Impact of an Ethics Presentation Used in the USA and Adapted for Italy

Canarutto, Gheula; Smith, Katherine Taken; Smith, L. Murphy

doi:10.1080/09639280802532109

Cited by 14 publications

(10 citation statements)

References 23 publications

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“…319) This is a subject that should be COMPULSORY and treated as an entire course; here we had only one session presentation. (Canarutto, Smith and Smith, 2010; p. 319).…”

Section: Success Measuresmentioning

confidence: 84%

“…(Canarutto, Smith and Smith, 2010;p. 319) This is a subject that should be COMPULSORY and treated as an entire course; here we had only one session presentation.…”

Section: Success Measuresmentioning

confidence: 95%

“…Some information on this was nevertheless obtained by the positive student feedback from an ethics presentation given to Italian students (Canarutto, Smith and Smith, 2010). Student comments included:…”

Section: Success Measuresmentioning

confidence: 99%

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

Graham¹

2012

Accounting Education

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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.

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“…319) This is a subject that should be COMPULSORY and treated as an entire course; here we had only one session presentation. (Canarutto, Smith and Smith, 2010; p. 319).…”

Section: Success Measuresmentioning

confidence: 84%

“…(Canarutto, Smith and Smith, 2010;p. 319) This is a subject that should be COMPULSORY and treated as an entire course; here we had only one session presentation.…”

Section: Success Measuresmentioning

confidence: 95%

See 1 more Smart Citation

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

Graham¹

2012

Accounting Education

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“…In Italy, Canarutto, Smith, and Smith (2010) adapted and used in classes an ethics presentation previously developed in the United States. The study tried to determine if the presentation at an Italian university could change students' perceptions of ethics.…”

Section: Attendance Of a Course On Ethicsmentioning

confidence: 99%

Ethical perceptions of accounting students in a Portuguese university: the influence of individual factors and personal traits

Costa

Pinheiro

Ribeiro

2016

Accounting Education

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Our purpose is to empirically examine whether gender, age, work experience, and attendance of a course on ethics affect the ethical perceptions of Portuguese accounting students and analyze the influence of some individual factors that may affect their ethical decision-making. Additionally, we consider the degree of importance assigned to a list of personal traits and their relationship with those factors. We concluded that gender influenced the degree of importance attributed by students to initiative/entrepreneurship, obedience, and responsibility; age influenced the degree of importance attributed by students to integrity; work experience influenced the degree of importance attributed by students to obedience; and attendance of a course on ethics influenced the degree of importance attributed to independence. For each of these factors, the influence did not prove to be statistically significant in decision-making. Similarly, the study identified some reservations regarding attitudes the students' peers might have, and when asked about this, they had negative opinions, believing their colleagues would have lower ethical standards. Our results add to the literature, especially because, in Portugal, little has been done to understand which factors may affect students' ethical decision-making processes. We expect to bring added value to stakeholders, teachers, and scholars engaged with these matters. ARTICLE HISTORY

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“…Welton et al (1994), for example, suggest the extensive use of written and video ethics cases while McPhail (2001) suggests techniques such as group learning, case studies, role-playing, and film. Research also indicates the effectiveness of multimedia presentations (e.g., Canarutto et al 2010;Smith et al 2005). The current study attempted to extend this research by identifying topics that should be the focus of ethics instruction.…”

Section: Discussionmentioning

confidence: 96%

Ethics and Accounting Education

Thomas¹

2012

Issues in Accounting Education

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The current study investigates how a university accounting education affects the rationales used by accounting and first-year business students in making ethical decisions, the level of deliberative reasoning they employ, and their ethical decisions. Senior accounting students (with approximately four accounting courses to complete) were found to exhibit higher deliberative reasoning, make more frequent use of post-conventional modes of deliberative reasoning, and make more ethical decisions than first-year accounting students. These results suggest that a university accounting education has a positive effect on deliberative reasoning, on the use of post-conventional modes of deliberative reasoning, and on ethical decisions. There was no difference between the level of deliberative reasoning and ethical decisions of first-year accounting and first-year business students, but there were differences in their modes of deliberative reasoning. These results suggest that first-year accounting and first-year business students may make ethical decisions differently, implying the need for a different emphasis when teaching ethics to these two groups of students.

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Impact of an Ethics Presentation Used in the USA and Adapted for Italy

Cited by 14 publications

References 23 publications

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

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

Ethical perceptions of accounting students in a Portuguese university: the influence of individual factors and personal traits

Ethics and Accounting Education

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