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Effect of a Business Ethics Course o...

Fulmore, Anthony Lamont.

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Effect of a Business Ethics Course on the Moral Reasoning of Undergraduate Accounting Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effect of a Business Ethics Course on the Moral Reasoning of Undergraduate Accounting Students./
Author:	Fulmore, Anthony Lamont.
Description:	148 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
Contained By:	Dissertation Abstracts International77-04A(E).
Subject:	Accounting. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3735893
ISBN:	9781339247281

Effect of a Business Ethics Course on the Moral Reasoning of Undergraduate Accounting Students.
Fulmore, Anthony Lamont.

Effect of a Business Ethics Course on the Moral Reasoning of Undergraduate Accounting Students. - 148 p.

Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.

Thesis (D.B.A.)--Northcentral University, 2015.

Fraudulent financial business activities have increased, leading to serious effects on the world economy. This wave of fraud has led to increased interest in business ethics and has accentuated the need to examine the ethical education that accounting students are receiving. Although accounting ethics education is delivered through both on-campus classroom settings and online courses, the effectiveness of online accounting ethics courses in strengthening moral reasoning skills among students remained unexplored. The purpose of this quantitative, quasi-experimental study was to compare the change in moral reasoning among online and on-campus undergraduate accounting students after they completed a junior-level course in business ethics. Participants included 94 online and 64 on-campus undergraduate accounting students in a university in the Southwestern United States selected through random sampling and recruited from a list of students majoring in accounting. Moral reasoning was measured with the Defining Issues Test-2 (DIT-2) before and after the course. For online students, moral reasoning increased significantly, t(93) = 13.59, p < .001. For on-campus students, moral reasoning also increased significantly, t(63) = 10.35, p < .001. The change in the on-campus group was significantly stronger than the change in the online group, F(1, 312) = 27.76, p < .001, R2 =.34, adjusted R2 = .33. The conclusion was that the online mode of delivering ethics courses was associated with a smaller improvement in the moral reasoning of students as compared to on-campus delivery. Integration of ethics courses in the accounting curriculum for online and on-campus accounting students is recommended, with courses given face-to-face when feasible. Future studies should include investigation of the potential effects of demographic factors on the differences between online and on-campus students. In-depth, open-ended, qualitative interviews are also recommended to gain greater insight into the process of learning moral reasoning. Time-series analyses are also recommended to determine which parts of business ethics courses are most effective.

ISBN: 9781339247281Subjects--Topical Terms:

557516
Accounting.

Effect of a Business Ethics Course on the Moral Reasoning of Undergraduate Accounting Students.
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245 1 0 $a Effect of a Business Ethics Course on the Moral Reasoning of Undergraduate Accounting Students.
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500 $a Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
500 $a Adviser: Robert George.
502 $a Thesis (D.B.A.)--Northcentral University, 2015.
520 $a Fraudulent financial business activities have increased, leading to serious effects on the world economy. This wave of fraud has led to increased interest in business ethics and has accentuated the need to examine the ethical education that accounting students are receiving. Although accounting ethics education is delivered through both on-campus classroom settings and online courses, the effectiveness of online accounting ethics courses in strengthening moral reasoning skills among students remained unexplored. The purpose of this quantitative, quasi-experimental study was to compare the change in moral reasoning among online and on-campus undergraduate accounting students after they completed a junior-level course in business ethics. Participants included 94 online and 64 on-campus undergraduate accounting students in a university in the Southwestern United States selected through random sampling and recruited from a list of students majoring in accounting. Moral reasoning was measured with the Defining Issues Test-2 (DIT-2) before and after the course. For online students, moral reasoning increased significantly, t(93) = 13.59, p < .001. For on-campus students, moral reasoning also increased significantly, t(63) = 10.35, p < .001. The change in the on-campus group was significantly stronger than the change in the online group, F(1, 312) = 27.76, p < .001, R2 =.34, adjusted R2 = .33. The conclusion was that the online mode of delivering ethics courses was associated with a smaller improvement in the moral reasoning of students as compared to on-campus delivery. Integration of ethics courses in the accounting curriculum for online and on-campus accounting students is recommended, with courses given face-to-face when feasible. Future studies should include investigation of the potential effects of demographic factors on the differences between online and on-campus students. In-depth, open-ended, qualitative interviews are also recommended to gain greater insight into the process of learning moral reasoning. Time-series analyses are also recommended to determine which parts of business ethics courses are most effective.
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