Students' and faculty members' perceptions of the importance of business ethics and accounting ethics education: Is there an expectations gap? [Book Review]
Journal of Business Ethics 51 (3):279-300 (2004)
Despite a wealth of prior research, little consensus has arisen about the goals and effectiveness of business ethics education. Additionally, accounting academics have recently been questioned as to their commitment to accounting ethics education. The current study examines whether accounting students' perceptions of business ethics and the goals of accounting ethics education are fundamentally different from the perceptions of accounting faculty members. The study uses a survey instrument to elicit student and faculty responses to various questions concerning the importance of business ethics and accounting ethics education. Statistical analyses indicate that students consider both business ethics and the goals of accounting ethics education to be more important than faculty members. Implications of these results for accounting faculty members interested in accounting ethics education are discussed
|Keywords||accounting ethics expectations gap faculty perceptions students|
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Citations of this work BETA
Using Live Cases to Teach Ethics.Victoria McWilliams & Afsaneh Nahavandi - 2006 - Journal of Business Ethics 67 (4):421-433.
Why Teach Ethics to Accounting Students? A Response to the Sceptics.Roberta Bampton & Patrick Maclagan - 2005 - Business Ethics 14 (3):290–300.
The Impact of Ethics Education on Reporting Behavior.Brian W. Mayhew & Pamela R. Murphy - 2009 - Journal of Business Ethics 86 (3):397-416.
Accounting Ethics in Unfriendly Environments: The Educational Challenge.Guillermina Tormo-Carbó, Elies Seguí-Mas & Victor Oltra - forthcoming - Journal of Business Ethics.
Everybody Else is Doing It, so Why Can't We? Pluralistic Ignorance and Business Ethics Education.Jonathon R. B. Halbesleben, Anthony R. Wheeler & M. Ronald Buckley - 2004 - Journal of Business Ethics 56 (4):385 - 398.
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