浅谈会计职业道德

本文阐述了会计职业道德的基本内容,探讨了会计职业道德建设的基本途径。     

浅谈会计职业道德

会计职业道德是在会计活动中应遵循的会计准则和规范.现行会计职业道德有些会失真,并未按着会计职业道德的意愿产生结果,本文从几个方面探讨了提高会计职业道德的途径.     

浅谈会计职业道德建设

本文从会计职业道德概念出发,剖析了我国会计行业职业道德存在的问题及产生问题的原因,提出了会计职业道德建设的方法和建设途径:建立健全会计职业道德体系;加强思想教育及会计职业道德教育,提高会计人员整体素质;建立健全监督机制,以法管财;建立健全选拔和激励约束机制.     

浅谈深抓会计职业道德重要性

本文阐述了深抓会计职业道德修养的重要性,结合实践提出加强职业道德建设的几个途径,旨在提高会计信息质量,保证国家及公众的合法利益。     

浅谈会计职业道德的现状及对策

市场经济是诚信经济,会计是诚信行业。然而当前,会计人员职业道德严重滑坡,会计信息质量不高,假凭证、假账簿、假报表比较普遍,这一现象影响到市场经济的正常运行。本文从会计职业道德的内容,我国会计职业道德存在的问题及产生的原因和解决的措施等方面全方位多层次地论述了会计职业道德。     

论会计职业道德

我们正在进行社会主义市场经济建设和改革开发,随着全球经济一体化进程的加快,真实、准确的会计信息对我们进行方针、政策的制定和经济运行情况分析至关重要.而真实、准确的会计信息是由会计人员提供的,任何保证我们获取的会计信息不失真,对会计人员加强职业道德建设显得尤为重要.     

浅谈会计职业道德

会计职业道德是会计职业的前提和保障,要倡导最基本的道德操守和价值取向,树立正确的会计职业道德。     

关于会计职业道德建设有关问题的思考

本文在关于会计职业道德建设必要性基础上,对会计职业道德含义、内容及特征进行了论述,提出了会计职业道德建设的途径和几点建议.     

浅析会计职业道德

在现代会计实务中,各国都在致力于不断规范各会计主体的会计行为,使其提供符合质量要求且有助于会计信息使用者做出正确决策的会计信息.会计信息失真固然有社会环境和会计系统本身的诸多原因,但最根本的原因还是在会计人员本身,其职业道德水平高低在传播会计信息的过程中起着至关重要的作用,对会计信息的质量负有不可推卸的责任.     

关于会计职业道德建设有关问题的思考

本文在关于会计职业道德建设必要性基础上,对会计职业道德含义、内容及特征进行了论述,提出了会计职业道德建设的途径和几点建议。     

Business and Marketing Ethics as Professional Ethics. Concepts, Approaches and Typologies

Marketing ethics is normally marketed as a sub-specialization of business ethics. In this paper, marketing ethics serves as an umbrella term for advertising, PR and sales ethics and as an example of professional ethics. To structure the paper, four approaches are distinguished, with a focus on typical professional conflicts, codes, roles or climates respectively. Since the moral climate approachis more inclusive than the other approaches, the last part of the paper deals mainly with moral climates, within the above-mentioned marketing sub-professions.     

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.     

Putting Ethics on the Agenda for Real Estate Agents

This article uses sociological role theory to help understand ethical challenges faced by Norwegian real estate agents. The article begins with an introductory case, and then briefly examines the strengths and limitations of using legal definitions and rules for understanding real estate agency and real estate agent ethics. It goes on to argue that the ethical challenges of real estate agency can be described and understood as a system of conflicting roles with associated rights and duties, in particular sales agent, intermediary and adviser sub-roles. The arguments are developed using exploratory findings from a survey of Norwegian real estate agents and from several focus groups. The article then suggests the use of various intranet tools as a kind of action research aimed at putting ethics on the real estate agents’ agenda, working to develop a collective conscience and collective self- criticism among the agents, and, in doing so, building bridges between academic research and the practical working world of the agents.     

Unapplied Ethics: On the Need For Classical Philosophy In Professional Ethics Education

The central claim of this essay is that thoseof us who teach applied ethics courses shouldconsider infusing those courses withdiscussions of central issues in classicalphilosophy, issues which lie beneath thesurface of contemporary ethical problems in theprofessions. I will argue that the current,widely-used approach of discussing traditionalethical theories as an introduction to andfoundation for such courses may not adequatelyserve what should be the overarching goal ofpre-professional ethics education which is toteach a kind of ethical thinking which is notto be identified exclusively with ethical``decision-making'. Such thinking, it will beargued, is both practical and theoretical innature and therefore has a greater breadth thanthe more delimited ethical decision-makingoften taught in applied ethics courses. In whatfollows, I will therefore advocate thatteachers include a substantive ``unapplied'component in professional ethics educationcourses. While I believe that my argument foran unapplied approach to professional ethicseducation is relevant to many professionalfields, I will focus on business ethicseducation.     

Contents of Codes of Ethics of Professional Business Organizations in the United States

This paper reports an analysis of the content of the codes of ethics of 15 professional business organizations in the United States, representing the broad range of disciplines found in business. The analysis was conducted to identify common ethical issues faced by business professionals. It was also structured to highlight ethical issues that are either unique to or of particular importance for business professionals. No attempt is made to make value judgments about either the codes of ethics studied or of their content. General ethical values identified include honesty and integrity, general legal compliance, discreditable or harmful acts, and obligations related to social values. More business-specific issues include confidentiality, responsibilities to employers/clients, obligations to the profession, independence and objectivity, and business-specific legal and technical compliance issues.     

Similarities in Business and IT Professional Ethics: The Need for and Development of A Comprehensive Code of Ethics

The study of business ethics has led to the development of various principles that are the foundation of good and ethical business practices. A corresponding study of Information Technology (IT) professionals’ ethics has led to the conclusion that good ethics in the development and uses of information technology correspond to the basic business principle that good ethics is good business. Ergo, good business ethics practiced by IT professionals is good IT ethics and vice versa. IT professionals are professionals in businesses; a difficulty presented to these professionals, however, is the number and diversity of codes of ethics to which they may be held. Considering the existence of several formalized codes of ethics prepared by various IT professionals’ associations, a more harmonized approach seems more reasonable. This paper attempts to present a review of the purpose of codes of ethics, the persons who should be covered by such codes and to organize codes of ethics for business in general and IT professionals in particular and to make the argument that, once again, good ethics is good business practice, regardless of the profession or occupation concerned     

会计职业道德建设应从本源抓起

近年来会计职业道德不断降低、假账盛行,引起人们对职业道德建设的反思。会计人员在会计信息的传输过程中是受公司经理及董事会方面的胁迫的,并且此种胁迫是造成会计人员被动参与造假的根本原因,据此,提出了几点制约公司董事会及经理人造假,加强会计职业道德建设的建议。     

Application and Assessment of an Ethics Presentation for Accounting and Business Classes

This paper describes a presentation on ethics for accounting and business students. In 2001 and 2002, major corporate failures such as Enron and Worldcom, combined with questionable accounting practices, made ethics a paramount concern to persons working in business and accounting. While financial statement analysis and regulatory requirements are important technical topics, the issue of ethics provides faculty a unique and very appropriate setting to discuss deeper truths about doing business and living life well. This paper briefly describes the development and assessment of one approach to presenting ethics built around a computerized slide show (PowerPoint). The goal of the presentation is to increase students’ understanding of the essential role of ethics to accounting and business. Following the presentation, students indicated a heightened recognition of the importance of ethics. Educators should do all that they can to encourage students to do the “right” thing, even in difficult circumstances. This encouragement may serve them well in school and later in their careers.     

Accounting as Applied Ethics: Teaching a Discipline

In this article it is argued that there are notable parallels between all of the different strands within ethics on the one hand, and accountancy on the other that, in teaching, can be drawn upon to enhance students’ understanding of the latter. Accountancy, part of economics, draws on utilitarian ethics, but not solely so. Accounting, in addition, draws on deontological and communitarian strands in ethics. The article suggests that the teaching of accounting – especially to non-economists – would benefit substantially from highlighting and developing these parallels. Wilfred Dolfsma is both an economist and a philosopher, and holds a Ph.D. in the former from Erasmus University. He is attached to the Erasmus University, Rotterdam at the Business School, as well as MERIT, University Maastricht. He is currently fellow at the Netherlands Institute for Advanced Study. He is corresponding editor of the Review of Social Economy (Routledge). He has co-edited Globalization Social Capital and Inequality (2003, with Charlie Dannreuther), Understanding the Knowledge Economy (2006, with Luc Soete) and Ethics and the Market (2006, with Jane Clary and Deborah M. Figart).     

Codes of Ethics as Signals for Ethical Behavior

This study investigated effects of codes of ethics on perceptions of ethical behavior. Respondents from companies with codes of ethics (n = 465) rated role set members (top management, supervisors, peers, subordinates, self) as more ethical and felt more encouraged and supported for ethical behavior than respondents from companies without codes (n = 301). Key aspects of the organizational climate, such as supportiveness for ethical behavior, freedom to act ethically, and satisfaction with the outcome of ethical problems were impacted by the presence of an ethics code. The mere presence of a code of ethics appears to have a positive impact on perceptions of ethical behavior in organizations, even when respondents cannot recall specific content of the code.