Accounting education,socialisation and the ethics of business

This study provides empirical evidence in relation to a growing body of literature concerned with the ‘socialisation’ effects of accounting and business education. A prevalent criticism within this literature is that accounting and business education in the United Kingdom and the United States, by assuming a ‘value‐neutral’ appearance, ignores the implicit ethical and moral assumptions by which it is underpinned. In particular, it has been noted that accounting and business education tends to prioritise the interests of shareholders above all other stakeholder groups. This paper reports on the results of a set of focus group interviews with both undergraduate accounting students and students commencing their training with a professional accounting body. The research explores their perceptions about the purpose of accounting and the objectives of business. The findings suggest that both university and professional students' views on these issues tend to be informed by an Anglo‐American shareholder discourse, whereby the needs of shareholders are prioritised. Moreover, this shareholder orientation appeared to be more pronounced for professional accounting students.     

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.     

Marketing ethics and education: Some empirical findings

This study explores possible links between educational background and ethics among marketing professionals. Data from two surveys of members of the American Marketing Association suggest that marketing professionals with master's degrees and higher are similar to their less educated counterparts in both their ethical standards and their intended ethical behaviors. Marketers with business degrees, however, have lower ethical standards than do graduates of non-business programs, though they report behavior as ethical as that of their non-business educated peers. Business schools may be producing cynics likely to accept marginal behaviors of colleagues though not likely to engage in such behaviors themselves.Sharyne Merritt is Professor of Marketing at California State Polytechnic University, Pomona, and a consultant in the areas of marketing and survey research. She has a Ph. D. in Political Science and was a Visiting Scholar at UCLA's Graduate School of Management. She has lectured and published widely in the fields of marketing and social issues.     

Business ethics and business education: A report from a regional state university

My central point is that the recent wave of interest in business ethics is an opportunity to review the whole enterprise of undergraduate business education. Business ethics, taught as if the students, faculty, curriculum and organization of the business school were important parts of the subject matter, is a way both to affirm the seriousness of ethical inquiry and to build an increased sense of collegial responsibility for the overall curriculum students are asked to undertake. Barry Castro is Professor of Management and Assistant Dean at the Seidman School of Business at Grand Valley State University in Allendale, Michigan. His papers have been published in the American Economic Review, The Journal of Political Economy, The Harvard Educational Review, Change, and Soundings.     

浅谈会计诚信危机与职业道德建设

本文阐述了会计职业道德的重要性,但在现今会计行业中,诚信缺失、财务舞弊现象时有发生.在剖析了诚信危机的表现及原因后,提出解除诚信危机关键在于加强会计职业道德建设.每个会计人员必须从自身做起,以严明的制度约束自己,以高尚的职业道德感召世人,中国会计业的执业水平和执业作风必能经得起严峻的考验.     

Aristotelian virtue and business ethics education

In recent years there has been an increased interest in the application of Aristotelian virtue to business ethics. The objective of this paper is to describe the moral and intellectual virtues defined by Aristotle and the types of pedagogy that might be used to integrate virtue ethics into the business curriculum. Virtues are acquired human qualities, the excellences of character, which enable a person to achieve the good life. In business, the virtues facilitate successful cooperation and enable the community to achieve its collective goals. The cultivation of virtue in students requires imparting knowledge about virtue and training students to be virtuous. A variety of instructional techniques are discussed including using case studies, collaborative and cooperative learning, role-playing, and video presentations. Business educators should emphasize to students that virtue considerations apply both to possible actions they may take and to themselves as moral agents. Since faculty may be viewed as role models, it is especially important that they set proper standards of behavior for students to emulate. Steven M. Mintz is the Dean of the School of Business and Public Administration at California State University, San Bernardino. His accounting ethics casebook, Cases in Accounting Ethics and Professionalism, is in its third edition and is published by McGraw-Hill.     

Advertising ethics: A contextual response based on classical ethical theory

F. P. Bishop argues that the ethical standard for advertising practitioners must be utilitarian. Indeed, the utilitarian theory of ethics in decision-making has traditionally been the preference of U.S. advertising practitioners. This article, therefore, argues that the U.S. advertising industry's de-emphasis of deontological ethics is a reason for its continuing struggle with unfavorable public perceptions of its ethics — and credibility. The perceptions of four scenarios on advertising ethics and the analyses of the openended responses of 174 members of the American Advertising Federation to those scenarios suggest that advertising practitioners need a stricter adherence to deontological ethics than is indicated in this study.Cornelius B. Pratt is Associate Professor in the Department of Advertising at Michigan State University. His research has been published in such journals as theJournal of Media Planning, Journal of Business Ethics, Public Relations Review, Public Relations Journal, Public Relations Quarterly, andJournalism Quarterly.E. Lincoln James is Associate Professor and Assistant Chairperson in the Department of Advertising at Michigan State University. His work has appeared in several scholarly journals, including theInternational Journal of Advertising, Journal of Advertising, Journal of Direct Marketing, Journal of Media Planning, andWeberforschung und Praxis.     

Pygmalion effect: An issue for business education and ethics

This study reports the results of a survey designed to assess the impact of business education on the ethical beliefs of business students. The study examines the beliefs of graduate and undergraduate students about ethical behavior in educational settings. The investigation indicates that the behavior which students learn or perceive is required to succeed in business schools may run counter to the ethical sanctions of society and the business community. Michael S. Lane is Assistant Professor of Management at West Virginia University. He is the coauthor of An Integrated Approach to Curriculum Design/Redesign, Journal of Education for Business (1986), and Corporate Goals and Managerial Motivation, Mid-South Business Journal (1985).Dietrich Schaupp is Professor of Management at West Virginia University.Barbara Parsons is Assistant Professor of Commerce at Fairmont State College.     

Experiential ethics: A blueprint for personal and corporate ethics

There is a tendency to think of ethics as a universal body of principles governing human behavior. Richard R. Niebuhr challenges this universalist perspective by examining the development of human consciousness as an individual enterprise originating in immediate human experience. His conclusions lead us towards an understanding of conscience as likewise individual and experiential. It also enables us to identify a corporate consciousness or conscience which accounts for, yet prescinds, individual differences. In effect, Niebuhr's thinking in these matters provides us with a chart or blueprint for better ethical decision-making in business situations.Marist Father Patrick Primeaux teaches business ethics at Saint John's University, Jamaica, New York. He has a Ph.D. in Theology from Saint Michael's College of the University of Toronto and an M.B.A. from Southern Methodist University. In addition to business ethics, he is doing research and writing in the area of church management.     

A question of ethics: Developing information system ethics

This study develops a pedagogy for the teaching of ethical principles in information systems (IS) classes, and reports on an empirical study that supports the efficacy of the approach. The proposed pedagogy involves having management information systems professors lead questioning and discussion on a list of ethical issues as part of their existing IS courses. The rationale for this pedagogy involves (1) the maturational aspects of ethics, and (2) the importance of repetition, challenge, and practice in developing a personal set of ethics. A study of IS ethics using a pre-post test design found that classes receiving such treatment significantly improved their performance on an IS ethics questionnaire. It appears to me that in Ethics, as in all other philosophical studies, the difficulties ... are mainly due to ... the attempt to answer questions, without first discovering precisely what question it is which you desire to answer. George Edward Moore, Principia Ethica [1903], preface. Eli Cohen is an associate professor of Management Information Systems at Bradley University, Peoria, Illinois. He received his Ph.D. from Indiana University and holds CDP, CCP, CSP and CDE certificates. He is also Midwest Editor for Government Technology Magazine.Larry Cornwell is professor of Business Management and Administration at Bradley University, Peoria, Illinois. He is the recipient of the 1988 Midwest Grain Teaching Award and has extensive consulting experience to industry. He received his Ph.D. from the University of Missouri at Rolla. He has numerous publications in statistics, mathematical programming, computer science and information systems.     

Certified public accountants: Ethical perception skills and attitudes on ethics education

This study investigated the proficiency of CPAs in recognizing and evaluating ethical and unethical situations. In addition, CPAs provided attitudes on ethics education. Respondents were asked to evaluate the ethical acceptability of CPA behavior as presented in six vignettes involving a variety of ethical dilemmas from questions of conflict of interest to questions of personal honor. The results tend to signify that CPAs can, to a degree, distinguish ethical and unethical behaviors. It appears that ethical behaviors and very specific unethical behaviors were more easily identified by practitioners. This may reveal uncertainty and apprehension as to exactly what constitutes unethical behavior since, in many circumstances, this resolution is made on a case-specific basis rather that via a universal rule. In addition, it is interesting to note that CPAs tend to picture themselves as more ethically-oriented than their peers.With respect to ethics education, the CPAs indicated that instruction in ethical concepts and literacy was important and should definitely be embodied in the accounting curriculum as well as at all educational levels. However, the CPAs were remarkably uncertain and ambivalent as to the qualifications of university faculty to provide this instruction and guidance.Suzanne Pinac Ward, CPA, is an Associate Professor of Accounting at the University of Southwestern Louisiana in Lafayette, LA 70504. She received her Ph.D. in Accounting. Dr. Ward is a member of the American Institute of Certified Public Accountants, the Louisiana Society of Certified Public Accountants, and the American Accounting Association.Dan R. Ward is a Professor of Accounting at the University of Southwestern Louisiana in Lafayette, LA 70504. He received his DBA in Accounting. Dr. Ward is a member of the International, Taxation, and Accounting Behavior and Organizations Sections of the American Accounting Association, the Society of Petroleum Accountants, and the Academy of Accounting Historians.Alan B. Deck, CMA, is an Assistant Professor of Accounting at the University of Southwestern Louisiana in Lafayette, LA 70504. He received his Ph.D. in Accounting. Dr. Deck is a member of the Institute of Management Accountants and the American Accounting Association.     

A new context for ethics education objectives in a college of business: Ethical decision-making models

Objectives for ethics education in business school courses generally appear to be based on custom, intuition, and judgment rather than on a more unified theoretical/empirical base. These objectives may be more clearly implemented and their effects studied more rigorously if they could be rooted in the components of ethical decision-making models shown to be influential in ethical decision making. This paper shows how several widely used ethics education objectives can be placed in the context of current models of ethical decision making. Neil Herndon is University Lecturer in the Department of Business and Management at the City University of Hong Kong. His major research interest involves the influences of the ethical content of corporate cultures on the people within an organization. His work in this area has been published in the Journal of International Consumer Marketing and the Proceedings of the Academy of Marketing Science.     

Organizational ethics education and training: a review of best practices and their application

Insuring that ethical action remains a vibrant aspect of an organization's climate and culture is an ongoing challenge for those responsible for training and development. To better understand what best practices are being utilized today, eight organizations in the Silicon Valley region of the United States were studied. Findings suggest that ethics training is particularly intensive when an employee is first hired, when rules, regulations and corporate values are shared during the indoctrination period. Training continues, but is often limited to online activities. Face‐to‐face interaction, necessary for learning and development, is usually reserved for specialized functions and senior level managers. Most firms emphasize a compliance‐based approach, with little attention directed toward developing moral competencies over time. In addition, assessment tools to measure ethical competencies are rarely used as performance criteria. Findings from this study reveal specific trends, which can inform, guide and improve practitioners' efforts to further develop ethical decision‐making and action within their organizations.     

Moral reasoning and business ethics: Implications for research,education, and management

This paper reviews Kohlberg's (1969) theory of cognitive moral development, highlighting moral reasoning research relevant to the business ethics domain. Implications for future business ethics research, higher education and training, and the management of ethical/unethical behavior are discussed.Linda Klebe Trevino is Assistant Professor of Organizational Behavior at the Mary Jean and Frank B. Smeal College of Business Administration, The Pennsylvania State University. She received her Ph.D. in management from Texas A&M University. Her current research focuses on ethical decision-making behavior in organizations, justice perceptions in disciplinary situations, and new information technologies in managerial communication.     

An assessment of ethics instruction in accounting education

Business school faculty have begun to increase ethics instruction, but very little has been done to assess the effectiveness of this instruction. Curricula-wide studies present conflicting results of the effect of ethics integration into the business curricula. Several studies suggest that courses like business ethics and business and society might have an effect on the ethical awareness or ethical reasoning of business students. A belief of many individuals interested in business ethics is that students must be exposed to ethical awareness and ethical reasoning in business ethics and business and society-type courses and this should be supplemented by discussions of these topics in various business courses such as Accounting, Finance, Marketing, and others.This study reports the results of integrating a unit of business ethics into eleven accounting classes at two universities. An approach for measuring the effect of ethics integration into accounting and other business courses is suggested, and an assessment is made of the impact of ethics integration on students in accounting classes. Results indicate that the principles on which students rely when making moral decisions were affected by ethics integration. After ethics integration, students relied more heavily on the disclosure rule, the golden rule, and the professional ethic.Kenneth M. Hiltebeitel, Ph.D., CPA is an Associate Professor of Accountancy at Villanova University. He has included a unit on business ethics in his Auditing and Advanced Accounting classes for the past two years.Scott K. Jones, Ph.D. is an Assistant Professor of Accounting at the University of Delaware. He has included a unit on business ethics in his Cost Accounting classes for the past two years.     

Assessing ethics education needs in the MBA program

A methodology for assessing ethics educationneeds in a Masters of Business Administration(MBA) program is proposed and applied at oneinstitution by comparing the ethical judgmentof MBA and MPA (Masters of PublicAdministration) students over a variety ofbusiness scenarios. Implications are discussedfor ethics education and its assessment in thisand other MBA programs. MPAs were chosen asthe comparison group because their education,organizational knowledge, and work experienceare expected to promote reasonable judgments. They were also selected because future negativeconsequences are likely from an ethics gapbetween MBA and MPA graduates. MBAs were lesscritical in the current study, and were alsomore likely to report reliance on egoism, aprinciple strongly associated with greatertolerance of the practices described. Anadditional factor, however, appeared tocontribute to the MBAs' less critical judgment. Ethical decision-making models suggest thisfactor was ethical perception. Suggestions aremade for modifying ethical principles andperceptions where indicated. Decision makersare urged to assess ethics education needs intheir own MBA programs, particularly if theyhave not added significant ethical content totheir curricula.     

Business ethics today: A survey

This essay surveys the state of business ethics in North America. It describes the distinctive features of business ethics as an academic sub-discipline and as a pedagogical topic, and compares and contrasts three rival models of business ethics current among philosophers. William H. Shaw is professor of philosophy and chair of the philosophy department at San Jose State University. Among other writings, he is the author of Business Ethics (Wadsworth 1991) and, with Vincent Barry, of Moral Issues in Business, 6th ed. (Wadsworth 1995).     

Organizational ethics: A stacked deck

The astute manger should be aware that, in organizations, the deck is frequently ‘stacked’ against higher levels of ethical behavior. This deck stacking occurs because of socialization processes, environmental influences, and the organization hierarchy. As a result of bosses using hierarchical leverage to take the ethical dimension of decision-making away from subordinates, the stage is set for a they-made-me-do-it defense of their moral integrity by these subordinates if and when violations of ethical norms come to light. There is also at work, however, an I-made-them-do-it situation in which professionals who prefer to ‘nest’ in the more technical aspects of their work ‘delegate’ — upward — to their bosses ethical decision-making. Understanding these dynamics is crucial in an age which is especially sensitized to the ethical facet of organizational behavior. He has taught at the University of Georgia since World War II, with the exception of a Rockefeller Foundation Year at the Harvard Graduate School of Business Administration, and two years with the Ford Foudation in Cairo, Egypt. He is the author of four books on management and public policy — the co-author of a recent Principles of Management text — and he has written many articles on economics and management in a wide variety of journals. His most important publications are:Business and Society: Managing Corporate Social Performance (Little, Brown, Boston, 1981), ‘A Three-Dimensional Conceptual Model of Corporate Social Performance’,Academy of Management Review (Oct., 1979), pp. 497–506, and ‘Business Ethics and the Management Hierarchy’,National Forum: The Phi Kappa Phi Journal (Summer, 1978), pp. 37–40.     

Consumer ethics: A review and research agenda

Consumer ethics continues to draw the attention of academicians and practitioners as a significant economic and social issue globally. Consumer ethics refers to moral principles that govern a consumer's behaviour. This literature review seeks to enrich the discourse on consumer ethics through a comprehensive and detailed review of 106 articles, covering 21 journals from 2010 to 2020. Through an examination of theories, contexts, characteristics, and methodologies used in consumer ethics research, our review (1) presents a comprehensive and up-to-date overview of the research in this field and (2) sets a future research agenda to spur scholarly research. We found studies have primarily relied on a single theoretical lens such as the theory of marketing ethics, planned behaviour, and neutralization theory. Further consumer ethics research focuses on advanced countries, with a narrow focus on developing countries. We have diagnosed the need to examine boundary conditions impacting consumer ethics. Finally, we provide actionable inputs to combat unethical consumer actions as well as promote ethical consumption.