Accounting Education Lags CPE Ethics Requirements: Implications for the Profession and a Call to Action

Abstract

The accounting profession in the USA has experienced a crisis of legitimacy in the aftermath of a barrage of business scandals. Recent legislation has forced reforms reinforcing the need for additional ethics education. At the same time, the external pressure on university accounting degree programs has been to maintain the status quo of inadequate ethics in the curriculum, even while ethics courses in state CPE programs have grown dramatically. This creates a problem of bad pedagogy in that these new CPE ethics courses, focused on rote delivery of professional codes of conduct, are not grounded in conceptual frameworks which should be provided by university accounting programs. This state of affairs is circular in that it perpetuates inadequate ethics education for the profession. We propose that this deficiency be remedied by the requirement of a stand-alone ethics course delivered early in the accounting curriculum as a foundation for other degree requirements and subsequent CPE courses. The first step in this direction should be the creation of a White Paper that recommends specific content for such a course.     

An analysis of the association of traditional demographic variables with the moral reasoning of auditing students and auditors

Accountants may be inadequate moral reasoners (Armstrong, 1987; Ponemon, 1992). Accounting ethics education research has suggested several approaches to improving the moral reasoning of accounting students (Langenderfer & Rockness, 1989; Ponemon & Glazer, 1990). This study uses independent samples of 91 auditing students and 207 auditors to evaluate whether demographic variables traditionally associated with higher levels of moral reasoning in other populations are associated with auditing students' and auditors' moral reasoning. Age and education, demographics traditionally associated with moral reasoning, were nonsignificant for both samples. Moral reasoning scores increased through the third-year staff level, and decreased from the senior through the partner levels. Women, subjects with higher grade point averages, and those who had taken ethics courses demonstrated higher levels of moral reasoning in both samples. The results indicate that accounting educators can influence the moral reasoning of the profession by recruiting and retaining bright students, particularly women, and by designing ethics education interventions that will help accounting students incorporate more than simply rules in making ethical decisions.     

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.     

Ethics Education in the Australian Accounting Curriculum: A Longitudinal Study Examining Barriers and Enablers

Abstract

The increasing significance of ethics in the accounting profession is evidenced by the seminal events that witnessed the collapse of major corporations (e.g. Enron and WorldCom); regulatory interventions (e.g. Sarbanes-Oxley Act in the USA and the CLERP 9 Act in Australia); and calls for increased ethics interventions in the accounting curriculum. This project has two objectives: to investigate the nature of ethics education in the Australian accounting curriculum and how it has changed from 2000 to 2012; and to analyse the barriers to enhancing ethics education by soliciting the opinions of Heads of Departments/Schools of Australian universities. Compared with early empirical evidence, universities responded to the call for ethics education with increased levels of ethics intervention, but had failed to enhance the extent of ethics education coverage in the intervening period in which the data were collected. The lack of qualified staff and research opportunities represent major obstacles to the enhancement of ethics education.     

Voluntary CSR disclosure,institutional environment,and independent audit demand

Using a sample of A-share listed companies on the Shanghai and Shenzhen Stock Exchanges, this study examines the impact of voluntary corporate social responsibility (CSR) disclosure on independent audit demand in different institutional environments. The sample covers the 2008–2016 period and excludes firms that are required to disclose CSR information. The findings show that compared with companies that choose to not disclose such information, companies that voluntarily disclose CSR information prefer to employ “small” accounting firms for auditing services, although the auditing fees are much higher. However, as the institutional environment improves, this preference is weakened. Further analyses show that this preference is stronger in enterprises where CSR disclosure is driven by strong political motivations and managerial self-interest motivations. Legitimate motivations and economic motivations do not significantly impact the preference for “small” audit firms. Furthermore, this preference is more obvious in enterprises with poor operational performance and low information disclosure quality, and it increases as CSR disclosure level decreases. The study enriches our understanding of the economic consequences of voluntary CSR disclosure and the factors that influence independent audit demand. The results also have implications for the construction and regulation of China’s system for supervising CSR information disclosure in the transitional phase.     

基于企业社会责任的管理会计框架重构

企业社会责任(CSR)的概念是不断演进的。无论围绕风险管理关注CSR对企业价值的影响,还是投资者结合社会责任投资(SRI)再造投资管理新模式,以及结合CSR与SRI的相关性来重新定位公司治理的作用等,均需要完善管理会计系统,进而重构管理会计的新框架。当前,从CSR的伦理观考察管理会计的框架结构是一种比较现实的选择。     

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.     

Measuring the Academic Self-Efficacy of First-year Accounting Students

Abstract

This study measured the levels of academic self-efficacy of first-year accounting students. It also investigated whether there were any gender differences and the extent to which efficacy levels explained variation in academic performance. Overall the analysis revealed that many students lacked the confidence to participate fully in the academic activities associated with their accounting modules. Specifically, they were reluctant to seek help, they lacked the confidence to study effectively or to engage in independent reading and note-taking, and 40% of them were unable to judge the standard required to do well in examinations. The findings demonstrated that being confident in one's ability to understand the course content, to attempt questions in advance of tutorials, and to meet deadlines were associated with achieving significantly better results in the accounting modules. Interestingly, very few gender differences were identified. The paper concludes by considering the implications of the findings for accounting educators.     

Cross-border mergers and acquisitions and corporate social responsibility: Evidence from Chinese listed firms

This study examines the impact of cross-border mergers and acquisitions (M&As) on acquirers’ corporate social responsibility (CSR). Based on a sample of Chinese listed firms, we find that firms with cross-border M&A activities experience an improvement in subsequent CSR performance. Specifically, the CSR rating is approximately 8.24% higher in firms with cross-border M&As than in those without such activities. We also find that this positive influence is more pronounced in firms with low initial CSR ratings than in those with high initial CSR ratings at the time when a cross-border M&A deal is completed. Additional analyses reveal that this positive effect is mainly driven by the target firms from countries with high social preference relative to China and that the enhancement in CSR driven by cross-border M&As translates into higher operating performance and easier access to finance. Overall, our findings demonstrate that cross-border M&As can serve as a critical channel for acquirers from a country with low institutional quality to build a better reputation through environmentally friendly behaviour and socially responsible engagement, and therefore gain capital market benefits.     

Ethical evaluations and behavioural intentions of early career accountants: the impact of mentors,peers and individual attributes

This study examined how mentoring support, peer influence and individual attributes of early career accountants (ECA) influence their ethical evaluations and behavioural intentions. Respondents indicate that their evaluation of the seriousness of the ethical conflict is affected by the perceived standard of ethical conduct of their peers, their personal ethical orientation, the extent of ethics education at university, and gender. ECAs’ evaluation of a senior colleague's unethical behaviour is affected by mentoring support and the perceived standard of ethical conduct of peers. In terms of ECAs’ willingness to contact accounting professional bodies for ethical advice, the size of the accounting firm and the extent of their ethics education at university are significant factors. Furthermore, the likelihood of respondents choosing a more ethical decision is correlated with his or her individual ethical orientation and the extent of ethics education at university.     

Accounting and Auditing at the Time of Blockchain Technology: A Research Agenda

Blockchain is a distributed ledger technology expected to have significant impacts on the accounting and auditing profession. This study, applicable and timely for both accounting and auditing scholars and practitioners, explores blockchain technology and its main implications for the accounting and auditing profession. The research question addressed in this study is: What are the major themes emerging from academic research and professional reports and websites debating blockchain technology in the accounting and auditing context? A literature review of academic literature and professional reports and websites is performed to identify a taxonomy of emerging themes. The study finds that the most discussed themes in scholarly works and professional sources are governance, transparency and trust issues in the blockchain ecosystem, blockchain‐enabled continuous audits, smart contract applications and the paradigmatic shift in accountants' and auditors' roles. Based on these four themes, practical implications for accountants and auditors on how to approach the blockchain development are provided. Moreover, this study offers suggestions for future research on accounting and auditing in the blockchain era.     

Bank Runs and the Accounting for Illiquid Assets in Financial Institutions

Abstract

Financial services are an increasingly important sector in modern economies, yet many accounting and auditing texts focus on manufacturing and retailing. This teaching note describes the role of financial institutions in transforming long-term, difficult-to-sell assets into short-term bank accounts. This is referred to as liquidity transformation. The social benefits and risks of liquidity transformation are described. The social benefit occurs due to the increased liquidity provided by the bank to depositors. The risk comes in the form of a bank run, wherein difficult-to-sell assets cannot be redeemed in time to cover the rapid and unexpected withdrawals of depositors. The financial statements of a financial institution are presented and the issue of valuation is discussed. Finally, practical relevance for accounting students is enhanced by including discussions of historical precedents and of implications for financial reporting and auditing.     

The Impact of Computer-Assisted Learning on Academic Grades: An Assessment of Students' Perceptions

Abstract

This study examines student perceptions of the usefulness of Computer-Assisted Learning (CAL) packages in learning accounting concepts in terms of the influence on academic performance. Various additional factors affecting academic performance [such as gender, prior studies of accounting, and computer systems, together with entry background] are incorporated in the development of a multiple regression model, together with perceptions of CAL. The study uses a sample of 280 second-year undergraduate accounting students from an Australian university to test the model. In contrast to prior studies (e.g. Lane and Porch, 2002, Accounting Education: an international journal, 11(3), pp. 217–233), this study showed that positive perceptions of the usefulness of CAL significantly influenced performance. Additionally, it was found that international students, many of whom enter university at the second year level having obtained advanced standing credits, had significantly poorer performance than local students. The findings show that gender, prior studies of accounting and computing systems were not significant influences on academic performance. Overall, the results have implications for accounting educators utilising CAL in courses as a means of improving students' understanding of accounting concepts and academic performance.     

Student Workload and Assessment: Strategies to Manage Expectations and Inform Curriculum Development

Abstract

This study reports the results of a survey of student study times and perceptions of workload in undergraduate and graduate accounting courses at a large Australian public university. The study was in response to student feedback expressing concerns about workload in courses. The presage factors of student workload and assessment in Biggs’ 3P model are used because these factors can influence students' approaches to learning and therefore course improvements based on these factors could bring the greatest benefits. The findings suggest that the workload is not too heavy but that student perceptions of workload can be improved by clearer communication of teacher expectations and targeted course review to implement constructively aligned curricula. Initiatives implemented in assessment and to better match workload expectations between student and teacher are discussed and could be generalized to most courses. Areas for further research in student workload management are proposed.     

University Accounting Curricula: The Perceptions of an Alumni Group

Abstract

Many of the problems associated with accounting education could be due to at least two reasons: inadequate attention given to the design of accounting programmes, and the narrow view of stakeholder approach adopted in examining education issues. The existing literature mainly focuses on students' perception about issues such as teaching quality, alumni experience in major accounting firms, and so on. This paper deals with the design of accounting programmes, and proposes to ascertain the views of an important stakeholder group (i.e. alumni) on this issue. The findings of this study give credence to some of the generally held views, e.g. that it is no longer appropriate for tertiary education providers to adopt a one-size-fits-all approach. However, in some other areas, the findings represent a stark contrast to the views on certain issues promulgated by the professional bodies in New Zealand and overseas including the USA, (for example, the issue of appropriate proportions of accounting, business and liberal studies in an accounting programme). Notably, the respondents in general placed a low importance on auditing as part of an education programme. Further, in terms of the emphases that should be placed in an accounting programme, contrary to the endorsement in the literature, ‘work experience’ was not considered as important as other areas of emphasis, (e.g. global perspective, local perspective, professionalism and social and environmental perspective).     

Understanding Factors Leading to Participation in Supplemental Instruction Programs in Introductory Accounting Courses

Abstract

Although studies have shown that supplemental instruction (SI) programs can have positive effects in introductory accounting courses, these programs experience low participation rates. Thus, our study is the first to examine the factors leading to student participation in SI programs. We do this through a survey instrument based on the Theory of Planned Behavior. Our study shows that students' attitudes toward the sessions affect their intent to participate in them. This attitude is influenced by students' perceptions that the sessions can help them in various ways. Results also show that influential others can influence student intent to participate in SI sessions. We also note that students' perceptions of the amount of personal control that they have over going to SI sessions have no effect on their participation in the sessions. We discuss how these findings can be leveraged to increase SI participation rates.     

Organizing tax instruction: Evidence regarding how students organize tax knowledge

An important part of accounting curriculum reform is a movement away from traditional methods of organizing accounting courses toward improved organization schemes. Two basic approaches to organizing the content of tax courses are a transaction-based scheme and an entity-based scheme. This paper reports the results of an experiment that investigates which scheme is more consistent with how incoming masters in tax students organize tax knowledge and how different schemes affect the manner in which graduating students organize tax knowledge. Ninety students drawn from two full-time masters in taxation programs participated in the study. Subjects individually completed three separate tasks that measured how they organize tax knowledge at both the start of their degree program and three semesters later at or near the end of their program. The results for all three tasks indicate that incoming tax students organize tax knowledge around the type of transaction involved. The results for two of the three tasks indicate that the students' transaction focus did not change during their graduate tax program, whereas the results for the third task indicate that the students' transaction focus increased during their graduate tax experience. The implications of these findings for improving tax instruction are discussed.     

Where were the auditors? Using AAERs in introductory or advanced auditing courses

I provide instructions for use of a Securities and Exchange Commission (SEC) Accounting and Auditing Enforcement Release (AAER) assignment by instructors in Introductory or Advanced Audit Courses. The assignment gives students an opportunity to use the knowledge they have gained from their auditing and other accounting courses. Students analyze what was done by individuals in a company to cause the SEC to issue an AAER and what the external auditors could have done to prevent the AAER from happening. A secondary feature of the assignment is that students are able to practice their presentation skills by presenting their analysis to their class members and instructor. The assignment can also lead to class discussion on ethics and what ethical dilemmas practicing auditors are faced with.     

The lack of uniformity in statistical audit sampling terminology

There is currently no standard terminology in statistical audit sampling that is commonly accepted and used in all auditing textbooks. As a result, students and professionals are faced with the frustrating and arduous task of learning new symbols and terms when attending advanced auditing classes and continuing professional education courses and the public accounting profession has difficulty in testing adequately CPA candidates' proficiency in the statistical sampling area.This article examines the extent of the problem of lack of uniformity and suggests a possible solution.     

Accounting for suffering: Calculative practices in the field of disaster relief

This study examines the role of accounting and other calculative practices in the context of a natural disaster and subsequent emergency-relief effort. Relying on document analysis and interviews with key participants, the study chronologically examines when, how, and with what effects accounting and other associated practices were mobilized in the follow-up to an earthquake that occurred in the Abruzzo region of central Italy in 2009. The study considers these practices through the three lenses of private-interest maximization, inequality, and suffering. The study shows how accounting actors simultaneously serve multiple ethical masters, and how one of these can come to dominate accounting's ‘moral economy’. In so doing, the study helps bridge the gap between ethics and critical accounting research.