Applying the Ignatian Pedagogical Paradigm to the Creation of an Accounting Ethics Course

Teaching accounting ethics at a faith-based university requires a balance between professional guidance and the special mission of these universities. This paper reimagines the objectives on an undergraduate accounting ethics course and uses them along with insights from integration literature to develop a project of faith integration. The project incorporates the life and selected writings of Dietrich Bonhoeffer. The outline for the project, professor reflections, and student responses are included. In past years, this project has created a dynamic classroom, encouraged faith integration, and been well received by students. This paper contributes to the praxis of faith integration literature through an articulation of creative instruction.

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Integrating Giving Voice to Values into an Accounting Ethics Course – Promoting Ethical Behavior of Future Accounting Professionals

Research on Professional Responsibility and Ethics in Accounting ◽

10.1108/s1574-076520210000024002 ◽

2021 ◽

pp. 19-35

Author(s):

Patrick Kelly

Keyword(s):

Ethical Behavior ◽

Accounting Ethics ◽

Accounting Professionals ◽

Giving Voice To Values ◽

Ethics Course

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Developing and Measuring the Impact of an Accounting Ethics Course that is Based on the Moral Philosophy of Adam Smith

Journal of Business Ethics ◽

10.1007/s10551-015-2656-7 ◽

2015 ◽

Vol 140 (1) ◽

pp. 175-191 ◽

Cited By ~ 8

Author(s):

Daniel P. Sorensen ◽

Scott E. Miller ◽

Kevin L. Cabe

Keyword(s):

Moral Philosophy ◽

Adam Smith ◽

Accounting Ethics ◽

Ethics Course ◽

The Impact

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Christian Ethics Course: The Non-denominational Aspect

Ukrainian Religious Studies ◽

10.32420/2009.49.1999 ◽

2009 ◽

pp. 92-96

Author(s):

Iryna Bulyha

Keyword(s):

Christian Ethics ◽

Seventh Day Adventist ◽

Spiritual Education ◽

Freedom Of Conscience ◽

Training Course ◽

Protestant Churches ◽

Ethics Course ◽

Experimental Introduction ◽

The Creation ◽

Catholic Churches

The problem of teaching the course "Christian Ethics" in the Ukrainian school is one of the most debatable in the educational, scientific and religious environment. Immediately with the experimental introduction of the training course in 1992, this issue has become publicly relevant and is still at the center of controversy, despite its legislative clarity. The Orthodox and Greek Catholic Churches of Ukraine actively insist on their presence in mainstream schools and do not see (or do not want to see) alternatives. While Protestant churches, especially the small ones, want only one, so that they do not interfere with the creation of their church schools, both for teaching and for spiritual education. For example, the Seventh-day Adventist Church believes that in a multi-denominational state, state and spiritual education should be separated. Moreover, the experience of teaching so-called Christian ethics demonstrates that it violates the principle of freedom of conscience, since theology cannot be super-denominational, unrelated to a particular church.

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Integrating Leadership Topics into an Accounting Ethics Course – Preparing Students for a Challenging Profession

Advances in Accounting Education: Teaching and Curriculum Innovations - Advances in Accounting Education ◽

10.1108/s1085-462220170000020007 ◽

2017 ◽

pp. 141-180 ◽

Cited By ~ 2

Author(s):

Patrick T. Kelly

Keyword(s):

Accounting Ethics ◽

Ethics Course

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Teaching Accounting Ethics Using Ex Corde Ecclesiae

Journal of Business Ethics Education ◽

10.5840/jbee20191610 ◽

2019 ◽

Vol 16 ◽

pp. 191-212

Author(s):

John E. Simms ◽

Keyword(s):

Organizational Culture ◽

Private Sector ◽

Ad Hoc ◽

Accounting Ethics ◽

Individual Values ◽

Ethics Programs ◽

Ex Corde Ecclesiae ◽

Educational Ethics ◽

Cpa Exam ◽

Ethics Course

Research has shown that in the private sector, values-based ethics programs are more effective than compliance-based ethics programs (Trevino et al. 1999). Since religious affiliations are a significant driver of values-based behavior, it is appropriate to investigate the means of formally applying a values schema rather than allowing such factors to determine the pedagogy on an ad hoc basis. This paper uses the example of the Catholic Church’s Apostolic Constitution Ex Corde Ecclesiae as a guide for designing and implementing a values-based ethics course to fulfil the educational ethics requirements to sit for the CPA exam. A classroom strategy is presented for use that helps students select priorities that align their values with a successful career in accounting. The paper then addresses the process of teaching students how to address and reconcile individual values, organizational culture, social mores, and the client’s expectations.

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Walking the Walk: Integrating Lessons from Multiple Perspectives in the Development of an Accounting Ethics Course

Issues in Accounting Education ◽

10.2308/iace.2009.24.4.481 ◽

2009 ◽

Vol 24 (4) ◽

pp. 481-510 ◽

Cited By ~ 34

Author(s):

Dawn W. Massey ◽

Joan Van Hise

Keyword(s):

Faculty Members ◽

Accounting Ethics ◽

Multiple Perspectives ◽

Instructional Resources ◽

Large Measure ◽

Ethics Instruction ◽

High Profile ◽

Ethics Course ◽

Assessment Measures ◽

Do So

ABSTRACT: The post-Enron era shares an important similarity with previous time periods following high-profile ethical lapses: post-Enron, there have been clear calls for educators to increase ethics instruction provided to students majoring in accounting (e.g., Mintz 2007; National Association of State Boards of Accountancy [NASBA] 2005, 2007). Educators' response to the calls—present and past—has been generally limited and has been attributed, in large measure, to three challenges accounting educators (including us) have faced: (1) a lack of space in the curriculum, (2) inadequate instructional resources, and (3) faculty members' discomfort in teaching ethics due to a lack of formal training (Blanthorne et al. 2007; Mintz 1990). In light of the calls for educators to increase ethics instruction provided to students majoring in accounting, it is incumbent on faculty to help each other overcome these hurdles. In this paper, we endeavor to do so by drawing upon insights gleaned from the philosophy, ethics, accounting ethics, and education literatures to describe not only why, but more importantly, how we designed an accounting ethics course. Additionally, we provide an overview of our course and append our syllabus to assist faculty members who are interested in adopting (or adapting) our course. Finally, we include assessment measures that evidence the success of our course and offer concluding comments.

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