The Teaching of Ethics in Undergraduate Accounting Programmes: The Students' Perspective

This paper solicits the views of students in order to assess the goals and effectiveness of the teaching of ethics in undergraduate Accounting programmes. Using a survey and interviews, the opinions of second-year undergraduate students at a UK university were obtained. Their perception of the aims...

Full description

Saved in:
Bibliographic Details
Published in:Accounting Education 2012-12, Vol.21 (6), p.599-613
Main Author: Graham, Alan
Format: Article
Language:English
Subjects:
Accounting
College students
Correlation
Curriculum development
Educational Benefits
Effectiveness studies
employability
Employment Potential
Ethical Instruction
Ethics
Foreign Countries
Likert Scales
Pedagogy
Preferences
Questionnaires
Role of Education
Scores
Student Attitudes
Students
teaching
Undergraduate Students
United Kingdom
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This paper solicits the views of students in order to assess the goals and effectiveness of the teaching of ethics in undergraduate Accounting programmes. Using a survey and interviews, the opinions of second-year undergraduate students at a UK university were obtained. Their perception of the aims and importance of ethics and their preferred means of teaching delivery are established. The results appear to show that students regard ethics teaching as being important to them and that a stand-alone ethics course is preferred to integrated teaching across the curriculum. In particular, students describe the benefits of a compartmentalised approach to their learning with ethics 'all in one place'. Possible reasons for students' choices are given and discussed and, from the level of importance attributed to ethics learning, it is concluded that ethics should be treated as part of a wider employability agenda for students, to help them in their future careers.
ISSN:0963-9284
1468-4489
DOI:10.1080/09639284.2012.725638