An Empirical Analysis of the Positive Impact of Ethics Teaching on Accounting Students

Recent releases from the International Federation of Accountants (IFAC) highlight the importance of ethics education. Academic institutions employ varying methods and place varying levels of emphasis on ethics teaching during a business/accounting degree. This paper attempts to evaluate whether teaching ethics to final year accounting students is beneficial. At the commencement of a semester, one class of 155 students was given five ethical scenarios on which to make an ethical decision. All students were then subject to three different methods of ethical instruction. Several weeks later, the class was again given the original five ethical scenarios and asked to re-complete. In all five instances, the mean responses were more ethical after the instruction methodologies. The subjects also verified that the combined effect of the methodologies had impacted positively on hypothetical ethical decision-making. Hence, it appears that ethics education is beneficial, and the challenge is to find the optimal method(s).     

Ethics education in accounting: An investigation of the importance of ethics as a factor in the recruiting decisions of public accounting firms

In recent years, significant attention has been directed to the role of ethics in the business environment and to the ethical development of business students. This study explores the importance of ethical behavior as a factor in the recruiting decisions of public accounting firms. Factors related to the ethical behavior of entry-level employees were compared with other personal characteristics that are traditionally viewed as important to public accounting firms (e.g., personality, appearance, academic performance, etc.). Recruiters from both Big-Six and non-Big-Six firms indicated strong views on the importance of the students' ethical propensities. In fact, ethics received the highest rating by the public accounting firms regardless of their size. The results of this study provide strong evidence for accounting educators to continue to stress to their students the importance of ethical behavior and to continue their efforts to more fully integrate ethics education into the accounting curriculum.     

Cultivating imagination: Ethics,education and literature

The purpose of this paper is to first critique approaches to ethics education based on the application of frameworks and models for ethical decision making. We argue that underlying such approaches is a number of assumptions which fail to fully capture the nature of ethics and the nature of the individual and suggest that when applied in the classroom such would only offer limited possibilities for developing students’ moral and imaginative capacities. The paper then offers an alternative perspective of the nature of the individual and the link between the self and the ethical. Rather than regarding the individual as an autonomous decision maker who sporadically interacts with the ethical domain we, following Dewey, J. (1983, 1987 [Dewey J. Human nature and conduct. Carbondale, IL: Southern Illinois University Press; 1983; Dewey J. Art as experience. Carbondale, IL: Southern Illinois University Press; 1987]) conceive of the individual as a self in the making and suggest a closer nexus between the individual and the ethical. In this paper ethics is seen as permeating all aspects of our lives and always being relevant. For Dewey, imagination is at the core or moral inquiry and based on this perspective we make a case for using literature and stories for ethics education. We discuss the role of fiction in cultivating the moral imagination (Dewey, 1983, 1987; Fesmire, 2003 [Fesmire S. John Dewey and moral imagination: pragmatism in ethics. Bloomington, IN: Indiana University Press; 2003]), and show why teaching ethics through literature is likely to yield more fruitful results than approaches based solely on frameworks and models.     

Ethical awareness of Chinese business managers and accountants and their views on the use of off-book accounts

This paper reports the survey results of ethical awareness of Chinese business managers and accountants on business ethical issues and their assessment of the nature of off-book accounts (OBAs) usage from the perspective of ethical viewpoints. We find that Chinese respondents can, overall, make appropriate ethical judgments on explicitly unethical business behaviors but they may still adopt a relatively tolerant view towards some business behaviors that are less explicit in deviation from the general business ethics. Regarding the ethical assessment of the use of OBAs in practice, Chinese respondents can generally recognize the illegitimacy and irrationality of the OBAs and they hold reservations on the so-called positive effects of OBAs. In addition, the paper has further analyzed the impacts of a series of influential factors (e.g., gender, age, education, job occupation, work experience, firm size/listing status, and business ownership) on the ethical judgments of general business ethical issues and the ethical assessment of the nature of OBAs made by the respondents respectively.     

A rejoinder to commentaries on “Why DCF capital budgeting is bad for business and why business schools should stop teaching it”

This paper examines the effects of exposing accounting graduate students to professional ethics. First, a method of instruction that encourages students to consider the ethical implications of business decisions was developed. This instruction included exposure to Kohlberg's theory of moral development, study of professional codes of ethics, and extensive use of written and video ethics cases. Next, instructional effectiveness was assessed through a pre-post-test with control group design. An accounting-specific test instrument was developed and validated. This instrument contains decision scenarios designed to elicit and identify students' stages of ethical reasoning, Test results revealed that students receiving ethics instruction demonstrated gains in ethical reasoning within the decision context. Appropriately designed ethics modules can thus foster consisitent consideration of ethical issues in decision making.     

Promoting business ethics through annual reports

Growth in socially responsible investing among consumers should encourage them to seek information on business ethics activities during investment decisions. A content analysis of corporate annual reports shows differences in promotion of business ethics activities between 2010 and 2012, across products and on United States (US) Dow Jones Sustainability Index (DJSI) inclusion. Greater discussion in 2012 than 2010 was found for compliance in general and ethical treatment of employees and risk-reduction activities among DJSI-listed consumer goods providers, potentially reflecting increased interest in these activities. Results also showed that DJSI-listed companies are missing an opportunity to promote their ethical activities and the DJSI’s third-party verification of their ethical commitment to interested investors. Besides not optimizing their appeal to investors wishing to support ethical businesses, public companies inadequately use annual reports to demonstrate their commitment to ethics to other potential stakeholders such as activists, regulators, competitors, suppliers or the media.     

Ethical climate in Chinese CPA firms

Much concern has been expressed in recent years regarding the state of business ethics in the People’s Republic of China, and it has been suggested that unethical behavior is common both in the business community and in accounting firms. Despite such concerns, very little empirical research has been done on ethics in the Chinese public accounting profession, and no previous study has examined the ethical culture or climate in Chinese CPA firms. The current paper reports the results of a preliminary study of the ethical climate in local and international CPA firms operating in China, and the influence of ethical climate and personal ethical orientations on decision-making. Contrary to expectations, the perceived ethical climate in local firms was not more negative; however, auditors employed by local firms judged questionable actions as more ethical and indicated a higher likelihood of committing similar actions. Consistent with our hypotheses, perceptions of the ethical climate in one’s organization had a significant effect on intentions to commit ethically questionable acts. In addition, high relativists (who tend to reject broad moral principles in favor of situational analysis) were significantly influenced by the perceived organizational ethical climate, but low relativists were not similarly influenced.     

会计职业道德教育的内涵分析与模型研究

本文通过介绍和应用桑恩道德决策综合模型,来论述会计职业道德发展和品行问题。道德发展由反应灵敏度和习惯性推理组成;品行包括两个因素:道德动机和道德特征。最后提出了会计职业道德教育进一步研究的方向。     

Codes of Ethics and Ethical Conduct: A View From the Caring Professions

A growing number of occupational groups are creating codes of ethics, which prompts the question 'What is the relationship between codes of ethics and ethical conduct?' This article examines some of the issues around this question, with reference to examples from nursing, social work, physiotherapy and occupational therapy. The variability of the form, content and functions of the different codes is examined in order to shed light on the extent to which codes of ethics enhance or inhibit ethical conduct. It is argued that codes can perform a useful function in encouraging ethical reflection and debate, provided they are not treated as 'tablets of stone' or rigid rulebooks prescribing the minutiæ of professional practice.     

What's the matter with business ethics?

The more business ethics secures its status in campuses across the country, the more bewildering it appears to actual managers. It's not that managers dislike the idea of doing the right thing. As University of Toronto Assistant Professor Andrew Stark argues, far too many business ethicists just haven't offered them the practical advice they need. Before business ethics became a formal discipline, advocates of corporate social responsibility claimed that the market would ultimately reward ethical behavior. But ethics and interests did not always intersect so fruitfully in the real world. And when they did not, managers were left in the dark to grope for the right ethical course. In the 1970s, the brand-new field of business ethics came onto the scene to address this issue. Critical of the "ethics pays" approach, academics held that ethics and interests can and do conflict. Still, scholars took an equally unrealistic line. To them, a manager's motivation could be either altruistic or self-interested, but never both. In short, ethicists still weren't addressing the difficult moral dilemmas that managers face on a day-to-day basis, and only recently have they begun to do so. After some initial stumbles, ethicists are getting their hands dirty and seriously considering the costs of doing the right thing. Finally, a new business ethics is emerging that acknowledges and accepts the messy world of mixed motives. As a result, novel concepts are springing up: moderation, pragmatism, minimalism, among others.(ABSTRACT TRUNCATED AT 250 WORDS)     

Teaching ethics in accounting: a discussion of cross-cultural factors with a focus on Confucian and Western philosophy

There has been pressure from various business and professional accounting bodies to place greater emphasis on ethics education. This has been reflected in academic research and curriculum development. The purpose of this paper is to expand the debate on accounting ethics education to take into account the globalization of business, accounting and educational services and to draw attention to the importance of cross-cultural factors. To illustrate this the paper discusses the impact that Confucius has had on the ethical thinking of East and South East Asia. Where appropriate, comparisons are made with Western attitudes and secular philosophies. This focus has been chosen because of the current and future importance of the Asian area to global commerce, and the fact that an understanding of its ethical thinking and behaviour is not possible without an appreciation of Confucian thought.     

Ethics,capital and talent competition in banking

We model optimal ethical standards, capital requirements and talent allocation in banking. Banks with varying safety-net protections, including depositories and shadow banks, innovate products and compete for talent. Managers dislike unethical behavior, but banks heed it only because detection imposes costs. We find: (i) higher capital induces higher ethical standards, but socially optimal capital requirements may tolerate some unethical behavior; (ii) managerial ethics fails to raise banks’ ethical standards; (iii) banks with lower ethical standards attract better talent and innovate more; and (iv) it is socially optimal to allocate better talent to shadow banks instead of depositories, and this allocation results in higher capital requirements and ethical standards for depositories. Consequently, with capital capacity constraints, the shadow banking sector is larger than the depository sector; talent competition induces a race to the bottom in ethical standards, and the regulator responds by setting capital requirements to magnify this size difference.     

Smith versus Friedman: Markets and ethics

This paper addresses the issue of ethics in modern business thought from the perspective of the father of modern economics Adam Smith using both An Inquiry Into the Nature and Causes of the Wealth of Nations and The Theory of Moral Sentiments. The foundation of modern business thought is represented by the Chicago/Austrian School of economic thought using Milton Friedman as a basis and examples from the popular business press and from the work of accounting scholars to illustrate the pervasiveness of this idea of market solutions to ethical problems.It is contended that modern business theory, as represented by this neoclassical economic paradigm, has established a moral code for business based on efficiency of outcome and the assumed link of efficiency to self-interested behavior. The result is markets as the arbitrators of ethical outcomes, and profit maximization as the ultimate moral code.     

Managing ethical risk: How investing in ethics adds value

In September 1999, the University of Notre Dame hosted a conference entitled “Measuring and Managing Ethical Risk: How Investing in Ethics Adds Value”. The motivations for hosting the conference and the papers presented there are summarized. Several themes that are present in the papers are discussed. These include the gains from combining the anthropological approach to business ethics with the neoclassical economics approach, the central role of trust in business ethics, the role of ethics in the corporation, and the function of the legal system in setting and enforcing ethical standards for the financial system.     

The Perceived Importance of an Ethical Issue as a Determinant of Ethical Decision-making for Accounting Students in an Academic Setting

In this study, we investigate the impact of an ethical decision-making construct, the ‘perceived importance of an ethical issue’ (PIE) for accounting students in an academic setting. One objective was to test the measure of this construct for generalizability in gauging ethical decision- making. The other objective was to draw inferences on the PIE construct for pedagogical purposes. Using tests of validity, the measure reasonably captured the ‘perceived importance of an ethical issue’ construct. In addition, the PIE construct was significantly related to both ethical judgment and behavioural intention. Implications for accounting educators and ethics training in business are discussed.     

Developing Learning Objectives for Accounting Ethics Using Bloom's Taxonomy

The purpose of our article is to offer a set of core knowledge learning objectives for accounting ethics education. Using Bloom's taxonomy of educational objectives, we develop learning objectives in six content areas: codes of ethical conduct, corporate governance, the accounting profession, moral development, classical ethics theories, and decision models. We believe that defining core knowledge is important for two reasons. First, many accounting educators continue to debate whether ethics can be taught, apparently unaware that a common body of ethics knowledge exists. This knowledge needs to be imparted before higher-level classroom discussions can ensue. Second, we believe agreement on learning objectives is necessary for the development of meaningful assessment tools. Students should be able to demonstrate ethics knowledge, and accounting educators should be held accountable for whether or not students are learning.     

Ethics and employee benefits

The following article attempts to bring to light the many questions and thoughts regarding ethical behavior as it relates to the employee benefits profession. Rather than dictating to the reader all the answers regarding ethics, the article demonstrates the different ways various situations can be interpreted. It leaves open the choices available to employee benefits professionals, while compelling us to confront the difficult decisions we must face when dealing with employees, employers and insurance companies.     

Factors Influencing the Presence of Ethics and CSR Stand-alone Courses in the Accounting Masters Curricula: An International Study

Abstract

This paper provides a web-content analysis of the curriculum and subjects of the top accounting and auditing masters identified in the Eduniversal 2012–2013 ratings of the best business schools in the world. The main aim of this study is to analyze the influence exerted by different factors on the extent to which accounting programs are incorporating ethics and corporate social responsibility (CSR) stand-alone courses. The findings of this study do not offer a very optimistic outlook on the extent to which the accounting and auditing top masters ranked by the Eduniversal ratings are offering stand-alone courses related to ethics and CSR. Also, the findings suggest that the presence of ethics and CSR stand-alone subjects in the accounting and auditing masters analyzed is partially explained by the size and the cultural influence exerted by the geographical location.