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Developing an Ethics Education Framework for Accounting

Dellaportas, Steven and Jackling, Beverley and Leung, Philomena and Cooper, Barry J (2011) Developing an Ethics Education Framework for Accounting. Journal of Business Ethics Education, 8 (1). pp. 63-82. ISSN 1649-5195 (print) 2044-4559 (online)

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Abstract

The purpose of this paper is to propose a framework of ethics education that promotes the structured learning of ethics in the accounting discipline. The Ethics Education Framework (EEF) is based on three key inter-related components that includes: Rest’s (1986) Four-Component Model of ethical decision-making and behaviour; the key cognitive and behavioural objectives of ethics education; and the discrete and pervasive approaches to delivering content. The EEF providesuniversity students and professional accountants a structure to learn to identify, analyse, and resolve ethical issues to the point of action. The EEF is a four-stage learning continuum represented as a set of building blocks which introduces ethical concepts and then reinforces and develops new levels of understanding with progressive stages. This paper describes the EEF, and includes a discussion of how it compares with other ethics education models, and an analysis of the support through responses by professional organisations (based on an Exposure Draft issued by the International Federation of Accountants (IFAC), as the initial International Education Practice Statement). The IFAC has now revised its International Education Standard (IES 4) in relation to ethics, with a commentary period till July 2011.

Item Type: Article
Uncontrolled Keywords: ResPubID24138, ethics, education, decision-making, cognitive processes, theoretical model, teaching models
Subjects: Faculty/School/Research Centre/Department > School of Economics and Finance
FOR Classification > 1503 Business and Management
SEO Classification > 9399 Other Education and Training
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Depositing User: VUIR
Date Deposited: 27 Jun 2012 03:18
Last Modified: 09 Oct 2012 22:10
URI: http://vuir.vu.edu.au/id/eprint/7603
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