Business Ethics, Corporate Social Responsibility and Governance of MBA

Question Bank :
PART A :
1. What are human values?
2. What are ethical values?
3. Distinguish values from ethics and culture.
4. What is integrity?
5. Define work ethics
6. What is service learning?
7. Mention some civic virtues?
8. Write short notes on caring and sharing.
9. Write notes on honesty
10. What is courage as a value?
11. Define co -operation.
12. Define empathy.
13. Define spirituality.
14. Define Integrity?
15. Define Compromise?
16. Give the two aspects of Honesty?
17. Differentiate Self -respect and Self -esteem?

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THE FIVE MINUTE ETHICS EXERCISE: A SIMPLE AND EFFECTIVE APPROACH

TO INCORPORATING ETHICAL DISCUSSIONS INTO AN ACCOUNTING COURSE

Susanne OCallaghan, PhD, CPA

Associate Professor of Accounting
Lubin School of Business
Pace University
New York, NY 10038
212-618-6427 (office)
[email protected]
Raymond J Elson*, DBA, CPA
Associate Professor of Accounting
Langdale College of Business
Valdosta State University
Valdosta, GA 31698
229-219-1214 (office)
[email protected]
John P. Walker, PhD, CPA
Professor of Accounting
Queens College - CUNY
65-30 Kessena Blvd.
Flushing, NY 11367)
718-997-5090 (office)
[email protected]
Arundhati Rao, PhD
Associate Professor of Accounting
Department of Business
Elizabethtown College
Elizabethtown, PA 17022
717-361-6616 (office)
[email protected]
2

*corresponding author

THE FIVE MINUTE ETHICS EXERCISE: A SIMPLE AND EFFECTIVE APPROACH

TO INCORPORATING ETHICAL DISCUSSIONS INTO AN ACCOUNTING COURSE
INTRODUCTION
Business schools continue to face criticism from various constituents for failing to
incorporate more content related ethics and social responsibility topics into their curricula. The
authors responded to the continued criticism by designing and class testing a pedagogy that can
be used in any or all accounting courses without adding burdensome classroom time or instructor
preparation time. The objectives include reinforcing and refining student knowledge and skill in
evaluating ethical dilemmas. The pedagogy consists of presenting an ethics case via a short
newspaper article or other sources limited to one minute of reading time on the part of the
students. The instructor selects one of three identified approaches (or any other approach that
works best for the instructor) to allow students to sharpen their skills. Then the instructor uses
one minute to summarize and recap the results. Class testing and anecdotal evidence indicates
the pedagogy to be a very effective tool to help students refine their knowledge and skill in
assessing ethical dilemmas.
BACKGROUND
Business schools continue to face criticism from various constituents for failing to
incorporate more content related ethics and social responsibility topics into their curricula. Some
critics believe all schools should have a course focusing on ethics and corporate responsibility to
provide students with fundamentals such as theories of moral philosophy. Business schools have
taken various approaches to address the critics with some establishing centers of business ethics
(or a variation of the name) to focus on business ethics and corporate responsibility. One such
university promotes its center as a place to build integrity and trust in business by encouraging
the establishment of organizational cultures and practices that drive ethically responsible
decision-making and conduct to create long-term economic, social and environmental value.
Recognizing its role as the main accreditation body of business schools in the world, the
Association to Advance Collegiate Schools of Business International (AACSB) adopted new
Assurance of Learning Standards in 2003 (and revised in 2008) to emphasize the importance of
ethics in the business school curricula. Specifically it identified ethical and legal responsibilities
in organization and society as one of the management specific knowledge and skills that should
be demonstrated by students in the general management degree program (at both the
undergraduate and graduate levels).

AACSB offers four cornerstones to be used by business schools to ensure that students
receive a comprehensive and viable ethics education. These are (a) responsibility of business in
society, (b) ethical leadership, (c) ethical decision making, and (d) corporate governance. These
cornerstones are covered in various courses within business schools. For instance, many
universities offer an introductory business law course to all business majors in which students are
exposed to various aspects of the above cornerstones. However, this course is generally taken by
students in their sophomore years and ethical issues covered are not often reinforced in later
courses.
Accounting educators are further challenged to provide students with a curriculum
steeped in ethics because of past accounting scandals (e.g., Enron, WorldCom). However, most
accounting programs do not have the flexibility to add any additional courses to the curriculum,
so ethics is not reinforced in a consistent manner throughout the program. As a result, students
may not be adequately prepared to fulfill one of their primary future roles i.e., the creation of
credible and reliable information for decision making purposes throughout society.
Ethical awareness and behavior is so critical to the accounting profession that some states
now require CPA candidates and CPAs to demonstrate ethical proficiency in order to be licensed
in the state. For instance, the States of Maryland and New York now require licensees to obtain
four (4) continuing education credit hours (CPE) in professional ethics as a condition of license
renewal.
Accounting educators continue to research ways in which the teaching of ethics can be
enhanced in accounting programs. In fact, the Professionalism and Ethics Committee of the
American Accounting Association sponsors an annual symposium in which papers on different
topics within accounting ethics is disseminated.
This paper presents the The Five-Minute Ethics Exercise that focuses primarily on
ethical decision making to support accounting ethics scholarship by providing a simple yet
effective pedagogy that accounting educators can incorporate into their courses. It requires the
use of limited class time with no major preparation time by faculty. As a result, educators can
incorporate ethical discussions into any accounting course without impacting the curriculum.
This would clearly demonstrate that accounting educators are responding to their constituents by
producing graduates who are honest, objective, and able to operate with the highest level of
integrity.
OBJECTIVES OF THE FIVE-MINUTE EXERCISE
The Five-Minute Ethics Exercise is designed to assist students in achieving the following
objectives as it relates to ethical decision making:
Increase Ethical Awareness
Increase Sensitivity to Alternative Points of View
Enhance Writing Skills
Improve Critical Thinking Skills
The Five-Minute Ethics Exercise is based on any ethical situation that can be covered in the
classroom within a five minute period.

The guidelines to accomplish these objectives are simple. Students have one minute to read
the article. The faculty member then allows three minutes to generate a response based on one of
three approaches (discussed below). He or she then takes one minute to summarize the exercise
and provides feedback to students. Thats a total of only five minutes!!
The educator can use various approaches in conducting the exercise. However, the approach
selected should match the overall objective that the educator wishes to achieve. While there are
a large number of approaches, the authors recommend using one of the three following
approaches the authors have tested in their classrooms:
(a) Class Discussion this is an open forum in which students simply share their views on
the ethical situation presented. This approach is best if the instructor is focusing on the
awareness objective.
(b) Class Debate the class is divided into different factions (e.g., pros and cons) and asked
to debate the ethical situation. This approach is best if the instructor is interested in
having students look at alternative points of view.
(c) Written Exercise students are asked to express their views in writing on the ethical
situation presented. The educator selects students at random and asks them to share their
comments with the class during the feedback period. This approach is the most
comprehensive since it supports the objectives identified earlier.
IMPLEMENTATION
Because of its flexibility, The Five-Minute Ethics Exercise can be used in any
accounting course. The authors class tested the exercise at the undergraduate level in
introductory accounting, and internal and external auditing courses. The authors class tested the
exercise at the graduate level in advanced auditing, advanced accounting and communications in
accounting courses.
The effectiveness of The Five-Minute Ethics Exercise clearly depends on the ethical
situation presented to the students so the article selection process is critical. Fortunately, there
are a number of sources that provide articles involving ethical decision making that can be read
and understood by students in one minute or less. Potential sources include The New York
Times Magazine (The Ethicist), The Wall Street Journal (any article with an ethical
component) or any news source in which the article has an ethical component. Of course, a
situation involving the educators own personal experience could also be used for this purpose.
An alternative approach to an article could be video clips with vignettes highlighting ethical
issues.
Examples of each approach follow. Notice that it is important to select an appropriate key
question to direct the students responses.
Class Discussion
The following exercise was taken from a New York Times Magazine article. The key
question appears at the end of the ethical situation.
I am a graduate student and hire undergraduate field assistants for our research on
waterfowl. We only accept people over FIVE feet FIVE, since the work involves

walking in waders in deep water. If a person is too short, water can get in over the
waders uncomfortable and dangerous. We could accommodate shorter students by
letting them work in wet suits, but it would slow down their data collection. Is height a
legitimate job criterion? (Cohen, 2008)
The authors allowed three minutes of discussion and then one minute for the educator to
wrap up the exercise.
Most texts provide vignettes, chapter questions, problems or other examples that provide
similar results. An advantage of using those examples is that the ethical issue typically dovetails
with the material covered in that section of the text. An instructor teaching Introductory
Accounting might use the following or other scenarios provided by the authors in the body of the
text they have adopted for class.
Andy Morio was hired by a popular fast food restaurant as an order-taker and cashier.
Shortly after taking the job, he was shocked to overhear an employee bragging to a friend
about shortchanging customers. He confronted the employee who then snapped back:
Mind your own business. Besides, everyone does it and the customers never miss the
money. Andy didnt know how to respond to this aggressive stance. (Garrison, Noreen,
& Brewer, 2008, p33)
The key question for discussion is Assume you are Andy Morio, how would you
respond to the employees comments?
The following is another ethical example provided in an Introductory Accounting text
that could be used for class discussion purposes by the instructor.
The board of directors of McLane Wholesale Grocery is meeting to discuss the
past years results before releasing financial statements to the public. The discussion
includes this exchange: Rebecca Stone, company president: This has not been a good
year! Revenue is down and expenses are way up. If were not careful, well report a loss
for the third year in a row. I can temporarily transfer some land that I own into the
companys name, and that will beef up our balance sheet. Grant can you save $500,000
from expenses? Then we can probably get the bank loan that we need.
Grant Tye, company chief accountant: Rebecca, you are asking too much.
Generally accepted accounting principles are designed to keep this sort of thing from
happening
What is the fundamental ethical issue in this situation? (Horngren, Harrison &
Bamber, 2005, p39-40)
Class Debate
The ethical dilemma in other articles may not be as clear as the above illustrations and so
the educator may need to provide students with prompts. In those situations, once the article is
selected, the instructor should identify a key question from the article to provide an area of focus
for the students. This will help students filter out the information that is relevant to the
discussion. A good debate question has two sides to the story. When several KPMG employees
were indicted for tax shelter fraud there were two sides to consider. Should KPMG pay for the

legal fees for their ex-employees defense since the employees were agents for KPMG and
worked for them at the time the tax shelter frauds took place? Or should KPMG refuse to pay the
legal fees as it believed these former employees would be found guilty? The key question of the
debate is Should KPMG be responsible for paying the legal fees or not, for indicted former
employees? Notice that the key question includes a should and should not component.
As noted earlier, most texts provide vignettes, chapter questions, problems or other
examples to highlight ethical situations. The following example from an Introductory
Accounting text could be used for class debate purposed by the instructor.
You are an accountant in the purchasing department of a construction company. When
you arrive home from work on December 22, you find a large ham in a box marked
Happy Holidays Its a pleasure to work with you. The gift is from a supplier who has
a bid on a contract your employer plans to award next week (Needles, Powers &
Crosson, 2008, p53)
The key question for class debate is Should you accept the gift from the construction
company?
Written Exercise
In the written exercise approach, the educator gives a one minute outline of the topic. For
example, Who gets hurt when the CEO of a company is found to have lied about graduating
from college? Students have only three minutes to address the question. This assignment
teaches students to analyze their decision making process outcomes and express their positions in
writing within three minutes. The writing exercise is very easy for the educator to grade even in a
class of 35 if they limit it to three minutes. Students are forced to synthesize and analyze quickly
in their own mind the rational for their answers.
The following example from an Introductory Accounting text could be used by the
instructor to illustrate the written exercise approach:
Paul Sarver is the controller of a corporation whose stock is not listed on a national
stock exchange. The company has just received a patent on a product that is expected to
yield substantial profits in a year or two. At the moment, however, the company is
experiencing financial difficulties; and because of inadequate working capital, it is on the
verge of defaulting on a note held by its bank.
At the end of the most recent fiscal year, the companys president instructed Sarver
not to record several invoices as accounts payable. Sarver objected since the invoices
represented bona fide liabilities. However, the president insisted that the invoices not be
recorded until after year-end, at which time it was expected that additional financing
could be obtained. After several very strenuous objections-expressed to both the present
and other members of senior management-Sarver finally complied with the presidents
instructions.
Did Sarver act in an ethical manner? Explain. (Garrison, Noreen, & Brewer, 2008,
p33)

The faculty can grade these assignments using fair, good, or excellent or grade for writing
and content.
SUMMARY AND CONCLUSION
Business schools continue to face criticism from various constituents for failing to
incorporate more content related ethics topics into their curricula. The authors developed The
Five-Minute Ethics Exercise as a quick and effective means of addressing this criticism. By
providing different types of ethical situations, students are exposed to various ethical scenarios
and learn at a very early stage that ethical decision making is not as simple as they might have
imagined since the answers are not always black and white.
The frequent use of The Five-Minute Ethics Exercise throughout the semester reinforces
ethical decision making among students. Their ethical awareness is enhanced and they become
sensitive to alternate points of view and they also significantly increase their critical thinking
skills. If the educator uses an element of writing, the students communications skills are also
enhanced.
The Five-Minute Ethics Exercise provides instructors with an easy tool to use in the
class room to encourage discussions around ethics. It is very flexible, easy to use and requires
minimal preparation time by the educator while using only five minutes of class room time.
Anecdotal evidence shows that students are fully engaged in the exercise and realize that making
ethical decision is a continuous process and not limited to a class period or a chapter in the
typical accounting textbook. The Five Minute Ethics Exercise is a win-win for everyone
involved and so easy to implement!
REFERENCES
AACSB Accreditation Standards available at http://www.aacsb.edu
Cohen, R. (2008, January 13). The Ethicist. The New York Times Magazine, p18
Garrison, R., Noreen, E., & Brewer, P. (2008). Managerial Accounting, 12th edition. New York:
McGraw Hill
Horngren, C., Harrison Jr., W., & Bamber, L. (2005). Accounting, 6th edition. New Jersey:
Pearson/Prentice Hall.
Neumeister, L. (2006, September 7). Judge wont toss out demands that KPMG pay legal fees in
tax case. Retrieved from www.pro2net.com/x54648.xml on October 3, 2006
Needles, B., Powers, M. & Crosson, S. (2008). Financial and Managerial Accounting, 8th edition.
Mass: Houghton Mifflin Company
Taub, S. (2006, September 11). CEO not a college grad, R.H. Donnelley says. CFO.com.
Retrieved from www.cfo.com on July 31, 2007.