Moral psychology Essay

a. Strengths of the analysis include the idea that talk some ethical issues is heavy,and that the analysis suggests avenues for improving moral philosophy education. The weaknesses primarily cited by students included the idealistic disposition of the discussion. Onecommon theme emerged, which is that frauds and unethical behavior occurred long before formal trading school education. Students often cited this fact as anunaddressed weakness in Professor Waddocks analysis. b. The average train of moral reasoning for the Danish auditors in the study was a p-scoreof 35.48, which corresponds to a established level of moral reasoning. However, around 37 percent of auditors in the study were in the pre- stodgy moral reasoninggroup. Auditors in the pre- conventional group argon at moral level be characterized bythe phrases doing what you are told and lets name a deal. Auditors in theconventional group are at a moral level characterized by the phrases be considerate,nice, and kind youll make friends, and everyone in ships comp each is obligated to and protected by the law. save about a third of the sample in the study achieved the post-conventional moral reasoning level, which is characterized by the phrases you are obligated by the arrangements that are agreed to by due process procedures andmorality is defined by how rational and impartial people would ideally organizecooperation. found on Kohlbergs categories, this implies that many auditors in thesample pull up stakes be heavily swayed by client preferences, and that restrictive pressure/compliance threats will be important in affecting auditors judgments.c. The arguments in Paper 1 assume that morality can be taught, and so far the evidence inPaper 2 suggests that many auditors who have authentic a business school educationare still operate at very low levels of moral reasoning. Therefore, students express concerns about whether ethics can really be taught in formal business schoolsettings. Stu dents discussion think on issues including the quality and extent of exposure to ethics interventions as being important in find out whether they will be effective.Students also commented on general ethical climates at various auditfirms, and in different cultures (i. e. the Danish sample of auditors provided an avenueto discuss possible cross-cultural differences in ethical norms in a business setting). d. Students completing this project provided many examples of possible dilemmas. customary examples included concerns about client pressure on difficult accountingissues, independence issues, the relationship between evaluate and audit services, andinterpersonal dynamics (including age and gender issues, and concerns about how tohandle the inappropriate judgments of colleagues).In terms of plans for handling thesituation, any reasonable plan was deemed appropriate for purposes of assigning points. However, plans that coordinated the ethical decision-making frameworksdescribed in the chapter were considered superior. Regarding anticipated outcomes,students expressed concerns about their own welfare (pay, performance, jobsatisfaction, and job retention), and they also discussed the effects on other stakeholders (clients, shareholders, bankers, and society in general).