Ethics and curriculum design of accounting programmes in a developing country: a qualitative insight

The paper explores curriculum design and drivers of ethics in universities and the professional accounting bodies in Ghana. Data were collected through individual face-to-face interviews. The study revealed that ethics in the curricula of universities and professional bodies are integrated within an...

Full description

Saved in:
Bibliographic Details
Published in:Accounting Education 2022-01, Vol.31 (1), p.92-112
Main Authors: Onumah, Regina Mensah, Simpson, Samuel Nana Yaw, Kwarteng, Amoako
Format: Article
Language:English
Subjects:
Academic Standards
Accounting
accounting programmes
Administrator Attitudes
Benchmarking
College Faculty
Core curriculum
Curriculum design
Curriculum Development
Difficulty Level
Ethics
Foreign Countries
Ghana
Graduate Students
Graduates
Professional ethics
Professional Personnel
Professionalism
Teaching Methods
Undergraduate Students
universities
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:The paper explores curriculum design and drivers of ethics in universities and the professional accounting bodies in Ghana. Data were collected through individual face-to-face interviews. The study revealed that ethics in the curricula of universities and professional bodies are integrated within and across subjects and within all levels of programmes. Also, ethics is integrated using a combination of stand-alone, embedded and narrative approaches. Factors such as faculty initiative, industry demand, international benchmarking and modernisation are some of the drivers of ethics in the universities and the professional accounting bodies. Accounting educators need to understand the nature and drivers of ethics in the design of accounting curricula in order to improve the ethical practices of accounting graduates. The study is among the few that adopt an in-depth qualitative approach in highlighting the nature of ethics curriculum design for universities and professional bodies.
ISSN:0963-9284
1468-4489
DOI:10.1080/09639284.2021.1963295