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An empirical analysis of the theoretical foundation of the Giving Voice to Values pedagogy

An empirical analysis of the theoretical foundation of the Giving Voice to Values pedagogy This study investigates the impact of the Giving Voice to Values curriculum on student confidence and the likelihood they will act when presented with an ethical conflict. Students in Advanced Financial Accounting courses at two different universities completed cases that present ethical dilemmas in the workplace. In comparing pre- and post-test survey responses, we find students are more confident and more likely to act when encountering unethical practices in the workplace. In addition, we extend the literature in the field by assessing the validity and impact of the 12 underlying assumptions which form the foundation of the pedagogy. These findings are important as the GVV methodology can provide accounting educators with an effective way to integrate ethics into their curriculum. The value of using GVV is that it complies with calls for international accounting education in professional values, ethics, and attitudes by providing an integrated framework to address these standards. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Accounting Education Taylor & Francis

An empirical analysis of the theoretical foundation of the Giving Voice to Values pedagogy

Miller, William F.; Shawver, Tara J.; Mintz, Steven M.
Accounting Education , Volume OnlineFirst: 19 – Mar 7, 2023
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19 pages

An empirical analysis of the theoretical foundation of the Giving Voice to Values pedagogy

Abstract

This study investigates the impact of the Giving Voice to Values curriculum on student confidence and the likelihood they will act when presented with an ethical conflict. Students in Advanced Financial Accounting courses at two different universities completed cases that present ethical dilemmas in the workplace. In comparing pre- and post-test survey responses, we find students are more confident and more likely to act when encountering unethical practices in the workplace. In addition, we...
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Publisher
Taylor & Francis
Copyright
© 2023 Informa UK Limited, trading as Taylor & Francis Group
ISSN
1468-4489
eISSN
0963-9284
DOI
10.1080/09639284.2023.2185098
Publisher site
See Article on Publisher Site

Abstract

This study investigates the impact of the Giving Voice to Values curriculum on student confidence and the likelihood they will act when presented with an ethical conflict. Students in Advanced Financial Accounting courses at two different universities completed cases that present ethical dilemmas in the workplace. In comparing pre- and post-test survey responses, we find students are more confident and more likely to act when encountering unethical practices in the workplace. In addition, we extend the literature in the field by assessing the validity and impact of the 12 underlying assumptions which form the foundation of the pedagogy. These findings are important as the GVV methodology can provide accounting educators with an effective way to integrate ethics into their curriculum. The value of using GVV is that it complies with calls for international accounting education in professional values, ethics, and attitudes by providing an integrated framework to address these standards.

Journal

Accounting Education – Taylor & Francis

Published: Mar 7, 2023

Keywords: Ethics; giving voice to values; whistleblowing

References

  • Developing ethical confidence: The impact of action-oriented ethics instruction in an accounting curriculum
  • Giving voice to values: A framework to bridge teaching and research efforts
  • Peer to peer implementation of an action-oriented ethics framework in the introductory accounting sequence
  • Guidelines for reporting statistics in journals published by the American Physiological Society
  • Gender differences in ethics research: The importance of controlling for the social desirability response bias
  • Situating ‘giving voice to values’: A metatheoretical evaluation of a new approach to business ethics
  • Accounting educators’ opinions about ethics in the curriculum: A profile
  • Ethical decision making: A review of the empirical literature
  • Teaching business ethics: A quandary for accounting educators
  • Values-driven leadership development: Where we have been and where we could go
  • A review of empirical studies assessing ethical decision making in business
  • Varieties of moral issue and dilemma. A framework for the analysis of case material in business ethics
  • Measuring the value of integrating GVV into a standalone accounting ethics course
  • A review of the empirical ethical decision-making literature: 1996–2003
  • Assessing the impact of the giving voice to values program in accounting ethics education
  • Assessing the impact values change using giving voice to values
  • Beyond the ivory tower: From business aims to policy making