Teaching Accounting Ethics: Opportunities and Challenges

All universities, especially Jesuit universities, have an obligation to develop their students’ moral and ethical consciences. Regis University is guided by its responsibility to help its students develop an ethical compass; pursue a continual search for truth, values, and a just existence; and answer the question “How ought we to live?” A foundation in accounting ethics supports this mission. This paper presents a descriptive case study showing how Regis University’s College for Professional Studies (CPS) School of Management (SOM) integrated accounting ethics into its curriculum. Since 2010, the SOM has included ethical content in several accounting courses, and it added a standalone accounting ethics course in 2015. This paper examines the opportunities and challenges experienced by the SOM to include ethics in the accounting curriculum, including addressing students’ moral and ethical development, evaluating and addressing ethical dilemmas faced by accounting professionals, understanding and applying ethical decision-making frameworks, understanding and applying accounting professional codes of ethical conduct, understanding U.S. federal ethics regulations, identifying and addressing signs of ethical collapse in organizations, and assessing students’ ethical decision making. Additionally, instructor tools and resources, class structure, and methods to mentor accounting professors to teach accounting ethics are examined

Lessons from the Field: Teaching a Completely Online Global Business Course to African Refugees in Northern Kenya and Malawi

The six authors of this paper taught a completely online “Global Business” course to African refugees in the Kakuma refugee camp in Northern Kenya and the Dzaleka refugee camp in Malawi. The paper summarizes twelve lessons learned by the instructors while teaching the course and offers suggestions for adaptations in future courses delivered in the “Jesuit Commons: Higher Education at the Margins” diploma program

Identifying quality enablers for online graduate accounting courses using an appreciative inquiry case study

Higher education online programs are facing increased competition and must work to differentiate themselves from other programs to address this challenge. One way to achieve this differentiation is to improve the quality of the online degree programs and the programs\u27 courses. This case study uses a customised appreciative inquiry (AI) organisational model to identify and leverage quality enablers for the graduate online accounting programs\u27 courses in a private university. This process consulting-based organisational analysis model examines the organisation\u27s strengths with the objective of building on those strengths. A two-person research team facilitated the study with full-time and affiliate faculty members of the university to identify quality enablers for the graduate online accounting program. The goal was to increase the enrolment in the online graduate accounting programs by improving the program\u27s quality and to apply this knowledge to other programs in the university. A virtual approach was used to collect the data for this project

Conducting appreciative inquiry in the virtual world

Technology today allows individuals and organisations to bypass physical boundary limitations to expand access to information in fields such as education and medicine and leverage the work of teams across the world through the use of technologies such as web-based teleconferencing and voice over internet protocol (VoIP). This paper looks at how virtual technology was applied in the conduct of two case studies that applied Thatchenkery\u27s (2005) appreciative sharing of knowledge (ASK) model and provides lessons learned. This paper includes best practices for researchers and process consulting practitioners in order to effectively utilise technology and identifies some additional factors for future consideration and research

Using force field analysis to help a South African entrepreneur empower employees

Corporate fraud is particularly high in South Africa and requires significant changes to corporate culture to build ethical organisations that focus on employee integrity. The purpose of this case study was to work with an entrepreneur in South Africa in order to launch a training programme he developed to help address the root cause of South Africa\u27s high employee theft issue. In the seven years since its inception, he has been unsuccessful at selling the completed product and has not generated income. Using data collection methods such as unstructured interviews, a company\u27s strengths, weaknesses, opportunities, and threats (SWOT) analysis, and a force field analysis, the researches collaborated with the entrepreneur to develop an action plan for the business owner to implement. Copyright © 2013 Inderscience Enterprises Ltd

Business Analytics: Transforming The Role Of Management Accountants

Management accountants are positioned to play a key role in the implementation and application of business analytics in their organizations as they move beyond traditional, transactionbased accounting to analytics. This emerging trend will transform how management accountants analyze and interpret data for their companies

Business Analytics: Transforming The Role Of Management Accountants

Management accountants are positioned to play a key role in the implementation and application of business analytics in their organizations as they move beyond traditional, transactionbased accounting to analytics. This emerging trend will transform how management accountants analyze and interpret data for their companies

A case study on accounting faculty\u27s perceptions of technology in accounting classes

The accounting profession is undergoing a transformation because of the explosion of the amount of financial data and information available to organisations, the demand for real-time access to information and the use of business analytics. The accountants of the future need to be qualified to address these challenges. This means that higher education accounting degree programs must adapt their curriculums and courses to leverage technology tools and practices to ensure that their accounting faculties are prepared to teach these courses. The purpose of this exploratory descriptive case study was to evaluate accounting instructors\u27 perceptions and experiences with technology to identify best practices to develop their technological intelligence to enable them to implement technology into accounting programs and courses to meet the demands that technology is placing on the accounting profession