Ethics in accounting: Values education without indoctrination

The integration of ethics into accounting curricula is a critical challenge facing accounting educators. The ethical subject matter to be covered and the role of the professor in ethical debates in the classroom are important unresolved issues. In this paper, we explore teaching basic values as an integral part of ethics education. Concern about indoctrination of students is addressed and the consistency of values education with the goals of ethics education is examined. A role for ethics researchers in identifying and clarifying the basic values that define our profession is recommended, and suggestions for implementing values education in accounting ethics are provided.H. Fenwick Huss is Associate Professor of Accounting at Georgia State University. His recent research focuses on ethical and regulatory issues in financial reporting. He has presented papers and served as a panel member in sessions on ethics at regional American Accounting Association conferences.Denise M. Patterson is a doctoral candidate at Georgia State University. Her research interests are in the areas of auditing and the impact of ethics on the role of the auditor. Denise has audit experience with an international accounting firm.     

Whistleblowing and management accounting: An approach

In this paper, we consider the licensing of and codes of ethics that affect the accountant not in public accounting, the potential for an accountant not in public accounting encountering an ethical conflict situation, and the moral responsibility of such accountant when faced with an ethical dilemma. We review an approach suggested by the National Association of Accountants for dealing with an ethical conflict situation including that association's position on whistleblowing. We propose another approach based on the work of De George (1981), in which both internal and external whistleblowing are possible alternatives, for use by management accountants in an ethical conflict situation. Finally, we consider the implications of our analysis for management accounting. While most of the analysis centers on management accountants, we note the likely applicability of the analysis to accountants in the public sector. Dr. Stephen E. Loeb is Professor and Chairman of Accounting and the Ernst and Young Alumni Research Fellow at the University of Maryland at College Park. He is the author or co-author of a number of articles relating to accounting and ethics that have appeared in journals such as The Accounting Review, the Journal of Accounting Research, the Journal of Accountancy, and The Government Accountants Journal. Dr. Loeb is co-editor of the Journal of Accounting and Public Policy.Dr. Suzanne N. Cory is Associate Professor of Accounting at California State University, San Bernardino. A good deal of the work on this paper was done while Dr. Cory was a faculty member at The George Washington University.We are indebted to Lawrence A. Gorden, Allen G. Schick, Jere Francis, Lee Preston, Stanley W. Davis and two anonymous reviewers for their comments on earlier drafts of this paper. Any errors are our own.     

公允价值在会计实务中的运用

公允价值被引入新会计准则,此举措给我国会计界带来了极大的影响,那么在会计实务中如何科学合理的运用公允价值已成为当前亟待解决的重要问题.在我国公允价值的实施才刚刚起步,在给我国会计理论带来新方法的同时,也存在一些不足之处亟待完善.本文就我国公允价值在会计实务中的具体运用问题展开论述,通过几个案例分析了公允价值在我国会计实务中的具体运用,并提出推动公允价值在我国会计实务中科学发展的建议.     

How to Create Effective Ad Copy for the Small Service Organization

ABSTRACT

This paper reports the results of a study that examined two factors that influenced the individual's selection of an accountant: The qualifications that the accountant may hold and the accountants membership of a professional accounting body.

In Australia, any person can hang a shingle outside their door calling themselves an ?accountant.” In contrast, the law dictates that a doctor of medicine can only use the title “doctor” when he/she has tertiary qualifications and registers with the relevant Health Departments throughout Australia.

Let's be clear on the term accountant–there are accountants in public practice who offer themselves to the public to perform a wide range of duties from income tax preparation, auditing and financial advice. Then there is the accountant who is employed internally in a business to keep the financial reins. It is the accountant who offers public accounting services that this study concerns itself.

Prior research studies conducted in this area are examined for relevance to the study and to determine if the results concur with the outcomes of this study.

The managerial implications of the results are discussed considering the confusion and perceptions that arose with the meaning of “qualification” and “professional body membership.”     

Ethics and accounting doctoral education

This paper expands the literature on accounting ethics education by considering the teaching of ethics in accounting doctoral education. Some of the ethical issues that might be addressed in accounting doctoral education are reviewed. A number of matters relating to teaching ethics to accounting doctoral students are considered. The paper concludes with a summary and some final remarks.Stephen E. Loeb is Professor and Chairman of Accounting and the Ernst & Young Alumni Professor of Auditing, University of Maryland at College Park. He has previously authored or coauthored articles that have been published in theJournal of Business Ethics and currently serves on the editorial board of theJournal of Business Ethics.     

Ethical dilemmas for accountants: A United Kingdom perspective

The paper provides an introduction to some of the professional ethical dilemmas facing an accountant in the United Kingdom. The first part deals with those dilemmas which accountants would normally accept are covered by the term ethics. These include the problems associated with adequately fulfilling a duty to shareholders and conflicts of interest (including whistleblowing) by the accountant acting as independent auditor or as an employee. The second part deals with wider aspects of ethical dilemmas stemming from reconciling the implicit understanding that the accountant is being objective with the fact that accounting rules make it very difficult to sustain that objectivity.Andrew Likierman, Professor of Accounting at the London Business School graduated from Oxford in Philosophy, Politics and Economics, is a qualified accountant and has worked in both the private and public sectors. He started the first regular UK MBA ethics course but more usually publishes in the field of financial control.     

Students' and Faculty Members' Perceptions of the Importance of Business Ethics and Accounting Ethics Education: Is There an Expectations Gap?

Despite a wealth of prior research (e.g., Wynd and Mager, 1989; Weber, 1990; Harris, 1991; Harris and Guffey, 1991; McCabe et al., 1991; Murphy and Boatright, 1994; Gautschi and Jones, 1998), little consensus has arisen about the goals and effectiveness of business ethics education. Additionally, accounting academics have recently been questioned as to their commitment to accounting ethics education (Gunz and McCutcheon, 1998). The current study examines whether accounting students' perceptions of business ethics and the goals of accounting ethics education are fundamentally different from the perceptions of accounting faculty members. The study uses a survey instrument to elicit student and faculty responses to various questions concerning the importance of business ethics and accounting ethics education. Statistical analyses indicate that students consider both business ethics and the goals of accounting ethics education to be more important than faculty members. Implications of these results for accounting faculty members interested in accounting ethics education are discussed.     

浅议网络会计对传统会计影响

在网络时代,要使我国的会计工作能够健康的发展,必须要从理论到实践进行认真的探索。网络会计是网络经济发展的必然产物,也是财务会计发展的必然产物。在权责发生制、历史成本、财务报告、会计职能、会计模式、会计核算手段等方面,网络会计对传统财务会计实务有着广泛的影响。     

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.     

The evaluation of “outcomes” of accounting ethics education

This article explores five important issues relating to the evaluation of ethics education in accounting. The issues that are considered include: (a) reasons for evaluating accounting ethics education (see Caplan, 1980, pp. 133–35); (b) goal setting as a prerequisite to evaluating the outcomes of accounting ethics education (see Caplan, 1980, pp. 135–37); (c) possible broad levels of outcomes of accounting ethics education that can be evaluated; (d) matters relating to accounting ethics education that are in need of evaluation (see Caplan, 1980, p. 136); and (e) possible techniques for measuring outcomes of accounting ethics education (see Caplan, 1980, pp. 144–49). The paper concludes with a discussion of the issues under consideration. Dr. Stephen E. Loeb is Professor and Chairman of Accounting and the Ernst & Young Alumni Research Fellow at the University of Maryland at College Park. He has authored or co-authored a number of articles that have appeared in journals such as The Accounting Review, Journal of Accounting Research, Accounting Horizons, Journal of Business Ethics, The Journal of the American Medical Association, and Issues In Accounting Education. Dr. Loeb is co-editor of the Journal of Accounting and Public Policy.     

Developing Ethical Confidence: The Impact of Action-Oriented Ethics Instruction in an Accounting Curriculum

While there is considerable support for integrating ethics education in accounting curricula, research presents conflicting evidence on how best to incorporate it. A review of accounting ethics scholarship highlights criticisms of the literature, including limited research into actual behavior and a lack of theory. We report the results of a study that is theory based, captures behaviors rather than attitudes, and explores the effect of repeated practice to develop voice efficacy. We examine the impact of two types of ethics instructions. Across four classes in an accounting curriculum, one student cohort participated in traditional ethics instruction, while the other cohort participated in Giving Voice To Values (GVV) instruction. We collected student responses to an ethical challenge and conduct a between-subject analysis. The results reveal consistent unethical behavior in the traditional cohort but not in the GVV cohort, indicating that faculty should consider the use of this pedagogy in accounting ethics education.     

Business Ethics and the Idea of a Higher Education

The role of business ethics within higher education is often discussed in relation to its relevance to the business context. However, this paper is concerned with the link between business ethics and Ronald Barnett's conception of a higher education. It is argued that business ethics is the best placed subject within the business curriculum to facilitate 'critical interdisciplinarity'; to enable students to think critically about the business knowledge they already possess drawing on philosophical and sociological perspectives. The legitimacy of the business curriculum within higher education remains a contentious issue. Business ethics has a central role to play in reconciling the business curriculum with notions of a liberal higher education. It is crucial to retain the 'critical' or 'subversive' role of business ethics to counter-balance the dominant 'managerialist' perspective of the business curriculum and demonstrate that the study of business can help fulfil expectations that a higher education in business can be 'emancipatory'.     

Importance of and approaches to incorporating ethics into the accounting classroom

Accounting educators are being called on to provide a greater emphasis on ethics education. This paper examines three important issues concerning ethics education in accounting. First, the question of whether ethics can indeed be taught is examined. Next, several innovative approaches are presented which have been used by accounting educators to integrate ethics into the classroom. Finally, results of a survey of students concerning their perspectives of ethical issues in accounting education, the accounting profession, and society at large are presented and discussed. Survey results reveal that students consider a lack of ethics damaging to the accounting profession and society. Results also indicate that accounting students are seeking ethical and moral direction.David S. Kerr is an Assistant Professor in the Department of Accounting at Texas A&M University. Dr. Kerr's research interests include ethics and behavioral decision making in accounting, group judgment/decision making, and audit planning.L. Murphy Smith, is a Price Waterhouse Teaching Excellence Professor of Accounting at Texas A&M University. His major research interests are information systems, auditing, and international issues.     

会计信息质量特征“公允性”的重新解释

中外相关文献对会计信息质量特征"公允性"的解释和论证,基本上多采用"社会学方法或伦理学方法",导致其难以转化为可操作性的会计原则。因此,只有重新解释"公允性"质量特征,及其主要质量特征之间的统辖与被统辖的具体逻辑关系,才能为对外会计信息质量特征体系的改进提供理论依据。     

电子商务环境下的会计教学改革探索

电子商务的迅速发展给会计工作带来了极大的影响,会计工作日趋国际化,会计手段更加多样化和现代化,会计的服务范围更加广泛,对会计人员的素质要求更高。会计教学的内容和方法亟待改革。应树立“双主体”的新型教学观念,将教学的重心转向素质教育,优化会计教学内容,建立网络教学环境,加强教师队伍建设。     

The teaching of ethics in management accounting: progress and prospects

Recent research has shown that, although still on a limited scale, the teaching of business ethics in UK higher education has been increasing in recent years. This paper reports on a postal questionnaire survey conducted to investigate the extent to which ethical issues are covered in the teaching of management accounting in higher education. The principal findings are that the majority of management accounting lecturers in the British Isles do not incorporate ethics. About a third of the respondents to the survey do address ethical issues, although about half of those say they do so only implicitly. Various factors underlying the findings and prospects for the future are discussed.     

Ethics Education and the Role of the Symbolic Market

This study responds to suggestions that business-school faculty are promoting distorted views of human nature and out-dated notions of ethics. Specifically, the paper examines in-depth interviews with a sample of 15 faculty centrally-positioned within the field’s symbolic market, namely, academics who completed their Ph.D. programs in the same institutional space as the editors of five top accounting journals. The paper finds that ethics are for the most part important to these individuals, but that the field’s general adherence to the neoclassical economic model creates pressures that militate against a deeper concern for and more adequate treatment of the topic. Jeff S. Everett teaches financial accounting at the University of Calgary's Haskayne School of Business. Along with his research on accounting education, Jeff has also conducted research in the areas of professional ethics, environmental accounting, and corruption.     

Establishing an ethic of accounting: A response to Westra's call for government employment of auditors

The central question in Westra's (1986) search for an ethic of accounting concerns to whom the accountant owes loyal agency: to the client or to the public interest. The authors argue that the accountant's master has already been defined as the public interest. An ethic of accounting is identified through analysis of the accoutant's master and through examination of the accountant's ethical obligations under the Code of Professional Conduct (AICPA, 1988). Potential conflicts between professional and organizational loyalties are analyzed with respect to the real-life problem used by Westra to support her argument. Finally, the implications of government employment of auditors are discussed.Elaine Waples is currently a doctoral student at the University of Nebraska.Michael K. Shaub, Ph.D., C.P.A., is Assistant Professor of Accountancy at the University of Nebraska. His research interests include auditors' ethics and audit judgment issues.     

Ethics and Accounting Education

Some aspects of ethics and accounting education are explored in this research. Research findings suggest that there is strong support for the inclusion of ethics in business and accounting curricula. The majority of respondents who responded to the ethics coverage question think that ethics should be integrated with all accounting courses. Moreover, the respondents are of the opinion that there are four main objectives of accounting education. These are: broad-based education, development of balanced skills, development of moral values and practical-biased programmes. The respondents also suggested different ways of implementing these objectives. The study further reveals that in ethics teaching, real examples and case studies should be used.