Moral psychology Essay

a. Strengths of the abridgment include the idea that talking about ethical issues is heavy,and that the analysis suggests avenues for improving morals education. The weaknesses primarily cited by students included the idealistic genius of the discussion. Onecommon theme emerged, which is that frauds and unethical behavior occurred long before formal melodic phrase school education. Students often cited this fact as anunaddressed weakness in prof Waddocks analysis. b. The average level of moral reasoning for the danish auditors in the study was a p-scoreof 35.48, which corresponds to a effected level of moral reasoning. However,about 37 percent of auditors in the study were in the pre-conventional moral reasoning free radical. Auditors in the pre- conventional group atomic number 18 at moral level are characterized bythe phrases doing what you are told and lets make 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 society is obligated to and protected by the law.Only 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 define by how rational and impartial people would ideally organizecooperation. Based on Kohlbergs categories, this implies that many auditors in thesample will be heavily swayed by client preferences, and that regulatory pressure/compliance threats will be important in affecting auditors judgments.c. The arguments in Paper 1 assume that ethics understructure be taught, and yet the evidence inPaper 2 suggests that many auditors who meet received a business school educationare still operating at very low levels of moral reasoning. Therefore, studentsexpressed concerns about whether ethics can really be taught in formal business schoolsettings. Students dis cussion concentrate on issues including the quality and extent of exposure to ethics interventions as beingness important in determining whether they will be effective.Students also commented on overall ethical climates at different 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. prevalent examples included concerns about client pressure on difficult accountingissues, license issues, the relationship between tax and audit services, andinterpersonal dynamics (including age and sexual practice issues, and concerns about how tohandle the inappropriate judgments of colleagues).In terms of plans for handling thesituation, any fair plan was deemed appropriate for purposes of assigning points. However, plans that incorporated the ethical decision-making frameworksdescribed i n the chapter were considered superior. Regarding evaluate outcomes,students expressed concerns about their own welfare (pay, performance, jobsatisfaction, and job retention), and they also discussed the personal effects on other stakeholders (clients, shareholders, bankers, and society in general).