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A comparative study of the effect of web-based versus in-class textbook ethics instruction on accounting students’ propensity to whistle-blow

Citation

McManus, L and Subramaniam, N and James, W, A comparative study of the effect of web-based versus in-class textbook ethics instruction on accounting students' propensity to whistle-blow, Journal of Education for Business, 87, (6) pp. 333-342. ISSN 0883-2323 (2012) [Refereed Article]

Copyright Statement

Copyright 2012 Taylor & Francis Group, LLC

DOI: doi:10.1080/08832323.2011.627890

Abstract

The authors examined whether accounting students’ propensity to whistle-blow differed between those instructed through a web-based teaching module and those exposed to a traditional in-class textbook-focused approach. A total of 156 students from a second-year financial accounting course participated in the study. Ninety students utilized the web-based module whereas 66 students were instructed through a traditional teaching approach based on ethical problems presented in the textbook. Subsequently, when presented with a whistle-blowing situation, it was found that students exposed to a web-based ethics instruction module were more likely to whistle-blow than those students exposed to a traditional in-class textbook ethics instruction approach.

Item Details

Item Type:Refereed Article
Keywords:accounting education, ethics, web-based teaching, whistle-blowing
Research Division:Philosophy and Religious Studies
Research Group:Applied ethics
Research Field:Business ethics
Objective Division:Culture and Society
Objective Group:Ethics
Objective Field:Business ethics
UTAS Author:McManus, L (Professor Lisa McManus)
ID Code:131833
Year Published:2012
Deposited By:TSBE
Deposited On:2019-04-08
Last Modified:2019-06-28
Downloads:0

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