Every set of financial statements rests on a simple but powerful assumption: the business preparing them will still be around tomorrow, next month, and well into the future. This is the going concern concept – one of the most foundational principles in accounting. It shapes how assets are valued, how expenses are recorded, and what information must be disclosed to investors, creditors, and regulators. Understanding it is not just an academic exercise; it directly affects how we read and trust financial reports.

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What does going concern mean in accounting?

Going concern is an accounting term for a business that is assumed will meet its financial obligations when they become due, functioning without the threat of liquidation for the foreseeable future – typically regarded as at least the next 12 months. In simpler terms, it means a business is expected to keep operating normally: generating revenue, paying its bills, and using its assets productively.

The concept does more than describe a business’s current state. It is a working assumption built into the preparation of financial statements. Under this principle, a company is presumed to be a going concern if no evidence suggests it will, or will have to, cease operations in the foreseeable future. This assumption allows accountants to record and present financial information in ways that reflect ongoing operations rather than an imminent wind-down.

Consider a straightforward example: a school purchases computers worth โ‚น5,00,000 with a five-year useful life. Under the going concern assumption, the accountant depreciates the cost over five years – recording โ‚น1,00,000 as an expense each year – rather than writing off the full amount immediately. This works because the school is expected to use those computers throughout their productive life. Without the going concern assumption, there would be no logical basis for spreading the cost over future periods.

The basis in accounting standards

Both major global frameworks – IFRS (IAS 1) and US GAAP – treat going concern as a foundational assumption. Under IFRS, an entity must prepare its financial statements on a going concern basis unless management either intends to liquidate the entity, to cease trading, or has no realistic alternative but to do so. IAS 1 mandates that management assess whether the entity is a going concern, and if any material uncertainties exist about its future, these must be disclosed. Similarly, under US GAAP, financial reporting assumes that a reporting entity will continue to operate as a going concern until its liquidation becomes imminent – a framework referred to as the going concern basis of accounting.

It is worth noting that the going concern concept is not a sharply defined rule with a single universal definition. The concept is not clearly defined anywhere in the Generally Accepted Accounting Principles (GAAP), leaving considerable room for interpretation. This is precisely why auditing standards and management judgement play such a critical role in assessing it.

Implications for financial statements

The going concern assumption quietly underpins nearly every line of a standard set of financial statements. When it holds, accountants and preparers can apply conventional accounting methods. When it is in doubt, the entire presentation can change dramatically.

Asset valuation

The going concern assumption validates the use of historical cost accounting. Fixed assets such as property, plant, and equipment are recorded at their original purchase price and depreciated over their useful lives. This approach is only sensible if we expect the business to keep using those assets to generate value over time. If the going concern assumption were removed, assets would instead need to be valued at what they could fetch in an immediate, forced sale – often called liquidation value or “fire-sale prices” – which is usually significantly lower. The value of a going concern is therefore higher than its breakup value, because an operating business can continue to earn profits from its assets.

Expense deferral and matching

The going concern principle allows businesses to defer recognition of certain costs to future accounting periods. Organisations can spread expenses such as depreciation and amortisation over several accounting periods, aligning costs with the revenues they generate. This improves the accuracy of income reporting and reflects how resources are actually consumed. Prepaid expenses – such as an annual insurance premium paid upfront – can also be treated as assets and recognised gradually, rather than being expensed immediately. Without the going concern assumption, neither of these treatments would be appropriate.

Liabilities and solvency disclosures

Liabilities are recorded on the assumption that the business will settle them in the ordinary course of operations. If an entity is believed to no longer be a going concern, this raises the question of whether its assets are impaired, potentially requiring a write-down to liquidation value, and whether additional liabilities arising from imminent closure need to be recognised. According to KPMG’s guidance on IFRS assessments, management must consider all available information about the future – including current and forecasted profitability, debt repayment schedules, and access to replacement financing – when assessing going concern status.

Disclosure requirements

When there is material uncertainty about a business’s ability to continue as a going concern, accounting standards require explicit disclosure. Both IFRS and US GAAP share the same objective of informing financial statement users early about potential financial difficulties, though their specific disclosure requirements differ. Under IAS 1, management must disclose material uncertainties that may cast significant doubt on the entity’s ability to continue operating. Under US GAAP’s ASC 205-40, disclosures are required whenever there is substantial doubt about the company’s ability to continue as a going concern, even when management has plans to address those doubts. These disclosures protect investors and creditors by giving them early warning of potential trouble.

When is a business no longer a going concern?

The loss of going concern status is not a sudden event in most cases – it is a gradual recognition that a business can no longer sustain itself. Whether a company is a going concern is ultimately a decision for the directors and the board, though auditors play a critical advisory role. Both internal management and external auditors review the evidence and make a judgement.

Red flags that trigger concern

No single indicator automatically removes going concern status, but certain warning signs – especially in combination – signal serious trouble. The PCAOB’s auditing standards identify two broad categories of going concern risk factors:

  • Internal matters: These include recurring operating losses, severe liquidity shortfalls, an inability to meet debt repayment obligations, dependence on the success of a single project, significant labour disputes or work stoppages, and the need to drastically restructure operations.
  • External matters: These encompass pending legal proceedings, the loss of a key licence, patent, or franchise, the loss of a major customer or supplier, uninsured catastrophic events such as floods or earthquakes, and changes in legislation that threaten the business model.

Additional red flags include a current ratio below 1 (meaning current liabilities exceed current assets), overdue accounts payable, denial of credit from lenders, and consistent sales at steep discounts just to generate cash. Other factors include negative operating results, loan defaults, and legal proceedings that may surface during a routine audit.

The auditor’s role

The auditor evaluates an entity’s ability to continue as a going concern for a period not greater than one year following the date of the financial statements being audited. If substantial doubt exists, the auditor is required to consider management’s plans for addressing the adverse conditions – such as raising new capital, restructuring debt, selling assets, or cutting costs. Before issuing a going concern qualification, company leadership is given an opportunity to present a corrective plan. If the auditor finds the plan credible and executable, a qualified opinion may be avoided.

When doubt cannot be resolved, the auditor issues a negative going concern opinion, implying that the company may have to close for financial reasons within the next 12 months. This finding must be disclosed in the audit report. If a public or private company reports that its auditors have doubts about its ability to continue as a going concern, investors may take this as a sign of increased risk – potentially leading to stock sell-offs, tighter credit conditions, or breach of loan covenants. Interestingly, some researchers have noted that such an opinion can become a self-fulfilling prophecy, as the disclosure itself may erode the trust and access to credit the business needs to survive.

What changes when going concern is lost?

When a business is formally determined to be no longer a going concern, its accounting changes fundamentally. Assets and liabilities are measured differently, and additional disclosures are required to inform stakeholders of financial challenges. Long-term assets may need to be written down to their net realisable or liquidation value. Liabilities that would not normally arise – such as penalties for early termination of contracts – may need to be recognised. Under IFRS, IAS 1 permits an entity that is no longer a going concern to prepare financial statements on a different basis, still in accordance with IFRS standards, and requires disclosure of both the fact that going concern no longer applies and the reasons why.

For schools and educational institutions, this concept is equally relevant. A school that can no longer secure government grants, faces dwindling enrolment, or is under regulatory threat is not automatically a going concern. Its financial statements – including how assets like buildings, equipment, and prepaid expenses are reported – would need to reflect that changed reality.

Going concern value vs. liquidation value

Understanding the going concern concept also means understanding what is at stake financially when the assumption breaks down. Going concern value refers to what a business is worth as it continues to operate – accounting for future earnings, customer relationships, and reputation – rather than if it were closed and its assets sold off. This value is typically higher than liquidation value because an ongoing business generates income and holds intangible assets that cannot be easily sold separately.

In a discounted cash flow (DCF) valuation model, for instance, around three-quarters of total implied value typically comes from the terminal value – the assumption that the company will continue growing perpetually into the future. This number collapses entirely once going concern is in doubt. For investors, creditors, and management alike, maintaining going concern status is not just an accounting formality – it is a measure of the business’s fundamental viability and trust.

What do you think? If a school or institution receives a going concern qualification from its auditor, what steps should its governing body prioritise to restore financial confidence? And do you think the current 12-month assessment window is sufficient to capture long-term financial risks that businesses – and educational institutions – actually face?

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References
  1. https://en.wikipedia.org/wiki/Going_concern
  2. https://www.accountingformanagement.org/going-concern-concept/
  3. https://www.ifrs.org/issued-standards/list-of-standards/ias-1-presentation-of-financial-statements/
  4. https://ifrscommunity.com/knowledge-base/ias-1-presentation-of-financial-statements/
  5. https://viewpoint.pwc.com/dt/us/en/pwc/accounting_guides/financial_statement_/financial_statement___18_US/chapter_24_risks_and_US/245_going_concern_US.html
  6. https://corporatefinanceinstitute.com/resources/accounting/going-concern/
  7. https://www.wallstreetprep.com/knowledge/going-concern/
  8. https://www.mpeslearning.com/blog/going-concern
  9. https://www.accountingtools.com/articles/the-going-concern-principle
  10. https://kpmg.com/xx/en/our-insights/ifrg/2024/frut-going-concern-3a.html
  11. https://kpmg.com/us/en/articles/2023/going-concern.html
  12. https://www.thecorporategovernanceinstitute.com/insights/lexicon/what-is-a-going-concern/
  13. https://pcaobus.org/oversight/standards/auditing-standards/details/AS2415
  14. https://www.nerdwallet.com/article/small-business/what-is-the-going-concern-assumption
  15. https://www.indeed.com/career-advice/career-development/going-concern-assumption
  16. https://www.vedantu.com/commerce/going-concern-concept
  17. https://viewpoint.pwc.com/dt/gx/en/pwc/in_depths/in_depths_INT/in_depths_INT/accounting-implications-of/illustrative-text/going-concern/faq-10-1-2-how-should-the-requirements.html

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Institutional Management

1 Classroom Management (Instructional Management)

  1. Concept of Classroom
  2. Need for Classroom Management
  3. Concept of Classroom Management
  4. Schools of Thought on Classroom Management
  5. Components of Classroom Management
  6. Other Determinants of Classroom Management
  7. Indices of Effective Classroom Management
  8. Discipline and the Management of Misbehavior in Classrooms

2 Curriculum Transaction

  1. Curriculum in informal, formal & non-formal education
  2. Curriculum – two major perspectives
  3. Curriculum transaction – the concept
  4. Planning for curriculum transaction
  5. Executing the curriculum transaction
  6. Methods of curriculum transaction (Teacher Centred)
  7. Methods of curriculum transaction (Learner Centred)
  8. Methods of curriculum transaction (Group Centred)
  9. Media support in curriculum transaction
  10. Formulating strategy for curriculum transaction
  11. Evaluation of curriculum transaction process

3 Management of Evaluation

  1. Concept of Evaluation
  2. Need of Evaluation
  3. Approaches of Evaluation
  4. Structure of Examination Body
  5. Evaluation Strategies of Institution
  6. Management of Evaluation
  7. Need of Management of Evaluation

4 Management of Academic Resources

  1. Meaning of Academic Resources
  2. Types of Academic Resources
  3. Features of Most Commonly Used Academic Resources
  4. Need for Management of Academic Resources
  5. Basics of Academic Resources Management

5 Management of Curricular & Co Curricular Programmes & Activities

  1. Curricular & Co-Curricular Activities
  2. Curricular Activities in an Educational Institution
  3. Steps involved in Management of Curricular Activities
  4. Co-Curricular Activities in an Educational Institution
  5. Steps involved in Management of Co-Curricular Activities

6 Educational Finance – Meaning, Importance and Scope

  1. Educational Finance: Meaning
  2. Criteria for Educational Finance
  3. Mobilisation of Physical and Financial Resources
  4. Financing of School versus Tertiary Education
  5. Sources of Educational Finance
  6. Expenditure on Education
  7. Plan-wise Outlay on Education in India

7 Cost and Budgeting

  1. Concept and Need for Costing and Budgeting
  2. Costing
  3. Classification of Cost
  4. Some Basic Concepts
  5. System of Costing
  6. Techniques of Costing
  7. Methods of Costing
  8. Budgeting
  9. Why Do We Need Budgets?
  10. Types of Budgets
  11. Budgetary Control

8 Accounting and Auditing

  1. Accounting – The Concept
  2. Basic Accounting Concept
  3. The Money Measurement Concept
  4. The Cost Principle
  5. The Matching Principle
  6. The Going – Concern Concept
  7. The Realization Concept
  8. The Accrual Concept
  9. The Conservatism or Prudence Concept
  10. The Convention of Full Disclosure
  11. The Dual Aspect Concept
  12. The Basic Accounting Equation
  13. Debits and Credits
  14. Types of Accounts and Debit Credit Rules
  15. The Accounting Cycle
  16. Journal – Book of Original Entry
  17. Ledger: Classifying Transactions
  18. Trial Balance
  19. Financial Statement to be Prepared At The End Of The Year
  20. Receipt and Payments Account
  21. Income and Expenditure Account
  22. Balance Sheet
  23. Auditing Concept
  24. Objectives of Auditing
  25. Types of Audit
  26. Audit Report

9 Resource Mobilisation In Education

  1. Taxonomy of Resource Mobilisation
  2. Internal Resource Mobilisation
  3. Graduate Tax
  4. Education Cess
  5. Prarambhik Shiksha Kosh (PSK) in Elementary Education
  6. Community Resource Mobilisation
  7. Fees
  8. Principles of Resource Mobilisation Through Cost Recovery
  9. Other Sources
  10. New Approaches
  11. External Resources for Education
  12. Policy Options in Resource Mobilisation

10 Management of Student Support System

  1. Student Support Services: The Concept
  2. Student Support Services in the Higher Education Sector
  3. Managing Student Support System
  4. Pre-Course Information
  5. Admission Related Information
  6. Teaching Learning Strategy
  7. Evaluation Methodology
  8. Contextualising Student Support System
  9. Support Service in Conventional System
  10. Support Service in Open Education System

11 Management of Administrative Resources

  1. Concept of Management
  2. Management Process
  3. Administration and Management
  4. Educational Administration and Management
  5. Educational Administration in India
  6. Administrative Setup for Education
  7. Scientific Management and its Implication for Education
  8. Administrative Resources
  9. Human Resources
  10. Communication Resources
  11. SWOT Analysis as a Resource
  12. Quality Resources
  13. Financial Resources
  14. Infrastructural Facilities as a Resource
  15. Management Information System (MIS) as a Resource
  16. Material Resources
  17. Information Technology and Communication as a Resource

12 Management of Human Resources

  1. Human Resource: The Concept
  2. What Constitutes Human Resources?
  3. Importance of Human Resources
  4. Management of Human Resources: The Need
  5. Approaches for Management of Human Resources
  6. Human Resource Planning
  7. Job Analysis
  8. Staffing
  9. Staff Training and Development
  10. Staff Motivation and Reward Management
  11. Staff Supervision and Discipline
  12. Performance Appraisal
  13. Potential Appraisal
  14. Self Renewal System

13 Concept, Importance and Need of Infrastructure Management

  1. Resources for Financing Higher Education
  2. Financing Education in Pre-Independent India
  3. Financing Education in Post-Independent India
  4. Role of Coordinating Bodies
  5. University Grants Commission (UGC)
  6. All India Council for Technical Education (AICTE)
  7. Mechanisms of Generating Grants
  8. The Constraints Involved
  9. Consideration for Management of Resources
  10. Approaches to Budgeting
  11. Impact on Resource Generation Measures
  12. Impact of ICT and ODL

14 Management of Physical Resources

  1. Physical Infrastructure Planning
  2. Concepts Underlying Planning of Physical Infrastructure
  3. Process of Planning for Physical Facilities
  4. Need and Importance of Physical Facilities
  5. Need for Buildings
  6. Multidisciplinary Task
  7. Increasing Numbers
  8. Addressing Quality Concerns
  9. Physical Comfort
  10. Deciding the Size of Furniture, Rooms and School Sites
  11. Determining the Quality of Construction
  12. Ensuring Safety
  13. Role of Technology

15 Utilisation of Infra-structural Resources

  1. Optimum Utilisation of Physical Resources
  2. Space Utilisation
  3. Flexibility in Utilisation
  4. Utilisation of Library
  5. Laboratory Management and Utilisation
  6. Maintenance of Physical Resources
  7. Impact of Technology on Utilisation of Physical Infrastructure Resources

16 Quality Control, Quality Assurance and Indicators

  1. Understanding Quality
  2. Criterion of Quality
  3. Dimensions of Quality
  4. Facets of Quality
  5. Quality Control
  6. Quality Assurance
  7. Quality Indicators
  8. Quality Gap
  9. Total Quality Management
  10. Quality Education
  11. Quality Education: Ideas of Quality Gurus

17 Tools of Management

  1. Categories of Tools of Management
  2. Brainstorming
  3. Nominal Group Technique (NGT)
  4. Focus Group Discussion (FGD)
  5. Histogram
  6. Pareto Chart
  7. Scatter Diagram
  8. Trend/Run Chart
  9. Control Chart
  10. Cause and Effect Diagram
  11. Flow Chart
  12. Affinity Diagram
  13. Tree Diagram
  14. Matrices
  15. Interrelationship Digraphs
  16. Radar/Spider Chart
  17. Force Field Diagram
  18. Benchmarking

18 Strategies for Quality Improvement

  1. Strategies for Total Quality Education
  2. Clarifying Purpose and Mission
  3. Structure through Systems Thinking
  4. Building Interpersonal Relationships
  5. Implementing TQM in Education

19 Role of Different Agencies

  1. Agencies Associated with School Education
  2. Examining Boards at School Level
  3. Other Agencies in School Education
  4. Bodies at Higher Education Level
  5. All India Council for Technical Education (AICTE)
  6. Distance Education Council (DEC)
  7. Professional Councils in Higher Education
  8. Specialized Higher Education Institutions

20 Quality Concerns and Issues for Research

  1. Status of Research in Educational Management
  2. Issues and Concerns for Research in Educational Management
  3. Priority Areas of Research in Educational Management
  4. Educational Institutions and Research in Educational Management
  5. Quality Dimensions in Research of Educational Management