The heart is not so easily changed, but the head can be persuaded.
—Grand Pabbie, from the Disney movie Frozen
Despite his passion for mathematics, Albert Einstein firmly believed that “everything that counts cannot necessarily be counted.” However, accounting education traditionally has ignored the wisdom of this admonition by focusing more on the computation of book values than the promotion of societal values.
In recent years, though, after being awakened by a serendipitous onslaught of scandals, the financial community now recognizes the importance of ethical conduct in maintaining public trust, fostering efficient capital markets, and preserving accounting as a distinguished profession. Nonetheless, the integration of ethics education into the accounting curriculum has not progressed without impediments and obstacles. To help surmount these challenges, this long-awaited book provides a comprehensive, authoritative, and thought-provoking examination of the myriad ethical issues encountered by accountants working in industry, public practice, nonprofit service, and government.
Even a cursory glance reveals the distinctive contributions of this book to the study of accounting ethics. Consider the following innovative features:
Nobel Prize-winner Albert Camus once observed that “a man without ethics is a wild beast loosed upon this world.” Please jump on board as we embark on a journey to tame these most beastly of behaviors.
This book covers all topics commonly prescribed by state Boards of Accountancy regarding ethics literacy and is organized to achieve maximum pedagogical flexibility.
Most accounting programs will choose to utilize this book in a one-term course in Accounting Ethics. However, this book has sufficient content to be used in a two-term course. Reviewers have suggested that this book is suitable for second-year undergraduates through graduate students. Alternatively, selected chapters can be integrated into related courses that already are in the accounting curriculum. For example, some accounting programs may wish to incorporate the chapters on Independence and the Sarbanes–Oxley Act into their Audit curriculum, the chapter on Duties of Tax Professionals into their Tax curriculum, or the Duties of Fiduciaries and Duties in the Accounting Workplace into their business law curriculum. Each chapter stands on its own and can be assigned separately without any loss of continuity.
Instructors especially interested in preparing students for the CPA exam may wish to focus on the four chapters in the Professional Rules of Conduct section, as well as the chapters on Duties of Tax Professionals and Duties of Public-Company Auditors.
This book contains approximately 500 student examples and exercises, ranging from short, focused questions to more comprehensive problems. As a result, sufficient problems are available for instructors to rotate assignments among academic terms throughout the year. Topic headings within chapter-end sections enable instructors to select problems related to subject areas that they wish to emphasize. These topic headings appear in the same order as the related chapter text material. Many of these chapter-end problems pose open-ended issues, making them suitable as writing exercises.
An Instructor's Manual written by the author provides authoritative, comprehensive solutions to all questions for which there are definitive answers. Questions that yield various alternative solutions are intended for classroom discussion and are marked accordingly.
The Instructor's Manual also provides helpful guidance for conducting class discussions. In the great Socratic tradition, follow-up questions are provided to assist instructors in challenging commonly held student viewpoints and stimulating others to offer opposing viewpoints.
The Instructor's Manual also includes role-playing projects and video links that result in students observing for themselves that they are prone to unconscious biases, such as confirmation bias, overconfidence, and moral seduction. These projects also allow students to gain a better understanding of whether they tend to make deontological or utilitarian decisions and whether sensitivity to alternative viewpoints might improve their ethical decision making. These projects can be used in collaborative team settings or be performed individually by each student.
PowerPointTM slides aid the instructor in stimulating and framing class discussions, and Web Quizzes enable students to test their comprehension.
For further information on these and other supplemental materials, please contact your Wiley sales representative or visit www.wiley.com/college/klein.
Comments and feedback from users of this text are highly valued. Please e-mail me at [email protected] to share your thoughts.
I want to express my gratitude to Elisabeth Browne, Donald Barsky, Rachel Kupan, Lauren Haigh, Jeffrey Klein, Benjamin Klein, Larry Iser, Ryan Miller, and Eric Sussman for their superb research and editorial assistance. Additionally, I want to thank Leslie Campanella, M.D., for contributing this book's unique cognitive science perspective on how our brains process moral dilemmas. Her selfless dedication and compassion for those in need epitomizes the meaning of the word ethics.
In addition, I would like to thank the following reviewers for their thoughtful contributions to the development and refinement of this book:
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