The Impact of Professional Commitment and Anticipatory Socialization on Accounting Students’ Ethical Orientation

The accounting profession has emphasized the need for ethics education in the accounting curriculum. The current study examines professional commitment and anticipatory socialization, operationalized by perception of financial reporting, as possible determinants of Accounting students’ ethical perceptions and intentions. Accounting students with higher levels of professional commitment and higher perception of the importance of financial reporting were more likely to perceive questionable actions as unethical and less likely to engage in such actions compared to those students with lower commitment and lower perception of financial reporting. The results have implications for accounting instructors and accounting employers as they socialize students in the accounting profession at this early stage.     

Exporting an Inherently Harmful Product: The Marketing of Virginia Slims Cigarettes in the United States,Japan, and Korea

In recent years, and in close connection with a number of well-known financial malpractice cases, public debate on business ethics has intensified worldwide, and particularly in ethics-unfriendly environments, such as Spain, with many recent fraud and corruption scandals. In the context of growing consensus on the need of balancing social prosperity and business profits, concern is increasing for introducing business (and particularly accounting) ethics in higher education curricula. The purpose is to improve ethical behaviour of future business people, and of accounting professionals in particular. In this study, from a sample of 551 business students at a Spanish university, the importance of accounting ethics is investigated. The aim of this paper is twofold. First, we attempt to examine students’ overall perceptions of business ethics in unfriendly environments and, specifically, their views on the importance and goals of accounting ethics education. Second, we intend to investigate whether potential differences in such perceptions depend on previous business ethics courses taken, gender, and age of students. Our results show that those students who have previously taken an ethics course are especially prone to considering that accounting education should include ethical considerations, and show greater interest in further introducing this subject in their curricula. These facts should encourage universities offering business degrees in ethics-unfriendly environments to extend the implementation of ethics courses in their curricula. Besides, significant differences in students’ perceptions on the importance of accounting ethics are found depending on their gender and age. In line with previous research findings, female and older students show more ethical inclinations than, respectively, male and younger students. Thus, ethics-unfriendly environments can be treated as contexts where general trends on students’ ethical attitudes are also clearly visible. This fact, together with the evidenced impact of ethics courses on students’ ethical inclinations, places ethics-unfriendly environments as crucial research settings for further inquiring into the nuances that help explain students’ attitudes towards accounting ethics and the role of ethics courses in business degree curricula.     

Perceptions of business ethics: Students vs. business people

The purpose of this study was to assess the perceptions of business students and of business practitioners regarding ethics in business. A survey consisting of a series of brief ethical situations was completed by 537 senior business majors and 158 experienced business people. They responded to the situations, first, as they believed the typical business person would respond and, second, as they believed the ethical response would be.The results indicate that both students and business people perceived a significant gap between the ethical response to the given situations and the typical business person's response. Students were significantly more accepting than business people of questionable ethical responses, and they also had a more negative view of the ethics of business people than did the experienced business people.The male students were more accepting of questionable ethical responses and saw less difference between typical and ethical responses than did the female students. However, male and female business people appeared to think alike with regard to both typical and ethical responses.Some suggested implications included the idea that businesses need to increase their efforts to promote ethical conduct and to make ethics a well-known priority in all actions and policies. Barbara C. Cole teaches Business Education classes at Foothills Technical Institute in Searcy, Arkansas. Her research is in the areas of business ethics and cooperative learning. She has published in Journal of Education for Business.Dennie L. Smith is Professor of Education at the University of Memphis, formerly Memphis State University. His writing on creativity, teaching strategies, and simulation systems has appeared in numerous journals and books. He has been a consultant to businesses for over 15 years in the areas of organizational development and decision making.     

Ethics Codes and Sales Professionals' Perceptions of Their Organizations' Ethical Values

Most large companies and many smaller ones have adopted ethics codes, but the evidence is mixed as to whether they have a positive impact on the behavior of employees. We suggest that one way that ethics codes could contribute to ethical behavior is by influencing the perceptions that employees have about the ethical values of organizations. We examine whether a group of sales professionals in organizations with ethics codes perceive that their organizational context is more supportive of ethical behavior than sales professionals in companies without codes. After accounting for the effect of several covariates, our results indicated that sales professionals employed in organizations with codes of ethics perceived their work environments to have more positive ethical values than did other sales professionals.     

Professional ethics: Business students' perceptions

Professional ethics, a contemporary topic of conversation among business professionals, is discussed using the perceptions of college business students as the focal point. This research relates to the issues of college instruction in professional ethics, differences in perceptions of ethical behavior attributed to gender, and whether or not students' perceptions of ethical behavior can be modified. After presenting a review of the more important historical developments and research related to professional ethics, this paper focuses on the results of a study that compared a set of ethical responses of various groups of college students with each other. The results of hypotheses testing show an ethics maturation process from students' initial exposure to business courses through the graduate level. These tests also show that formal ethics training, i.e., a separate professional ethics course or unit is an existing course, is not a significant factor in this process. However, one may conclude that the students' perceptions of proper ethical behavior matures toward society's expectations during college life.James R. Davis is a Professor of Accountancy at Clemson University. He has published articles on professional ethics and made several presentations on the subject at professional meetings. Currently he is evaluating the different attitudes toward professional ethics of students in different international environments.Ralph E. Welton, Jr. is an Associate Professor of Accounting at Clemson University. He teaches a graduate course on the accounting environment which includes units on professional ethics and legal responsibilities of accounting professionals. His research interests include comparative international perceptions of business ethics and the individual's longitudinal ethics development.     

The Interaction of Learning Styles and Teaching Methodologies in Accounting Ethical Instruction

Ethical instruction is critical for trainee accountants. Various teaching methods, both active and passive, are normally utilised when teaching accounting ethics. However, students’ learning styles are rarely assessed. This study evaluates the learning styles of accounting students and assesses the interaction of teaching methods and learning styles in an ethics instruction environment. The ethical attitudes and preferred learning styles of a cohort (137) of final year accounting students were evaluated pre-instruction. They were then subject to three different teaching methods while studying ethics during an auditing course. When ethical attitudes and preferred learning styles were re-assessed post-instruction, the teaching methods were found to have influenced active learners more than passive ones. Furthermore, when learning styles matched teaching methods used, usefulness was assessed as high but when learning styles and teaching methods differed, usefulness deteriorated significantly. Students displayed a preference for passive learning styles, despite being so advanced in their education. The implications are that instructors should consider learning styles before deciding on appropriate teaching methods, in accounting ethics environments.     

Ethical Practice in the Accounting Publishing Process: Contrasting Opinions of Authors and Editors

Academic accounting researchers often offer anecdotal evidence that the publishing process is rife with unfair and unethical practices, and similar contradictory evidence supports accounting journal editors' claims that the process is fair and ethical. This study compares the perceptions of accounting authors and editors on the ethicacy and frequency of specific author, editor and reviewer practices. Both authors and editors are in general agreement about the ethical nature of editors and author practices. However, there are significant differences between the groups regarding reviewer behavior, and regarding the frequency of occurrence of questionable author, editor and reviewer practices. Additionally, the majority of authors believe that codes of publishing ethics are needed, while editors do not. Women authors are significantly more supportive of such ethical codes when compared to their male counterparts.     

Pioneering in Ethics Teaching: The Case of Management Accounting in Universities in the British Usles

Relatively little is currently known about thecoverage of ethical issues in the accountingcurriculum. This paper reports on the resultsof a questionnaire survey of universityacademics in the British Isles which found thata significant minority of management accountinglecturers do claim to address ethical issues intheir teaching. In addition to reporting theextent of such provision, the paper exploresthe reasons for the coverage of ethics. Bothpersonal interest and a belief in theimportance of ethics are found to besignificant, and lecturers who do addressethical issues tend to express stronger beliefsin the responsibility and ability ofuniversities to improve the ethical attitudesand behaviour of their students. Some evidenceis found that personal interest is positivelyrelated to number of years of practicalexperience, which would appear to be a topicworthy of future research in accounting andbusiness ethics.     

Case Studies of Ethics Scandals: Effects on Ethical Perceptions of Finance Students

Ethics instructors often use cases to help students understand ethics within a corporate context, but we need to know more about the impact a case-based pedagogy has on students’ ability to make ethical decisions. We used a pre- and post-test methodology to assess the effect of using cases to teach ethics in a finance course. We also wanted to determine whether recent corporate ethics scandals might have impacted students’ perceptions of the importance and prevalence of ethics in business, so we used in-depth case studies of several of the major scandals (e.g., Enron, Tyco, Adelphia). Our results are somewhat surprising since studying ethics scandals positively impacts students’ ethical decision making and their perceptions of the ethics of businesspeople.     

Managerial and Other White-Collar Employees’ Perceptions of Ethical Issues in their Workplaces

Understanding what types of issues working adults perceive as ethical in their workplaces will allow better teaching of business ethics. This study reports findings of a thematic analysis of 764 ethical challenges described by working adults in a part-time MBA program and combines its findings with the other published studies on perceptions of ethical issues in the workplace. The results indicate that most people are assured about what they describe as ethical transgressions although experts might disagree. It also highlights certain issues and contexts as being more frequently perceived than others. Ideas for future research in this area are also explored.     

The Ethical Perception of Undergraduate Students in Computer-Related Situations: An Analysis of the Effects of Culture,Gender and Prior Education

This study investigates differences in the ethical perceptions of undergraduate students in a number of computer-related situations. One hundred and eight students of UK/Irish and Malaysian backgrounds were asked to evaluate the ethical implications of eighteen computer-related scenarios. Tests for differences were conducted across four homogenetically distinct groupings – cultural background, gender, previous formal ethics education and incremental formal computer education. The results of the tests carried out indicate that the ethical perceptions of the students in computer-related situations differ most significantly on the basis of their cultural backgrounds. Observed differences across the other three variables were minimal.     

Antecedents and Consequences of Perceived Importance of Ethics in Marketing Situations: A Study of Thai Businesspeople

Building on an existing framework concerning ethical intention, this research explores how Thai business people perceive the importance of ethics in various scenarios. This study investigates the relative influences of personal characteristics and the organizational environment underlying the Thai business people’s ethical perception. Corporate ethical values and idealism are shown to positively influence a Thai manager’s perceptions about the importance of ethics. While their ability to perceive the existence of an ethical problem is negatively influenced by relativism, it is positively impacted by their existing perceptions about the importance of ethics. Results also suggest positive relationships between perceived importance of ethics and perceived ethical problems with ethical intention. These results extend research in understanding the relationship between the antecedents and consequences of perceived importance of ethics within an economically growing non-Western culture.     

CSR,Sustainability and the Meaning of Global Reporting for Latin American Corporations

Although the ethical judgment of consumers in the United States and other industrialized countries has received considerable attention, consumer ethics in Asian-market settings have seldom been explored. The purchase and making of counterfeit products are considered common, but disreputable, attributes of Southeast Asian consumers. According to the Association of South-East Asian Nations (ASEAN), Indonesia ranks third among the leading countries of counterfeit items in Asia. Retail revenue losses attributed to counterfeiting amounted to US $183 million in 2004. Therefore, elucidating the ethical perspectives of Indonesian consumers is an effective means of clarifying an important cultural influence on consumer behavior. This exploratory study of 230 Indonesians has many meaningful findings. First, certain personal attitudes apparently affect the ethical judgments of Indonesian consumers. Second, Indonesian consumers who exhibited high ethical concern over actively benefiting from illegal actions had high levels of materialism and idealism, as well as low levels of relativism. Third, materialism, idealism, and relativism significantly influenced whether benefits were created from actively engaging in some questionable activities (DELEGAL). Analytical results indicated that Indonesians with high materialism and relativism were more likely to engage in actions that were questionable but legal. Finally, consumer ethics were compared by applying demographic variables such as gender, age, education, religion, and occupation, indicating that all variables significantly varied except for religion.     

A Cross-National Comparison of University Students' Perceptions Regarding the Ethics and Acceptability of Sales Practices

This scenario-based study examines the perceptions of university students in the United States and Australia regarding the ethics and acceptability of various sales practices. Study results indicate several significant differences between U.S. and Australian university students regarding the perceptions of ethical and acceptable sales practices. These differences centered on company-salesperson and salesperson-customer relationships. The findings are significant for the employer, and have consequences for customers and competitors. They also have implications for recruiters and managers of salespeople, academics with an interest in understanding cross-national differences in sales ethics, and educators preparing students for future careers as business professionals.     

Executive Perceptions of Superior and Subordinate Information Control: Practice versus Ethics

This study examines executive perceptions of business information control. Specifically, the study explores (a) whether executives perceive certain types of information control being practiced within their businesses; and, (b) whether the executives regard such practices as ethical. In essence, the study suggests that both superiors and subordinates selectively practice information control. Even more importantly, however, executives see such practices as ethically acceptable on the part of superiors but as ethically questionable on the part of subordinates. A closer look at the responding executives' profile characteristics – age, gender, education and salary – reveals the complexity of these perceptions. Most importantly, gender and age emerge as two prime factors influencing executive perceptions regarding both the practice and the ethics of information control. Suggestions for future research are included at the end of the article.     

Teaching Global Ethical Standards: A Case and Strategy for Broadening the Accounting Ethics Curriculum

This paper advocates inclusion of a wider set of ethical theories into the accounting canon. We find that the mainstream accounting curriculum does not adequately engage with non-Western ethical theories or contemporary Western ethical thought, as evidenced by the ethics content of core accounting texts and the International Federation of Accountants’ ethics publications. We suggest adopting a ‘thematic’ approach to teaching ethics as an integrated part of accounting curricula. This approach addresses two competing principles implicit in International Education Standard 4: (i) that all accountants need to be educated to meet global ethical standards, and (ii) that teaching ethics should accommodate ethical traditions and practices that could vary between nations and cultures. The thematic approach we propose requires less additional space within existing accounting curricula and less additional preparation by accounting educators than the alternative approach of teaching substantive ethical theories from a sufficiently diverse range of cultures and traditions. The paper also provides exemplars of this thematic approach to teaching ethics in accounting.     

Business Students' Perceptions of Potential Ethical Dilemmas Faced by Faculty

Because students' ethical behavior may be modified through socialization contact with faculty, the perspectives of students relating to faculty ethics is an important topic. Prior research on business schools and ethics has not included students' perceptions of ethical dilemmas that often confront faculties of business schools. Student questionnaire data provides two important insights into students' perceptions of the ethics of faculty behavior. In the aggregate, students viewed 29 potential ethical issues as more serious than did faculty. Based on students' perceptions, four factors of ethical dilemmas were isolated: Regulations, Academic Job Performance, Dating, and Personal Benefits.     

Differences in the Perceptions of Moral Intensity in the Moral Decision Process: An Empirical Examination of Accounting Students

The purpose of this study was to gain a better understanding of the impact of moral issues on the moral decision-making process within the field of accounting. In particular, the study examined differences in the perceptions of the underlying characteristics of moral issues on the specific steps of the moral decision-making process of four different accounting situations. The research results suggested that student's perception of the components of moral intensity as well as the various stages of the moral decision-making process was influenced by the type and intensity of the moral issue. In general, accounting student's perceptions of the importance of these variables varied between less unethical and more unethical accounting issues. The differences in perceptions of four moral intensity components: magnitude of consequences, concentration of effect, probability of effect and proximity stood out more in the accounting issues analyzed. The findings presented in this research extend the existing understanding about the importance of the components of moral intensity in the ethical decision-making process of accounting processionals. The results can be integrated into revised or newly adopted company codes of ethics to comply with the requirements of the newly enacted Sarbones-Oxley Act of 2002. They can also be used to enhance ethics coursework and training programs in educational settings and industry.     

Perceptions of Corporate Social Responsibility Among Indonesian College Students

Ethical consumption studies in developed countries suggest consumers are becoming more ethically minded, as manifested in the shift toward purchasing ethical products. However, little is known about ethical consumption in developing countries, which is problematic because these countries host the greatest share of the world’s youth population. In this study, the authors examine the perceptions and motivations of Indonesian college student consumers toward corporate social responsibility (CSR). The authors find that despite the country-based differences, Indonesian college students express perceptions of CSR similar to those of consumers in developed countries. Furthermore, female consumers have stronger intentions to support ethical products than their male counterparts.