Journal of Business Ethics 113 (2):225-241 (2013)
AbstractEthical instruction is critical for trainee accountants. Various teaching methods, both active and passive, are normally utilised when teaching accounting ethics. However, students’ learning styles are rarely assessed. This study evaluates the learning styles of accounting students and assesses the interaction of teaching methods and learning styles in an ethics instruction environment. The ethical attitudes and preferred learning styles of a cohort (137) of final year accounting students were evaluated pre-instruction. They were then subject to three different teaching methods while studying ethics during an auditing course. When ethical attitudes and preferred learning styles were re-assessed post-instruction, the teaching methods were found to have influenced active learners more than passive ones. Furthermore, when learning styles matched teaching methods used, usefulness was assessed as high but when learning styles and teaching methods differed, usefulness deteriorated significantly. Students displayed a preference for passive learning styles, despite being so advanced in their education. The implications are that instructors should consider learning styles before deciding on appropriate teaching methods, in accounting ethics environments
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References found in this work
The Effect of Organizational Culture and Ethical Orientation on Accountants' Ethical Judgments.Patricia Casey Douglas, Ronald A. Davidson & Bill N. Schwartz - 2001 - Journal of Business Ethics 34 (2):101 - 121.
The Role of Moral Intensity in Moral Judgments: An Empirical Investigation. [REVIEW]Sara A. Morris & Robert A. McDonald - 1995 - Journal of Business Ethics 14 (9):715 - 726.
Objections to the Teaching of Business Ethics.Gael M. McDonald & Gabriel D. Donleavy - 1995 - Journal of Business Ethics 14 (10):839 - 853.
Citations of this work
A Meta-Analytic Comparison of Face-to-Face and Online Delivery in Ethics Instruction: The Case for a Hybrid Approach.E. Michelle Todd, Logan L. Watts, Tyler J. Mulhearn, Brett S. Torrence, Megan R. Turner, Shane Connelly & Michael D. Mumford - 2017 - Science and Engineering Ethics 23 (6):1719-1754.
Review of Instructional Approaches in Ethics Education. [REVIEW]Tyler J. Mulhearn, Logan M. Steele, Logan L. Watts, Kelsey E. Medeiros, Michael D. Mumford & Shane Connelly - 2017 - Science and Engineering Ethics 23 (3):883-912.
What is Working, What is Not, and What We Need to Know: A Meta-Analytic Review of Business Ethics Instruction.Kelsey E. Medeiros, Logan L. Watts, Tyler J. Mulhearn, Logan M. Steele, Michael D. Mumford & Shane Connelly - 2017 - Journal of Academic Ethics 15 (3):245-275.
Active Learning: An Advantageous Yet Challenging Approach to Accounting Ethics Instruction.Stephen E. Loeb - 2015 - Journal of Business Ethics 127 (1):221-230.
The Interplay Between Experiential and Traditional Learning for Competency Development.Sara Bonesso, Fabrizio Gerli & Claudio Pizzi - 2015 - Frontiers in Psychology 6.
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