommontablesissues
can make that must be fixedcumbersome.
data analysis are removingDescribeheadingsthreeor subtotals,
reasons itcleaning
is worth
d. to identify
leading zeroes which data are necessary
or nonprintable characters, toformatting
complete negative
the analysis.numbers, and correcting
the trouble to store data in a relational database.
5. inconsistencies
Which attributeacross is required to exist in each table of a relational database and serves as
the data.
4. Among the advantages of using a relational database is enforcing business rules. Based
the “unique identifier” for each record in a table?
on your understanding of how the structure of a relational database helps prevent data
a. Foreign key
redundancy and other advantages, how does the primary key/foreign key relationship
structure
b. Unique help enforce a business rule that indicates that a company shouldn’t process
identifier
54 any purchase orders from suppliers who don’t exist in the database?
c. Primary key
5. What
d. Keyis attribute
the purpose of a data dictionary? Identify four different attributes that could be
stored in a data dictionary, and describe the purpose of each.
6. The metadata that describes each attribute in a database is which of the following?
6. In the ETL process, the first step is extracting the data. When you are obtaining the data
a. Composite
yourself, primary
what are key to identifying the data that you need to extract?
the steps
ric37831_ch02_038-091.indd 54 b. Data dictionary
7. In the ETL process, if the analyst does not have the security permissions to access
09/03/1904:17PM
x c. Descriptive
the attributes
data directly, then he or she will need to fill out a data request form. While this
doesn’t necessarily require the analyst to know extraction techniques, why does the
d. Flat file
analyst still need to understand the raw data very well in order to complete the data
7. As mentioned in the chapter, which of the following is not a common way that data will
request?
need to be cleaned after extraction and validation?
8. In the ETL process, when an analyst is completing the data request form, there are a
a. Remove headings and subtotals.
number of fields that the analyst is required to complete. Why do you think it is important
b. Format negative numbers.
ric37831_fm_i-xxv.indd x 11/19/19 07:33 PM
c. Clean up trailing zeroes.
 10.
Final PDF to printer
Confirm
be the effect of the following?
a. Transforming NULL and N/A values into blanks
b. Transforming NULL and N/A values into zeroes
c. Deleting records that have NULL and N/A values from your dataset
(Hint: Think about the impact on different aggregate functions, such as COUNT and
7. Becausethisdatasetismassive,itcantakeaverylongtimeforthesystemto
AVERAGE.) End-of-Chapter Materials   xi
thecompletesetofdataforsomeofthebiggertables(suchasTRANSACT)
wouldliketoviewjustthetopfewrowsofadatasettogetthefeelforwhatt
dataisinthetable,youcandosowithaquery.
Problems Problems IntheSELECTline,youcantypeTOP#beforethecolumnsyouwouldl
Anytypeoffiltering,aggregating,andorderingwillstillworkthroughthere
query,butselectingthetopfewwillhelpthequeryrunfasterbyreturninga
The following problems correspond to the College Scorecard data. You should be able to
Challenge the student’s ability to see relation- answer each question by just theresult.
looking at the data dictionary included in Appendix K, but if
ships in the learning objectives by employing  8.raw
you would like to use the Toviewthetop10rowsintheTRANSACTtable,typethefollowingqueryi
data, feel free to do so (CollegeScorecard_RawData.txt).
higher-level thinking and analytical skills. 1. Which attributes from the querywindow:
College Scorecard data would you need to compare cost of
attendance across types of institutions
SELECT TOP 10 (public,
* private nonprofit, or private for-profit)?
2. Which attributes from FROM
the College
TRANSACTScorecard data would you need to compare SAT
scores across types of institutions (public, private nonprofit, or private for-profit)?
 9.the
3. Which attributes from Toseetheresultofthequery,clickExecute.F5alsoworkstorunqueriesas
College Scorecard data would you need to compare levels of
diversity across types ofPCshortcut.
institutions (public, private nonprofit, or private for-profit)?
4. If you were conducting a data analysis in order to compare the percentage of students
Source:MicrosoftSQLServer
who receive federal
ManagementStudio. loans at universities above and below the median cost of atten- Confirm
dance across all institutions, your analysis would require several steps. One of the steps
is to know what question needs to be answered first in order to complete the analysis.
Come up with a set of questions that need to be answered.
5. If you were analyzing the levels of diversity across public and private institutions using
the College Scorecard data, how would you define diversity in terms of the data pro-
vided? Would it be beneficial to combine attributes?
Lab 2-1 Create10.the
a Request forwould
Data Extraction
Takeascreenshotofyourresults(labelit2-7A).
Labs 6. Which attributes from College Scorecard data you need to compare comple-
11. Whenyoulookattheseresults,youmaywonderwhatsomeoftheattributesre
tion rate across types of institutions (public, private nonprofit, or private for-profit)?
7. Which attributes from Forexample,TRAN_TYPEonlyreturnsvalueswithP.Toviewothertypesof
the College Scorecard data would you need to compare the
OnecouldfilteroutanyrecordthathasaTRAN_TYPEofP.Executethefollowing
of thereceive
biggestfederal
challenges
loansyou face with data analysis is getting
the the right
Give students hands-on experience working with percentage of students who at universities above and below
mayhavethebestquestionsintheworld,butiftherearenodataavailabletosu
median cost of attendance across all institutions (public, private nonprofit, or private
different types of data and the tools used to ana- for-profit)?
SELECT you
hypothesis, TOP will
10 *have difficulty providing value. Additionally, there are in
lyze them. Students will conduct data analysis FROM TRANSACT
whichtheITworkersmaybereluctanttosharedatawithyou.Theymaysendi
8. Which attributes from the College Scorecard data would you need to determine if differ-
using Excel, Access (including SQL), Tableau, ent regions of the data,thewrongdata,orcompletelyignoreyourrequest.Bepersistent,andyoum
WHERE
country have TRAN_TYPE <> different
significantly 'P' costs of attendance?
lookforcreativewaystofindinsightwithanincompletepicture.
IDEA, XBRL, and Weka. 9. Use the College Scorecard data to determine if different regions of the country have
Part
significantly different costs4: Address
of attendance
Company summary
and
(same Refine
as Problem Results
6) and fill out a data request
form in order to extract the appropriate data. Use the template from the chapter as a
Q3. Whatdoyouthink‘P’and‘R’representintheTRAN_TYPEtable?H
guide. Sláinteisafictionalbrewerythathasrecentlygonethroughbigchanges.Sláintes
transactionsdifferiftheyarerepresentedby‘P’or‘R’?
ferentproducts.Thebreweryhasonlyrecentlyexpandeditsbusinesstodistributin
Q4. Whatbenefitcanyougainfromselectingonlythetopfewrowsofyou
statetoninestates,andnowitsbusinesshasbegunstabilizingaftertheexpansion
particularlyfromalargedataset?
stabilitycomesaneedforbetteranalysis.YouhavebeenhiredbySláintetohel
mentbetterunderstandthecompany’ssalesdataandprovideinputforitsstrategic
End of Lab
Data
• Datarequestform

Technique
Comprehensive Cases Lab 2-8 Comprehensive Case: Dillard’s Store Data:
• Notechnicalexperienceisnecessaryforthislab.
Connecting Excel to a SQL Database
Use a real-life Big Data set based on Dillard’s ric37831_ch02_038-091.indd 57
Software needed
actual company data. This dataset allows students • Wordprocessor
Company summary
to build their skills and test their conclusions Dillard’sisadepartmentstorewithapproximately330storesin29states.Itshead
In this lab, you will:
across concepts covered in each chapter. The inLittleRock,Arkansas.YoucanlearnmoreaboutDillard’sbylookingatfinance.
Comprehensive Cases can be followed continu- Part1:Identifyappropriatequestionsanddevelopahypothesisforeachquest
(Tickersymbol=DDS)andtheWikipediasiteforDDS.You’llquicklynotethat
ously from the first chapter or picked up at any Dillard II is an accounting grad of the University of Arkansas and the Walton
Part2:Generatearequestfordata.
Part3:Assessthedatayoureceive.
later point in the book; enough information is 80
provided to ensure students can get right to work.
Part 1: Identify the Questions
OneofSláinte’sfirstprioritiesistoidentifyitsareasofsuccessaswellasareaso
improvement.Yourmanagerhasaskedyoutofocusspecificallyonsalesdataat
ric37831_ch02_038-091.indd 80 Thisincludesdatarelatedtosalesorders,products,andcustomers. 09

Q1. GiventhatyouarenewandtryingtogetagrasponSláinte’soperation
three questions related to salesthatwouldhelpyoubeginyouranalysis
example,how many products were sold in each state?
Q2. Nowhypothesize the answerstoeachofthequestions.Remember,you
don’thavetobecorrectatthispoint.Theywillhelpyouunderstandw
ofdatayouarelookingfor.Forexample:500 in Missouri, 6,000 in Penn
4,000 in New York, etc.
Q3. Finally,foreachquestion,identify the specific tables and attributestha
neededtoansweryourquestions.UseLab Exhibit 2-1Aforguidanceo
tablesandattributesareavailable.Forexample,toanswerthequestion
statesales,youwouldneedthe[Customer_St]attributethatislocated
[Customer]mastertableaswellasthe[Sales_Order_Quantity_Sold]
inthe[Sales]table.Ifyouhadaccesstostoreordistributioncenterlo
data,youmayalsolookfora[State]fieldthere,aswell.

ric37831_fm_i-xxv.indd xi 11/19/19 07:33 PM

58
 Final PDF to printer

Data Analytics for Accounting,

2e Content Updates
General Updates for the 2nd Edition
• Added additional End-of-Chapter Multiple Choice Questions and Problems
throughout the text.
• Significantly revised many End-of-Chapter Problems for availability and auto-
grading within Connect.
• Revised and added many new Discussion Questions in most chapters.

Chapter by Chapter Updates

Specific chapter changes for Data Analytics for Accounting, 2nd Edition, are as follows:

Chapter 1
• Updated the opening vignette and statistics on Alibaba sales and use of e-commerce.
• Updated the statistics and screenshots for Lending Club Analysis.
• Revised Connect questions for problems and labs.

Chapter 2
• Improved and clarified the discussion of relational databases, including updated
figures.
• Expanded the discussion of different RDBMS (Access, SQLite, and SQL Server).
• Improved discussion of Excel and SQL. The brief introduction to how to use SQL
now has its own place in a dedicated appendix at the end of the text, and it has been
vastly expanded to teach beginners how to write queries.
• Expanded the discussion on data quality.
• Added a brief discussion of ETL v. ELT.
• Improved labs for clarity and a better learning experience, particularly Labs 2-1, 2-2,
and 2-4.

Chapter 3
• Reorganized chapter structure to follow the descriptive, diagnostic, predictive, and
prescriptive approaches to Data Analytics.
• New exhibits and examples to illustrate analytics approaches.
• Removed previous edition flowchart for model selection.
• Additional explanation and examples of each of the methods and approaches.
• Improved labs for clarity.

Chapter 4
• Updated the opening vignette.
• Improved the discussion on the differences between qualitative and quantitative
data and the discussion of the normal distribution.
• Improved and clarified how to select a visualization based on the four chart types
(qualitative vs. quantitative and declarative vs. exploratory).

xii

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 Final PDF to printer

Data Analytics for Accounting, 2e Content Updates    xiii

• Updated the discussion on the Gartner Quadrant to take into account Gartner’s
January 2019 analysis of BI tools (focusing on Excel and Tableau).
• Extended the discussion on written and spoken communication.
• Added a lab to work with visualizing data and creating dashboards in Power BI to
interactively compare the tool with Tableau.

Chapter 5
• Expanded discussion on the modern data environment.
• Included additional examples of the Audit Data Standard.
• Improved and clarified content to match the focus on descriptive, diagnostic,
predictive, and prescriptive analytics.
• New labs (5-1 and 5-2) that have students transform data using a common data
model.
• Improved existing labs.

Chapter 6
• Clarified chapter content to match the focus on descriptive, diagnostic, predictive,
and prescriptive analytics.
• Improved labs.

Chapter 7
• Clarified chapter content and provided additional new exhibits and examples, such
as variance analysis.
• Improved labs.

Chapter 8
• Reorganized chapter content to focus on financial statement analysis using
descriptive, diagnostic, predictive, and prescriptive approaches.
• Added new content on common size and ratio analysis.
• Improved discussion of XBRL data.
• Improved XBRL dataset (in Lab 8-4), accessible via Microsoft Access and included
options to do analysis in Excel.

Chapter 9
• All-new chapter on tax analytics, including examples of tax data, tax analysis, tax
planning, and tax visualizations.

Chapter 10
• All-new basic project chapter that explores the order-to-cash and procure-to-pay
cycles from different user perspectives.

Chapter 11
• All-new advanced project chapter, estimating sales returns at Dillard’s with three
question sets highlighting descriptive and exploratory analysis, hypothesis testing,
and predictive analytics.

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 Final PDF to printer

xiv   Data Analytics for Accounting, 2e Content Updates

Appendixes
Several all-new appendixes have been added to ease the lab experience and introduce tools
used or mentioned throughout the text:
• Appendix A: Basic Statistics Tutorial.
• Appendix B: Accessing the Excel Data Analysis Toolpak.
• Appendix C: Excel (Formatting, Sorting, Filtering, and PivotTables).
• Appendix D: SQL Part 1. This tutorial introduces the SQL language for extracting
data and explains the following SQL syntax: SELECT, FROM, INNER JOIN, ON,
WHERE, GROUP BY, HAVING, ORDER BY.
• Appendix E: SQLite. We have added SQLite files as an option for each lab that uses
Microsoft Access. This lab explains how to download SQLite and how to use the
tool.
• Appendix F: Power Query. This appendix contains a short tutorial on transforming
data using Power Query. How to access data files on the University of Arkansas’
remote desktop is also discussed.
• Appendix G: Tableau.
• Appendix H: SQL Part 2: On the heels of learning Tableau, students learn about
more complex joins—LEFT and RIGHT.
• Appendix I: Power BI.
• Appendix J: Dillard’s ER Diagram.
• Appendix K: Data Dictionaries.

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 Final PDF to printer

Connect for Data Analytics

for Accounting
®

With Connect for Data Analytics in Accounting, your students receive proven study tools
and hands-on assignment materials as well as an adaptive eBook. All of the following
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experience by helping students study more efficiently and effectively. Smartbook 2.0 high-
lights where in the chapter to focus, asks review questions on the materials covered and
tracks the most challenging content for later review recharge. Smartbook 2.0 is available
both online and offline.

Orientation Videos: Video-based tutorial assignments are designed to train students via
an overview video followed by a quiz for each of the assignment types they will find in
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Multiple Choice Questions: The multiple choice questions from the end-of-chapter materi-
als are assignable in Connect, providing students with instant feedback on their answers.
Problems: Select problems from the text are available for assignment in Connect to ensure
students are building an analytical skill set.

xv

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xvi   Connect for Data Analytics for Accounting

Labs: Select labs are assignable in Connect but will require students to work outside of
Connect to complete the lab. Once completed, students go back into Connect to answer
questions designed to ensure they completed the lab and understood the key skills and out-
comes from their lab work.
Comprehensive Cases: Select comprehensive labs/cases are assignable in Connect but will
require students to 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.

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Connect for Data Analytics for Accounting    xvii

Lab Walkthrough Videos: Get the help you need, when you need it. These author-led vid-
eos will explain how to access and use the tools needed to complete processes essential to
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Author Lecture Videos: Lecture Videos teach each chapter’s core learning objectives and
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so you can learn at your own pace.
Test Bank: The test bank includes auto-graded multiple choice and true/false assessment
questions. It is available in Connect and Test Builder.

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 Final PDF to printer

FOR INSTRUCTORS
You’re in the driver’s seat.
Want to build your own course? No problem. Prefer to use our
turnkey, prebuilt course? Easy. Want to make changes throughout the
65%
semester? Sure. And you’ll save time with Connect’s auto-grading too.
Less Time
Grading

They’ll thank you for it.

Adaptive study resources like SmartBook® 2.0
help your students be better prepared in less
time. You can transform your class time from
dull definitions to dynamic debates. Find out
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Make it simple, Solutions for your

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Learning Management Systems— and come with training and
Blackboard®, Canvas, and D2L, among ongoing support when you need it
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FOR STUDENTS
Effective, efficient studying.
Connect helps you be more productive with your study time and get better grades using tools
like SmartBook 2.0, which highlights key concepts and creates a personalized study plan.
Connect sets you up for success, so you walk into class with confidence and walk out with
better grades.

Study anytime, anywhere. “I really liked this

Download the free ReadAnywhere app and access app—it made it easy
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when it’s convenient, even if you’re offline. And don't have your text-
since the app automatically syncs with your eBook
and SmartBook 2.0 assignments in Connect, all of book in front of you.”
your work is available every time you open it. Find
out more at www.mheducation.com/readanywhere - Jordan Cunningham,
Eastern Washington University

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Brief Table of Contents

Preface iv
About the Authors vi
Acknowledgments vii
Key Features viii
Main Text Features ix
End-of-Chapter Materials x
Data Analytics for Accounting, 2e Content Updates xii
Connect for Data Analytics for Accounting xv
Chapter 1 Data Analytics for Accounting and Identifying the Questions 2
Chapter 2 Mastering the Data 38
Chapter 3 Performing the Test Plan and Analyzing the Results 92
Chapter 4 Communicating Results and Visualizations 138
Chapter 5 The Modern Accounting Environment 200
Chapter 6 Audit Data Analytics 224
Chapter 7 Managerial Analytics 268
Chapter 8 Financial Statement Analytics 326
Chapter 9 Tax Analytics 360
Chapter 10 Project Chapter (Basic) 390
Chapter 11 Project Chapter (Advanced): Analyzing Dillard’s Data to Predict Sales Returns 408
Appendix A Basic Statistics Tutorial 434
Appendix B Accessing the Excel Data Analysis Toolpak 440
Appendix C Excel (Formatting, Sorting, Filtering, and PivotTables) 442
Appendix D SQL Part 1 453
Appendix E SQLite 466
Appendix F Power Query 470
Appendix G Tableau 476
Appendix H SQL Part 2 480
Appendix I Power BI 483
Appendix J Dillard’s ER Diagram 491
Appendix K Data Dictionaries 492

GLOSSARY 500

INDEX 504

xx

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Detailed TOC
Chapter 1 Columns in a Table: Primary Keys, Foreign Keys, and
Data Analytics for Accounting and Identifying the Descriptive Attributes 42
Questions 2 Data Dictionaries 44
Extract, Transform, and Load (ETL) the Data 45
Data Analytics 4 Extract 46
How Data Analytics Affects Business 4 Transform 49
How Data Analytics Affects Accounting 5 Load 52
Auditing 5
Summary 52
Financial Reporting 6
Key Words 53
Taxes 7
Answers to Progress Checks 54
The Data Analytics Process Multiple Choice Questions 55
Using the Impact Cycle 8 Discussion Questions 56
Step 1: Identify the Questions (Chapter 1) 8
Problems 57
Step 2: Master the Data (Chapter 2) 8
Lab 2-1 Create a Request for Data Extraction 58
Step 3: Perform Test Plan (Chapter 3) 9
Lab 2-2 Use PivotTables to Denormalize and
Step 4: Address and Refine Results (Chapter 3) 11
Analyze the Data 60
Steps 5 and 6: Communicate Insights and Track
Lab 2-3 Resolve Common Data Problems in
Outcomes (Chapter 4 and each chapter thereafter) 11
Excel and Access 67
Back to Step 1 12
Lab 2-4 Generate Summary Statistics in Excel 71
Data Analytic Skills Needed by Analytic-Minded Lab 2-5 College Scorecard Extraction and Data
Accountants 12 Preparation 73
Hands-on Example of the Impact Model 13 Lab 2-6 Comprehensive Case: Dillard’s Store
Identify the Questions 13
Data: How to Create an Entity-
Master the Data 13
Relationship Diagram 75
Perform Test Plan 15
Lab 2-7 Comprehensive Case: Dillard’s Store
Address and Refine Results 17
Data: How to Preview Data from Tables
Communicate Insights 19
in a Query 78
Track Outcomes 19
Lab 2-8 Comprehensive Case: Dillard’s Store
Summary 20 Data: Connecting Excel to a SQL
Key Words 20 Database 80
Answers to Progress Checks 21 Lab 2-9 Comprehensive Case: Dillard’s Store
Multiple Choice Questions 23 Data: Joining Tables 90
Discussion Questions 24
Problems 24
Lab 1-0 How to Complete Labs in This Text 27 Chapter 3
Lab 1-1 Data Analytics in Financial Performing the Test Plan and Analyzing the Results 92
Accounting 28 Performing the Test Plan 94
Lab 1-2 Data Analytics in Managerial Descriptive Analytics 97
Accounting 31 Example of Data Reduction in Internal
Lab 1-3 Data Analytics in Auditing 33 and External Auditing 98
Lab 1-4 Comprehensive Case: Dillard’s Store Examples of Data Reduction in Other Accounting
Data 34 Areas 99
Diagnostic Analytics 100
Chapter 2
Example of Profiling in Management Accounting 102
Mastering the Data 38
Example of Profiling in an Internal Audit 103
How Data are Used and Stored in the Accounting Example of Profiling in Auditing 103
Cycle 40 Example of the Clustering Approach in Auditing 105
Data and Relationships in a Relational Database 42 Predictive Analytics 106

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xxii   Detailed TOC

Examples of the Regression Approach in Summary 160

Managerial Accounting 108 Key Words 161
Examples of the Regression Approach in Auditing 108 Answers to Progress Checks 162
Other Examples of the Regression in Accounting 108 Multiple Choice Questions 163
Classification Terminology 109 Discussion Questions 164
Evaluating Classifiers 111 Problems 164
Overfitting 111 Lab 4-1 Use PivotCharts to Visualize Declarative
Prescriptive Analytics 112 Data 166
Summary 114 Lab 4-2 Use Tableau to Perform Exploratory
Key Words 115 Analysis and Create Dashboards 168
Answers to Progress Checks 116 Lab 4-3 Comprehensive Case: Dillard’s
Multiple Choice Questions 117 Store Data: Create Geographic Data
Discussion Questions 118 Visualizations in Tableau and in Power
Problems 119 BI 177
Lab 3-1 Data Reduction Using Fuzzy Lab 4-4 Comprehensive Case: Dillard’s Store
Matching 121 Data: Visualizing Regression in
Lab 3-2 Regression in Excel 125 Tableau 196
Lab 3-3 Classification 127
Lab 3-4 Comprehensive Case: Dillard’s Store Chapter 5
Data: Data Abstract (SQL) and The Modern Accounting Environment 200
Regression (Part I) 130
The Modern Data Environment 202
Lab 3-5 Comprehensive Case: Dillard’s Store
The Increasing Importance of the Internal Audit 203
Data: Data Abstract (SQL) and
Enterprise Data 203
Regression (Part II) 135
Common Data Models 204
Automating Data Analytics 206
Chapter 4
Continuous Monitoring Techniques 208
Communicating Results and Visualizations 138
Alarms and Exceptions 208
Determine the Purpose of Your Working Papers And Audit Workflow 209
Data Visualization 141 Electronic Working Papers and Remote Audit Work 209
Quadrants 1 and 3 versus Quadrants 2 and 4: Summary 210
Qualitative versus Quantitative 142 Key Words 210
A Special Case of Quantitative Data: The Normal Answers to Progress Checks 211
Distribution 143 Multiple Choice Questions 212
Quadrants 1 and 2 versus Quadrants 3 and 4: Discussion Questions 213
Declarative versus Exploratory 144 Problems 213
Choosing the Right Chart 145 Lab 5-1 Create a Common Data Model 215
Charts Appropriate for Qualitative Data 145 Lab 5-2 Create a Dashboard Based on a Common
Charts Appropriate for Quantitative Data 147 Data Model 217
Tools to Help When Picking a Visual 149 Lab 5-3 Set Up a Cloud Folder 219
Learning to Create a Good Chart by (Bad) Lab 5-4 Review Changes to Working Papers 220
Example 151 Lab 5-5 Identify Audit Data Requirements 221
Further Refining Your Chart to Communicate Lab 5-6 Prepare Audit Plan 222
Better 156
Data Scale and Increments 157
Color 157
Chapter 6
Audit Data Analytics 224
Communication: More than Visuals—Using Words
to Provide Insights 158 When to Use Audit Data Analytics 226
Content and Organization 158 Identify the Problem 226
Audience and Tone 159 Master the Data 226
Revising 160 Perform the Test Plan 228

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Detailed TOC   xxiii

Address and Refine Results 230 Address and Refine Results 277
Communicate Insights 230 Summary 278
Track Outcomes 230 Key Words 279
Descriptive Analytics 230 Answers to Progress Checks 279
Age Analysis 231 Multiple Choice Questions 280
Sorting 232 Discussion Questions 281
Summary Statistics 233 Problems 282
Sampling 233 Lab 7-1 Evaluate Management Requirements and
Diagnostic Analytics and Benford’s Law 235 Identify Useful KPIs from a List 284
Z-Score 235 Lab 7-2 Create a Balanced Scorecard Dashboard
Benford’s Law 236 in Tableau 286
Drill-Down 239 Lab 7-3 Comprehensive Case: Dillard’s Store
Exact and Fuzzy Matching 239 Data: Creating KPIs in Excel (Part I) 295
Sequence Check 241 Lab 7-4 Comprehensive Case: Dillard’s Store Data:
Stratification and Clustering 242 Creating KPIs in Excel (Part II) 302
Creating Advanced Predictive and Prescriptive Lab 7-5 Comprehensive Case: Dillard’s Store Data:
Analytics 242 Creating KPIs in Excel (Part III) 309
Regression 242 Lab 7-6 Comprehensive Case: Dillard’s Store
Classification 242 Data: Creating KPIs in Excel
Probability 242 (Part IV—Putting It All Together) 316
Sentiment Analysis 243 Lab 7-7 Comprehensive Case: Dillard’s
Applied Statistics 243 Store Data: Advanced Models in
Artificial Intelligence 243 Tableau 321
Additional Analyses 243
Summary 244 Chapter 8
Key Words 244 Financial Statement Analytics 326
Answers to Progress Checks 244
Multiple Choice Questions 245 Financial Statement Analysis 328
Descriptive Financial Analytics 328
Discussion Questions 246
Vertical and Horizontal Analysis 328
Problems 247
Other Classes of Ratios 329
Lab 6-1 Evaluate the Master Data for Interesting
Diagnostic Financial Analytics 331
Addresses 248
Predictive Financial Analytics 331
Lab 6-2 Perform Substantive Tests of Account
Balances 250 Visualizing Financial Data 333
Showing Trends 333
Lab 6-3 Finding Duplicate Payments 256
Relative Size of Accounts 333
Lab 6-4 Comprehensive Case: Dillard’s Store
Data: Hypothesis Testing (Part I) 257 Text Mining and Sentiment Analysis 334
Lab 6-5 Comprehensive Case: Dillard’s Store XBRL and Financial Data Quality 336
XBRL Data Quality 338
Data: Hypothesis Testing (Part II—Data
XBRL, XBRL-GL, and Real-Time Financial
Visualization) 264
Reporting 340
Examples of Financial Statement Analytics Using
Chapter 7
XBRL 340
Managerial Analytics 268
Summary 341
Identifying Management Accounting Questions 270 Key Words 341
Relevant Costs 270 Answers to Progress Checks 342
Key Performance Indicators and Variance Analysis 270 Multiple Choice Questions 343
Cost Behavior 271 Discussion Questions 344
Balanced Scorecard and Key Performance Problems 344
Indicators 272 Lab 8-1 Create a Horizontal and Vertical Analysis
Master the Data and Perform the Test Plan 276 Using XBRL Data 346

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xxiv   Detailed TOC

Lab 8-2  reate Dynamic Common Size

C Question 1.2: Is the Delivery Process Following the
Financial Statements 349 Expected Procedure? 396
Lab 8-3 Analyze Financial Statement Ratios 352 Question 1.3: What Is the Total Revenue and Balance in
Lab 8-4 Use PivotTables to Analyze Data from an Accounts Receivable? 398
XBRL Database 355 Question 1.4: What Else Can You Determine about the
O2C Process? 400
Chapter 9 Question Set 2: Procure-to-Pay 400
Tax Analytics 360 Question 2.1: How Long Are We Taking to Pay Our
Introduction to Tax Analytics 362 Invoices? 400
Mastering the Data through Tax Question 2.2: Are There Any Erroneous Payments? 404
Data Management 363 Question 2.3: Are We Missing Out on Discounts by
Tax Data Analytics Visualizations 364 Paying Late? 405
Tax Data Analytics Visualizations and Tax Question 2.4: What Else Can You Determine about the
Compliance 364 P2P Process? 406
Evaluating Sales Tax Liability 365
Evaluating Income Tax Liability 365
Chapter 11
Tax Data Analytics for Tax Planning 367 Project Chapter (Advanced): Analyzing Dillard’s Data
What-If Scenarios 368
to Predict Sales Returns 408
What-If Scenarios for Potential Legislation, Deductions, Estimating Sales Returns 410
and Credits 369 Question Set 1: Descriptive and Exploratory
Summary 370 Analysis 410
Key Words 370 Question 1.1: Which Attributes Could Help Predict
Answers to Progress Checks 371 Percentage of Returned Sales? 410
Multiple Choice Questions 371 Question 1.2: How Can We Explore the Product
Discussion Questions 373 Hierarchy Through Data Visualization? 412
Problems 373 Question Set 2: Diagnostic Analytics—Hypothesis
Lab 9-1 State Sales Taxes and Create a Data Testing 422
Visualization 375 Question 2.1: Is the Percentage of Sales Returned
Lab 9-2 Comprehensive Case 1: Dillard’s Store Significantly Higher in January After the Holiday
Data: Calculate Sales Tax for Dillard’s Season? 422
States 379 Question 2.2: Is the Percentage of Sales Returned
Lab 9-3 Comprehensive Case 2: Dillard’s Store Significantly Different in Arkansas Than the Rest of the
Data: Calculate Sales Tax for Dillard’s Country? 426
States Part 2—Compare Year over Question Set 3: Predictive Analytics 427
Year 381 Question 3.1: By Looking at Line Charts for 2014
Lab 9-4 Comprehensive Case 3: Dillard’s Store and 2015, Does the Average Percentage of Sales
Data: Calculate Sales Tax for Dillard’s Returned in 2014 Seem to Be Predictive of Returns in
States Part 3—Calculate City Tax and 2015? 427
Compare Tax Owed Year over Year 386 Question 3.2: Using Regression, What Can We Predict
Lab 9-5 Comprehensive Case 4: Dillard’s Store for Returns as a Percentage of Sales Based on
Data: Does a State’s Tax Rate Affect Historical Transactions? 429
Dillard’s Decision to Open Stores
There? 387 Appendix A
Basic Statistics Tutorial 434
Chapter 10
Project Chapter (Basic) 390 Appendix B
Accessing the Excel Data Analysis Toolpak 440
Evaluating Business Processes 392
Question Set 1: Order-to-Cash 392 Appendix C
Question 1.1: How Efficiently Are We Collecting Our Excel (Formatting, Sorting, Filtering, and
Cash? 392 PivotTables) 442

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Detailed TOC   xxv

Appendix D Appendix I
SQL Part 1 453 Power BI 483

Appendix E Appendix J
SQLite 466 Dillard’s ER Diagram 491

Appendix F Appendix K
Power Query 470 Data Dictionaries 492

Appendix G
Tableau 476 GLOSSARY 500
Appendix H
SQL Part 2 480 INDEX 504

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So sore they could not wag.

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 136

ROBIN HOOD’S DELIGHT

(ROBIN HOOD, JOHN, SCARLOCK AND THREE

KEEPERS)

a. Wood, 401, leaf 41 b.

b. Garland of 1663, No 17.
c. Garland of 1670, No 16.
d. Pepys, II, 112, No 99.

Ritson, Robin Hood, 1795, II, 116, from a, with

changes. Evans, Old Ballads, 1777, 1784, I, 176.
Robin Hood, Scarlock, and John, walking in
Sherwood, are charged to stand by three of King
Henry’s keepers. There is a fight from eight till two
o’clock, in which the outlaws are at some
disadvantage. Robin asks that he may blow his horn,
then he will fight again. The keepers refuse; he must
fall on or yield. Robin owns them to be stout fellows;
he will not fight it out there with swords, but at
Nottingham with sack. They go to Nottingham
accordingly, and drink themselves good friends.
The Bold Pedlar and Robin Hood, No 132, a late
traditional copy, shows traces of st. 20 of this ballad
in st. 12, where the Pedlar says it lies with him
whether he will tell his name, and again at the end,
where Robin Hood, John, and the Pedlar drink
friendship at the tavern. Robin Hood’s antagonists
are again foresters and keepers in the Progress to
Nottingham, and in Robin Hood and the Ranger.
There are numerous verbal agreements between
Robin Hood’s Delight and Robin Hood and the
Shepherd.

Translated by Loève-Veimars, p. 199.

1
There is some will talk of lords and knights,
Doun a doun a doun a doun
And some of yeoman good,
But I will tell you of Will Scarlock,
Little John and Robin Hood.
Doun a doun a doun a doun

2
They were outlaws, as ’tis well known,
And men of a noble blood;
And a many a time was their valour shown
In the forrest of merry Sheerwood.

3
Vpon a time it chanced so,
As Robin Hood would have it be,
They all three would a walking go,
Some pastime for to see.

4
And as they walked the forest along,
Upon a midsummer day,
There was they aware of three keepers,
Clade all in green aray.

5
With brave long faucheons by their sides,
And forest-bills in hand,
They calld aloud to those bold outlaws,
And charged them to stand.

6
‘Why, who are you,’ cry’d bold Robin,
‘That speaks so boldly here? ’
‘We three belong to King Henry,
And are keepers of his deer.’
 d a e eepe s o s dee

7
‘The devil thou art!’ sayes Robin Hood,
‘I am sure that it is not so;
We be the keepers of this forest,
And that you soon shall know.

8
‘Come, your coats of green lay on the ground,
And so will we all three,
And take your swords and bucklers round,
And try the victory.’

9
‘We be content,’ the keepers said,
‘We be three, and you no less;
Then why should we be of you afraid,
And we never did transgress?’

10
‘Why, if you be three keepers in this forest,
Then we be three rangers good,
And we will make you to know, before you do go,
You meet with bold Robin Hood.’

11
‘We be content, thou bold outlaw,
Our valour here to try,
And we will make you know, before we do go,
We will fight before we will fly.

12
‘Then, come draw your swords, you bold outlaws,
And no longer stand to prate,
But let us try it out with blows,
For cowards we do hate.
13
‘Here is one of us for Will Scarlock,
And another for Little John,
And I my self for Robin Hood,
Because he is stout and strong.’

14
So they fell to it full hard and sore;
It was on a midsummers day;
From eight a clock till two and past,
They all shewed gallant play.

15
There Robin, and Will, and Little John,
They fought most manfully,
Till all their winde was spent and gone,
Then Robin aloud did cry:

16
‘O hold, O hold,’ cries bold Robin,
‘I see you be stout men;
Let me blow one blast on my bugle-horn,
Then I’le fight with you again.’

17
‘That bargain’s to make, bold Robin Hood,
Therefore we it deny;
Though a blast upon thy bugle-horn
Cannot make us fight nor fly.

18
‘Therefore fall on, or else be gone,
And yield to us the day:
It shall never be said that we were afraid
Of thee, nor thy yeomen gay.’

19
‘If that be so,’ cries bold Robin,
‘Let me but know your names,
And in the forest of merry Sheerwood
I shall extol your fames.’

20
‘And with our names,’ one of them said,
‘What hast thou here to do?
Except that you will fight it out,
Our names thou shalt not know.’

21
‘We will fight no more,’ sayes bold Robin,
‘You be men of valour stout;
Come and go with me to Nottingham,
And there we will fight it out.

22
‘With a but of sack we will bang it out,
To see who wins the day;
And for the cost, make you no doubt
I have gold and money to pay

23
‘And ever after, so long as we live,
We all will brethren be;
For I love those men with heart and hand
That will fight, and never flee.’

24
So away they went to Nottingham,
With sack to make amends;
For three dayes space they wine did chase,
And drank themselves good friends.
a.
Robin Hood’s Delight, or, A merry combat fought
between Robin Hood, Little John and Will
Scarelock and three stout Keepers in
Sheerwood Forrest.

Robin was valiant and stout, so was Scarelock

and John, in the field,
But these keepers stout did give them the rout,
and made them all for to yield;
But after the battel ended was, bold Robin did
make them amends,
For claret and sack they did not lack, so drank
themselves good friends.

To the tune of Robin Hood and Quene Katherine,

or, Robin Hood and the Shepheard.
London, Printed for John Andrews, at the White
Lion, near Pye Corner. (1660.)
b, c.
Title the same, without the verses: Scarlet for
Scarelock.
2
1 . b, yeomen.
3 1
1 , 13 . Scarlet.
 1
2 . it is.
3
2 . And many.
4 . was he: c, forresters for keepers.
3

1
5 . side.
2
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5 . c, bold wanting.
3

7 . b, bold Robin, Hood wanting: c, said Robin

1

Hood.
7 . b, it wanting: c, that wanting.
2

4
10 . met.
11 . do wanting.
3

4
11 . b. wee’l.
1
16 . c. thy hand cryes.
1
17 . is.
3
19 . c. in that.
4
19 . b. I will.
3
20 . thou wilt.
1
23 . hereafter.
d.
Title as in b, c, except: fought against.
Printed for William Thackeray, at the Angel in
Duck Lane. (1689.)
1
1 . There’s.
2
1 . yeomen.
3 1
1 , 13 . Scarlet.
3
2 . And many.
4 . forresters for keepers.
3

5 . bold wanting.
3

2
6 . speak.
1
7 . said.
7 . that wanting.
2

7 . the wanting: in for of.

3

8 . Come wanting.
1

9 . you wanting.
2

3
9 . we of you be.
10 . the for three.
1

10 . we’l: to wanting.
3

11 . first we, do wanting.

3

1
14 . hardy.
3
15 . spend.
 3
16 . with my beagle.
1
17 . is.
3
17 . Thy blast: beagle.
3
18 . never shall: we are.
3
20 . thou wilt.
1
23 . hereafter.
3
23 . these.
 137

ROBIN HOOD AND THE PEDLARS

‘Robinhood and the Peddlers,’ the fourth ballad in a

MS. formerly in the possession of J. Payne Collier,
now in the British Museum; previously printed in
Gutch’s Robin Hood, II, 351.

The manuscript in which this ballad occurs

contains a variety of matters, and, as the best
[113]
authority has declared, may in part have been
written as early as 1650, but all the ballads are in a
nineteenth-century hand, and some of them are
maintained to be forgeries. I see no sufficient reason
for regarding this particular piece as spurious, and
therefore, though I should be glad to be rid of it,
accept it for the present as perhaps a copy of a
broadside, or a copy of a copy.
 The story resembles that of Robin Hood’s Delight,
pedlars taking the place of keepers; but Robin is
reduced to an ignominy paralleled only in the second
ballad of Robin Hood and the Beggar. Robin Hood,
accompanied by Scarlet and John, bids three pedlars
stand. They pay no heed, and he sends an arrow
through the pack of one of them. Hereupon they
throw down their packs and wait for their assailants
to come up. Robin’s bow is broken by a blow from a
staff of one of the pedlars. Robin calls a truce until
he and his men can get staves. There is then an
equal fight, the end of which is that Robin Hood is
knocked senseless and left in a swoon, tended by
Scarlet and John. But before the pedlars set forward,
Kit o Thirske, the best man of the three, and the one
who has fought with Robin, administers a balsam to
his fallen foe, which he says will heal his hurts, but
which operates unpleasantly.
Thirsk is about twenty miles from York, in the
North Riding.
1
Will you heare a tale of Robin Hood,
Will Scarlett, and Little John?
Now listen awhile, it will make you smile,
As before it hath many done.

2
They were archers three, of hie degree,
As good as ever drewe bowe;
Their arrowes were long and their armes were strong,
As most had cause to knowe.

3
But one sommers day, as they toke their way
Through the forrest of greene Sherwood,
To kill the kings deare, you shall presently heare
What befell these archers good.

4
They were ware on the roade of three peddlers with loade,
Ffor each had his packe,
Ffull of all wares for countrie faires,
Trusst up upon his backe.

5
A good oke staffe, a yard and a halfe,
Each one had in his hande;
And they were all bound to Nottingham towne,
As you shall understand.

6
‘Yonder I see bolde peddlers three,’
Said Robin to Scarlett and John;
‘We’le search their packes upon their backes
Before that they be gone.

7
‘Holla, good fellowes!’ quod Robin Hood,
‘Whither is it ye doe goe?
Now stay and rest, for that is the best,
’Tis well ye should doe soe.’

8
‘Noe rest we neede, on our roade we speede,
Till to Nottingham we get:’
‘Thou tellst a lewde lye,’ said Robin, ‘for I
Can see that ye swinke and swet.’

9
The peddlers three crosst over the lee,
They did not list to fight:
‘I charge you tarrie,’ quod Robin, ‘for marry,
This is my owne land by right.

10
‘This is my mannor and this is my parke,
I would have ye for to knowe;
Ye are bolde outlawes, I see by cause
Ye are so prest to goe.’

11
The peddlers three turned round to see
Who it might be they herd;
Then agen went on as they list to be gone,
And never answered word.

12
Then toke Robin Hood an arrow so good,
Which he did never lacke,
And drew his bowe, and the swift arrowe
Went through the last peddlers packe.

13
Ffor him it was well on the packe it fell,
 Or his life had found an ende;
And it pierst the skin of his backe within,
Though the packe did stand his frend.

14
Then downe they flung their packes eche one,
And stayde till Robin came:
Quod Robin, I saide ye had better stayde;
Good sooth, ye were to blame.

15
‘And who art thou? by S. Crispin, I vowe
I’le quickly cracke thy head!’
Cried Robin, Come on, all three, or one;
It is not so soone done as said.

16
My name, by the roode, is Robin Hood,
And this is Scarlett and John;
It is three to three, ye may plainelie see,
Soe now, brave fellowes, laye on.

17
The first peddlars blowe brake Robins bowe
That he had in his hand;
And Scarlett and John, they eche had one
That they unneath could stand.

18
‘Now holde your handes,’ cride Robin Hood,
‘Ffor ye have got oken staves;
But tarie till wee can get but three,
And a fig for all your braves.’

19
Of the peddlers the first, his name Kit o Thirske,
Said, We are all content;
Soe eche tooke a stake for his weapon, to make
The peddlers to repent.

20
Soe to it they fell, and their blowes did ring well
Uppon the others backes;
And gave the peddlers cause to wish
They had not cast their packes.

21
Yet the peddlers three of their blowes were so free
That Robin began for to rue;
And Scarlett and John had such loade laide on
It made the sunne looke blue.

22
At last Kits oke caught Robin a stroke
That made his head to sound;
He staggerd, and reelde, till he fell on the fielde,
And the trees with him went round.

23
‘Now holde your handes,’ cride Little John,
And soe said Scarlett eke;
‘Our maister is slaine, I tell you plaine,
He never more will speake.’

24
‘Now, heaven forefend he come to that ende,’
Said Kit, ‘I love him well;
But lett him learne to be wise in turne,
And not with pore peddlers mell.

25
‘In my packe, God wot, I a balsame have got
That soone his hurts will heale;’
And into Robin Hoods gaping mouth
 He presentlie powrde some deale.

26
‘Now fare ye well, tis best not to tell
How ye three peddlers met;
Or if ye doe, prithee tell alsoe
How they made ye swinke and swett.’

27
Poore Robin in sound they left on the ground,
And hied them to Nottingham,
While Scarlett and John Robin tended on,
Till at length his senses came.

28
Noe soone[r], in haste, did Robin Hood taste
The balsame he had tane,
Than he gan to spewe, and up he threwe
The balsame all againe.

29
And Scarlett and John, who were looking on
Their maister as he did lie,
Had their faces besmeard, both eies and beard,
Therewith most piteously.

30
Thus ended that fray; soe beware alwaye
How ye doe challenge foes;
Looke well aboute they are not to stoute,
Or you may have worst of the blowes.
 138

ROBIN HOOD AND ALLEN A DALE

a. ‘Robin Hood and Allin of Dale,’ Douce, II, leaf

185.
b. ‘Robin Hood and Allin of Dale,’ Pepys, II, 110, No
97.
c. ‘Robin Hood and Allen a Dale,’ Douce, III, 119 b.

Printed in A Collection of Old Ballads, 1723, II, 44,

and Evans’s Old Ballads, 1777, 1784, I, 126, after a
copy very near to c. In Ritson’s Robin Hood, 1795,
II, 46, probably after Roxburghe II, 394. Not
included in the garlands of 1663, 1670; in a garland
of 1749, the Aldermary garland, R. Marshall, and the
Lichfield, M. Morgan, both not dated, No 8; in the
York garland, 1811, No 9. In the Kinloch MSS, V, 183,
there is a copy, derived from the broadside, but
Scotticised, and improved in the process.
A young man, Allen a Dale, whom Robin Hood has
seen passing, one day singing and the next morning
sighing, is stopped by Little John and the Miller’s
Son, and brought before their master, who asks him
if he has any money. He has five shillings and a ring,
and was to have been married the day before, but
his bride has been given to an old knight. Robin asks
what he will give to get his true-love. All that he can
give is his faithful service. Robin goes to the church
and declares the match not fit: the bride shall choose
for herself. He blows his horn, and four-and-twenty
of his men appear, the foremost of whom is Allen a
Dale. Robin tells Allen that he shall be married on the
spot. The bishop says no; there must be three
askings. Robin puts the bishop’s coat on Little John,
and Little John asks seven times. Robin gives Allen
the maid, and bids the man take her away that dare.
The ballad, it will be observed, is first found in
broadside copies of the latter half of the seventeenth
century. The story is told of Scarlock in the life of
Robin Hood in Sloane MS, 715, 7, fol. 157, of the end
of the sixteenth century; Thoms, Early Prose
Romances, II, p. 39.
“Scarlock he induced [to become one of his
company] upon this occacion. One day meting him
as he walked solitary and lyke to a man forlorne,
because a mayd to whom he was affyanced was
taken from [him] by the violence of her frends, and
given to another, that was auld and welthy;
whereupon Robin, understandyng when the
maryage-day should be, came to the church as a
beggar, and having his company not far of, which
came in so sone as they hard the sound of his horne,
he ‘took’ the bryde perforce from him that was in
hand to have maryed her, and caused the preist to
wed her and Scarlocke togeyther.”

Translated by Anastasius Grün, p. 146.

1
Come listen to me, you gallants so free,
All you that loves mirth for to hear,
And I will you tell of a bold outlaw,
That lived in Nottinghamshire. (bis.)

2
As Robin Hood in the forrest stood,
All under the green-wood tree,
There was he ware of a brave young man,
As fine as fine might be.

3
The youngster was clothed in scarlet red,
In scarlet fine and gay,
And he did frisk it over the plain,
And chanted a roundelay.

4
As Robin Hood next morning stood,
Amongst the leaves so gay,
There did he espy the same young man
Come drooping along the way.

5
The scarlet he wore the day before,
It was clean cast away;
And every step he fetcht a sigh,
‘Alack and a well a day!’

6
Then stepped forth brave Little John,
And Nick the millers son,
Which made the young man bend his bow,
When as he see them come.

7
‘Stand off, stand off,’ the young man said,
‘What is your will with me?’
‘You must come before our master straight,
Vnder yon green-wood tree.’

8
And when he came bold Robin before,
Robin askt him courteously,
O hast thou any money to spare
For my merry men and me?

9
‘I have no money,’ the young man said,
‘But five shillings and a ring;
And that I have kept this seven long years,
To have it at my wedding.

10
‘Yesterday I should have married a maid,
But she is now from me tane,
And chosen to be an old knights delight,
Whereby my poor heart is slain.’

11
‘What is thy name?’ then said Robin Hood,
‘Come tell me, without any fail:’
‘By the faith of my body,’ then said the young man,
‘My name it is Allin a Dale.’

12
‘What wilt thou give me,’ said Robin Hood,
‘In ready gold or fee,
To help thee to thy true-love again,
And deliver her unto thee?’

13
‘I have no money,’ then quoth the young man,
 ‘No ready gold nor fee,
But I will swear upon a book
Thy true servant for to be.’

14
‘How many miles is it to thy true-love?
Come tell me without any guile:’
‘By the faith of my body,’ then said the young man,
‘It is but five little mile.’

15
Then Robin he hasted over the plain,
He did neither stint nor lin,
Vntil he came unto the church
Where Allin should keep his wedding.

16
‘What dost thou do here?’ the bishop he said,
‘I prethee now tell to me:’
‘I am a bold harper,’ quoth Robin Hood,
‘And the best in the north countrey.’

17
‘O welcome, O welcome,’ the bishop he said,
‘That musick best pleaseth me;’
‘You shall have no musick,’ quoth Robin Hood,
‘Till the bride and the bridegroom I see.’

18
With that came in a wealthy knight,
Which was both grave and old,
And after him a finikin lass,
Did shine like glistering gold.

19
‘This is no fit match,’ quoth bold Robin Hood,
‘That you do seem to make here;
For since we are come unto the church,
The bride she shall chuse her own dear.’

20
Then Robin Hood put his horn to his mouth,
And blew blasts two or three;
When four and twenty bowmen bold
Came leaping over the lee.

21
And when they came into the church-yard,
Marching all on a row,
The first man was Allin a Dale,
To give bold Robin his bow.

22
‘This is thy true-love,’ Robin he said,
‘Young Allin, as I hear say;
And you shall be married at this same time,
Before we depart away.’

23
‘That shall not be,’ the bishop he said,
‘For thy word shall not stand;
They shall be three times askt in the church,
As the law is of our land.’

24
Robin Hood pulld off the bishops coat,
And put it upon Little John;
‘By the faith of my body,’ then Robin said,
‘This cloath doth make thee a man.’

25
When Little John went into the quire,
The people began for to laugh;
He askt them seven times in the church,
 Least three times should not be enough.

26
‘Who gives me this maid,’ then said Little John;
Quoth Robin, That do I,
And he that doth take her from Allin a Dale
Full dearly he shall her buy.

27
And thus having ended this merry wedding,
The bride lookt as fresh as a queen,
And so they returnd to the merry green wood,
Amongst the leaves so green.

a.
Robin Hood and Allin of Dale: Or, a pleasant
relation how a young gentleman being in love
with a young damsel, which was taken from
him to be an old knight’s bride, and how Robin
Hood, pittying the young mans case, took her
from the old knight, when they were going to
be marryed, and restored her to her own true
love again.

Bold Robin Hood he did the young man right,

And took the damsel from the doteing knight.

To a pleasant northern tune, or, Robin Hood in

the green wood stood.
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