加强对会计人员品行的考核,强化会计服务监督职能

会计人员的品行就是会计职业道德。职业道德是会计人员在会计工作中应当遵循的道德规范,它既是会计工作要遵守的行为规范和行为准则,也是衡量一个会计工作者工作好坏的标准。会计监督主要是对单位经济活动全过程的合法性,合理性,有效性进行监督,是对单位内部的监督。只有具备了良好品行的会计人员才能很好地对单位经济行为进行服务监督。品行可以去修正它,磨炼它,却不能从根本上去改变它。人最容易受激励的是品行,而最难以考核的也是品行。古人认为,人都有向善的能力,能不能成为一个"有德"的人,关键在于其能否进行道德修养,所以要对会计人员的品行进行教育,才能要切实提高会计人员职业道德规范。逐步树立会计人员遵守职业道德良好的风尚,使全体财会人员自觉遵守职业道德,强化会计服务监督职能。     

当代中国会计职业道德内涵及体系研究

本文通过对会计职业道德基本内涵的剖析,透过会计职业道德的基本准则和基本规范要求,紧密联系我国会计职业道德的现状和发展趋势,践行"四讲四有"(争当"讲道德、有品行"的表率),致力于改革创新,积极探索提高和完善会计职业道德水平的新模式,建立会计职业道德有效运行的新机制。     

论新时期会计人员职业道德建设

当前会计人员偏离职业道德、损害公共利益的现象时有发生,这在一定程度上影响和阻碍了中国市场经济的健康发展,因此加强会计职业道德建设势在必行。文章以会计职业道德概论为出发点,对会计职业道德的重要性进行了简要阐述,并针对新时期主要影响会计职业道德的多方面因素进行深层次剖析。通过完善会计法规体系,建立健全职业道德自律机制和激励约束机制,提高会计人员素质,开展道德诚信教育,加强职业道德监督等手段,更好地促进中国会计职业道德建设,从跟本上杜绝会计人员道德缺失的问题。     

论新时期会计人员职业道德建设

当前会计人员偏离职业道德、损害公共利益的现象时有发生,这在一定程度上影响和阻碍了中国市场经济的健康发展,因此加强会计职业道德建设势在必行。文章以会计职业道德概论为出发点,对会计职业道德的重要性进行了简要阐述,并针对新时期主要影响会计职业道德的多方面因素进行深层次剖析。通过完善会计法规体系,建立健全职业道德自律机制和激励约束机制,提高会计人员素质,开展道德诚信教育,加强职业道德监督等手段,更好地促进中国会计职业道德建设,从跟本上杜绝会计人员道德缺失的问题。     

会计职业道德建设——逻辑理路、症结检视与路径构思

财政部印发的《会计人员职业道德规范》对我国会计职业道德建设提出了新要求,会计行业规范化、法治化、道德化持续推进。会计职业道德研究应回应会计职业道德的历史延续性、理论正当性和实践可欲性等梳理需求,检视目前会计职业道德建设中产生的痛点和难点。本文认为,新时代的会计职业道德建设需以法律法规、公序良俗、行业标准、组织规章等为基础,结合职业教育、组织建设、道德培养、法治完善等改进策略,对发展过程中暴露的各项症结形成道德规训,规范会计职业行为。     

浅谈会计职业道德的失范与重塑

本文论述了规范和重塑会计人员职业道德的必要性,分别从会计道德环境的会计道德主体两个角度提出了会计职业道德重塑的措施。     

简述事业单位会计职业道德风险及防范措施

事业单位会计职业道德规范在整个从业中,是必须遵守的道德准则,也是事业单位会计职业从业人员必须遵循的.本文针对目前事业单位会计职业道德存在的风险以及发展的现状,提出几点有效的措施和建议,从而积极对事业单位会计职业道德风险,提高自身素质和水平.     

我国会计职业道德建设研究

随着市场经济的不断发展,我国会计职业也在不断的发展。因为会计这个职业的不断发展对会计人员的职业道德素养也突出了更高的要求。因为会计人员的职业道德将直接影响到单位会计工作的质量。我国会计职业道德主要取决于这也特点及利益关系。因为一个具备良好职业道德的会计工作团队。将会提高会计职位在社会中的地位。有利于会计行业积极向上的发展。所以需要根据会计职业的特点以及对职业道德的需要对会计人员违反道德的行为进行分析,从而总结出一套有利于建设会计职业道德的具体方案。从而提高会计人员的职业道德,提升会计的职业地位。     

我国会计职业道德建设研究

随着市场经济的不断发展,我国会计职业也在不断的发展。因为会计这个职业的不断发展对会计人员的职业道德素养也突出了更高的要求。因为会计人员的职业道德将直接影响到单位会计工作的质量。我国会计职业道德主要取决于这也特点及利益关系。因为一个具备良好职业道德的会计工作团队。将会提高会计职位在社会中的地位。有利于会计行业积极向上的发展。所以需要根据会计职业的特点以及对职业道德的需要对会计人员违反道德的行为进行分析,从而总结出一套有利于建设会计职业道德的具体方案。从而提高会计人员的职业道德,提升会计的职业地位。     

加强职业道德建设 促进会计行业和谐发展

会计群体价值迷失、道德失范、行为失序,严重制约了我国经济社会的发展。文章旨在通过对当前我国会计行业职业道德失范原因的分析,提出强化会计职业道德建设的几点对策。     

The joint influence of client attributes and cognitive moral development on students’ ethical judgments

Academic interest in the ethical quality of accountants’ judgments has produced a steady stream of research addressing the role of education in fostering ethical behavior. Although various studies have evaluated the cognitive moral development of accounting students, few studies have considered the influence of accounting contextual factors on ethical judgments. This study evaluates the influence of cognitive moral development and a contextual factor, client risk level, on both ethical judgments and behavioral intentions. Results from a study of auditing students indicate that students with higher moral development evaluate earnings management as less ethical and are less likely to accept earnings management by an audit client than are students with lower moral development. Students in a high client risk scenario evaluated earnings management as less ethical and were also less likely to accept earnings management by an audit client than were students in a low client risk scenario. The results also show an interaction between client risk and moral development.     

Are the effects of accounting ethics interventions transitory or persistent?

This paper examines whether an ethics intervention administered during a graduate course in accounting is effective, and if effective, whether the observed moral development gains are transitory or persistent. An instrument that identifies the subjects' stages of ethical reasoning was used to assess the effectiveness of the intervention. An experiment and control group completed the test instrument at the beginning of the term prior to the intervention. At the end of the term, and 6 months after completing the term, students repeated this task.The results of this study indicate that the ethics intervention fosters the students' abilities to consistently consider ethical issues in their decision-making processes. However, gains in moral development appear to be transitory. These findings suggest that accountants may attain their highest state of ethical awareness if ethics issues are made a part of their continuing education programs.     

Improving Ethical Attitudes or Simply Teaching Ethical Codes? The Reality of Accounting Ethics Education

ABSTRACT

Ethical instruction is critical in accounting education. However, does accounting ethics teaching actually instil core ethical values or simply catalogue how students should act when confronted with typical accounting ethical dilemmas? This study extends current literature by distinguishing between moral/ethical and legal/ethical matters and then re-evaluating the effectiveness of ethics training. A cohort of final-year accounting students with significant ethical training evaluated ethical scenarios. Half were moral (non-legal) and half contained legal as well as moral components. After further ethical instruction they re-evaluated the scenarios. Ethical attitudes towards legal/moral issues improved, but attitudes towards moral-only issues did not. This questions previous studies which purport to demonstrate the effectiveness of ethical instruction and queries the benefits of accounting ethics education. Are fundamental ethical principles being ignored in an effort to prevent more obvious accounting wrongdoings? Accounting ethics training needs to be reassessed if true ethical improvement is to be achieved.     

Ethics and accountability: from the for-itself to the for-the-other

Expanding global markets have resulted in renewed concern with accountability by transnational corporations and other economic agents. Reflections on economic accountability, however, often inadequately theorize necessary ethical presuppositions regarding the moral status of economic collectivities, including the scope of the moral community and the good that this community seeks. This essay addresses these ethical considerations. Taking as my starting point Schweiker's [Schweiker, W. (1993). Accounting for ourselves: accounting practice and the disclosure of ethics. Accounting Organizations and Society, 18(2/3), 231–252] claim that economic entities are properly accountable to a wider scope of good than their own by virtue of the accounts that accountants render of such entities, I argue that the discourse in terms of which the accounts are rendered serves to negate the very relation of obligation from which this accountability derives. Specifically, I argue that the discourse of neoclassical economics that informs accounting practice constructs the identity of the accountable entity such that it is obligated to pursue only its own good. Consequently, extant accounting practices are inadequate to meet the demands for accountability that are legitimately entailed by the act of rendering an account. I explore the implications of this conclusion for understanding economic accountability and related social accounting practices, and I propose the ethics of Emmanuel Levinas to establish a broader accountability on the part of economic entities.     

Ethical economics A new paradigm for global justice and stewardship

Economics must return to its roots, which lie in ethics and moral philosophy. Key economic issues today are essentially moral ones—unemployment, income inequality, environmental damage—thus rendering a new ethical economics paradigm an urgent requirement. In this article the specific elements of an ethical framework are considered, and the items on the humane, ethical economic policy agenda are outlined.     

Do ethical investors want purity or effectiveness? An exploratory study on the ethical preferences of mutual fund investors

This article relates the result of an exploratory survey aimed at better understanding the ethical preferences of individuals invested in so-called ethical or socially responsible investment (SRI) profiled mutual funds. In order to get an insight into the moral preferences of investors, a range of questions and dilemmas were formulated to determine respondents’ agreement with one of two more stringent philosophical perspectives: the moral purity and moral effectiveness perspectives. Our results indicate that investors support both perspectives but have difficulties in choosing between them in ethical dilemmas. For financial services providers, this confusion among investors represents a major challenge in setting up and managing an ethical or socially responsible investment service. In essence, providers are faced with the task of deciding which strategies and methods that should be used in the ethical investment service, even though many customers may not know which ones they prefer.     

Moral and Ethical Antecedents of Attitude Toward Counterfeit Luxury Products: Evidence from Pakistan

Counterfeiting a universal problem is influencing marketers and consumers across the world. Despite its severity, earlier researchers have not paid much attention to it especially in the perspective of moral and ethical aspects. Researchers generally have established the influence of ethical/moral aspects along with social-personal factors on attitude toward counterfeiting luxury products (CLPs). They have not entirely explored the influence of moral aspects on CLPs. Thus, the aim of this study is to ascertain the influence of ethical issues on attitude toward CLPs in the context of theory of planned behavior and theory of reasoned action.     

Can ethics be taught in accounting?

This paper extends the work of accounting educators and researchers who have sought to develop and implement effective ethics interventions in the accounting curriculum. Its purpose is to assess the influence of ethics interventions, integrated into a one-semester introductory auditing course at both the undergraduate and graduate level, on the moral development and ethical behavior of accounting students. Ethics interventions were based on the review and discussion of ethics cases following a well known pedagogical framework over the first 10 weeks of one academic semester. The effectiveness of these interventions was tested two ways. First, using the Defining Issues Test (DIT) and a pre/post-test research design, the moral development of accounting seniors and graduate students in four separate auditing classes was assessed. Second, students' unethical behavior, defined as excessive “free-riding” on an economic-choice experiment based on the Prisoners' Dilemma, was observed by the researcher. In summary, results of this study show that ethics interventions did not cause accounting students' level of ethical reasoning to develop (increase) and did not curtail students' free-riding behavior. Findings also provide evidence of an association between ethical reasoning and students' economic choices, where students with relatively low and high levels of ethical reasoning were most likely to engage in free-riding. The implications of these findings are discussed in the last section of the paper.     

An international comparison of ethical reasoning abilities: Accounting students from Ireland and the United States

Accountants are often confronted with ethical decisions. Yet, some prior research indicates that both public accountants and accounting students in the U.S. may not have as high a level of moral reasoning as other professionals. One measure of moral reasoning ability is the Principled score, or P score, as determined by the Defining Issues Test. Prior research on accounting professionals and students using this measure has largely been confined to the U.S. This study compares the ethical reasoning abilities of American and Irish accounting students. We find that the mean P scores of American and Irish students are similar. However, gender and liberal/conservative attitudes are significant explanatory variables for moral reasoning ability across countries. In addition, our results show that students do correctly self-assess their moral reasoning abilities. We also find that those students with the lowest levels of moral reasoning abilities are the least likely to favor required ethics training in accounting programs. This may imply that students most in need of ethical training are less likely to seek this training.