Ethics within the accountancy curriculum : the case in Malta

Abstract

Purpose The purpose of the study is to gain an insight into ethics education within Maltese accountancy curricula. The current structure of ethics education within Maltese accountancy curricula will be examined. Past accountancy students' standpoint on ethical behaviour and their perspective of ethics education in the accountancy course they followed will be analysed and any differences between the curricula will also be identified. Design The objectives were achieved through an online questionnaire completed by 73 individuals who recently graduated with a Bachelor of Accountancy (Honours) and 52 Association of Chartered Certified Accountants students who, as a minimum, completed the core ethics related modules. Findings The study shows that both curricula offering accountancy education in Malta incorporate ethics education, although differences in various aspects exist between the two. Both appear to have set the main goals they intend to achieve through such education. Students in both curricula are introduced to the Code of Ethics which they will have to follow when they join the accountancy profession. Conclusions Ethics education influences ethical behaviour in some way, however, the primary influence comes from the individuals' personality. Both curricula seem to need some refinement in certain aspects. To achieve maximum effectiveness, ethics education should be included in the form of both stand alone and integrated lectures, which are taught by both accountancy and iii ethics professionals. Additionally, these lectures should incorporate a number of realistic case studies. Value It is hoped that the study will encourage further developments of ethics education in accountancy curricula. Curricula should give greater importance to ethics education and educ with ethical situations. This would help students appreciate and understand the importance of ethics in the profession they will be joining.