Subject Guide: Code: ACETH201A Title: Professional Ethics Accounting Course: Associate Degree of Accounting

Subject guide
Code: ACETH201A
Title: Professional Ethics ‐ Accounting
Course: Associate Degree of Accounting

© TAFE NSW – Higher Education Semester 1, 2016 Page 1 of 32

Subject Guide: ACETH201A Professional Ethics‐Accounting
Contents
1. Introduction .............................................................................................. 4
A Note of Welcome .............................................................................................. 4
Subject overview .................................................................................................. 4
Pre requisites ........................................................................................................ 4
Units of credit ....................................................................................................... 4
Subject duration ................................................................................................... 4
2. Subject aims and objectives ...................................................................... 5
Aims ...................................................................................................................... 5
Objectives ............................................................................................................. 5
3. Subject learning outcomes ....................................................................... 6
Graduate attributes .............................................................................................. 6
4. Approach to teaching and learning ........................................................... 7
Methods of teaching and learning ....................................................................... 7
Teaching and learning online ................................................................................ 8
5. Approach to assessment ........................................................................... 9
Method of assessment ......................................................................................... 9
Expectations of student assessment .................................................................. 10
Submission requirements ................................................................................... 11
Additional expectations of student participation............................................... 11
Expected attendance pattern ......................................................................... 11
Supplementary learning activities .................................................................. 11
Student purchases and equipment required .................................................. 11
6. Subject schedule ..................................................................................... 12
Weekly topics and activities ............................................................................... 12
7. Recommended reference materials ........................................................ 18
Prescribed texts .................................................................................................. 18
Readings ............................................................................................................. 18
Journals and other publications ..................................................................... 18
8. Online support ........................................................................................ 19

Subject website .................................................................................................. 19
Online resources ................................................................................................. 19
9. Important information ............................................................................ 20
Professional conduct and academic standards .................................................. 20
Health, safety and environmental information .................................................. 20
Continuous improvement .................................................................................. 20
Finally ................................................................................................................. 20
10. Appendix ............................................................................................... 21
Assessment ‐ general submission requirements ................................................ 21
Assessment schedule ......................................................................................... 21


1. Introduction
A Note of Welcome
This subject guide explains the aims of the subject, describes the assessment requirements, and
gives details of the assignments for the subject. You should always read this subject guide first and
check it frequently when preparing to study or when embarking on assignment work.
You will also need to access the online Moodle, which provides an overview of each Topic, indicates
additional materials that are most relevant to each Topic (from your text), and provides a list of
further references for any Topics you are particularly interested in.
We hope that you will enjoy this subject and gain from its theoretical and practical perspectives and
we look forward to working with you over the semester.
Subject overview
This subject builds on the introduction to ethics incorporated in Academic Foundations, with a focus
on ethics in professional practice and corporate social responsibility. Students will be introduced to
ethical dimensions and be encouraged to use these as the foundation for investigating business
activities in the domestic and international environment. Students will examine the roles and
functions of regulatory authorities, codes of conduct and ethics and professional standards. The
subject uses scenario analysis and case studies to identify the complexity of ethical corporate
practice and encourages students to extend their analytical capability, ethical subjectivity and
making sound ethical business decisions within their professional practice.
Accountants are required to have solid knowledge of a range of financial concepts and be adept
communicators. This subject focuses on the gaining of knowledge and the application of
professional ethical theory and practice when engaging with multiple stakeholders. Students will
have the opportunity to demonstrate communication skills within the professional environment
through experiential learning and authentic tasks.
Pre requisites
No pre requisites
Units of credit
Ten (10) Units of credit
Subject duration
Four hours per week for 12 weeks.
Lectures: 2 hours per week for 12 weeks
Tutorials: 2 hours per week for 12 weeks

2. Subject aims and objectives
Aims
This subject aims to introduce students to an awareness of the ethical environment of
business. Students will be able to identify and act effectively relative to ethical conflicts at
the individual, interpersonal, organisational and global level.

The subject is also designed to develop students with the requirements to examine ethical
issues, conflicts and dilemmas facing contemporary organisations as well as critically
thinking of these ethical issues within the business, corporate social responsibility and allied
academic and practitioner fields.

Professional Ethics – Accounting also aims at providing students with background
knowledge of the laws, ethical principles and codes of conduct of this industry to develop an
understanding of legal compliance and professional responsibility.

Objectives
This subject is intended to enable students to:

 Seek to develop the role and function of regulatory authorities and codes of conduct in the
financial industry;
 Trace the development of the law in relation to issues involving fairness, unconscionability
and deception;
 Acquire mature judgement and responsibility in ethical, moral, social, and practical, as well
as academic matters;
 Analyse case studies that raise moral issues in business; and seek to develop an
understanding of the ethics of certain practices and of corporate social responsibilities;
 Examine the student’s critical thinking skills in the analysis of ethical problems and in
determining appropriate courses of action; and
 Effectively communicate acquired knowledge and skills required to learn, and to continue
through life to learn, from a variety of sources and experiences.

3. Subject learning outcomes
On successful completion of this subject, students will be able to:
A. Identify relevant theories of ethics to critically appraise stakeholder’s responses to
ethical issues;
B. Communicate ethical dialogue on a number of levels giving consideration to the needs
of multiple stakeholders;
C. Solve by analysing personal or organisational ethical positions and
D. Apply theories and conceptual frameworks to comply with the Accounting Professional
and Ethical Standards Board.
Graduate attributes
As a result of successfully completing this subject, you will have developed the following graduate
attributes that will enhance your employability and contribution to the workforce in Australia.
Graduate attribute Abilities
GA2: Be able to effectively communicate business 2. (iv.) Provide reasoned statements, written

and financial information to clients, stakeholders reports or presentations to convey complex
and colleagues information
2. (vii.) Verbally present and argue a case/position
GA3: Have positive leadership, teamwork and 3. (viii.) Promote and support ethical considerations
interpersonal abilities to collaborate with in team environments
management and colleagues, regulators, suppliers
and clients
GA4: Be able to solve problems using initiative and 4. (iv.) Assess situations where a written report with
critical thinking justification is required
4. (v.) Research and analyse information and
formulate a reasoned position
GA5: Be committed to identifying and taking 5. (iv.) Analyse and evaluate own professional
action on learning and continuing professional development and goals
development in accounting regulatory
environments and the financial industry
GA6: Be an ethical, socially just and 6. (iii.) Apply professional sensitivity and ethical
environmentally aware accounting practice in the accounting work environment
paraprofessional with economic, regulatory and
6. (iv.) Incorporate broad business factors and
global perspectives.
implications when giving accounting advice


4. Approach to teaching and learning
Methods of teaching and learning
There will be four hours of face to face delivery plus six hours of self‐directed study each week. The
self‐directed study will consist of private reading, research, practice questions and assessment
activities.
Weekly face to face hours will comprise a two hour lecture and a two hour tutorial.
Lectures will examine a specific topic focusing on critical issues and emphasising professional
workplace practices, incorporating slide presentations and discussion.
Tutorials will provide students with the opportunity for learning in a small class context and will
focus on the application of knowledge of the subject content and building students’ ability to
achieve the learning outcomes for this subject. Tutorials will consist of practical work, class
discussion and one‐on‐one feedback. These tutorial sessions will allow facilitators to draw upon their
experiences, and for the class to discuss current topical events as appropriate.
Teaching and learning strategies and/or activities for this subject include:
 Interactive lectures;
 guest lecturers and/or site visits;
 small group tutorials;
 online learning materials;
 independent and group research activities;
 group discussion;
 role plays;
 peer to peer coaching and observation in individual and group forum’s;
 case study and situational analysis;
 use of computers as a research and documentation development tool;
 co‐operative teamwork.

Resources will include:
 online learning materials
 readings
 websites
 textbooks

Teaching and learning online
Computer access: All students are expected to have access to a personal computer, as well
as access to the Internet and email. TAFE NSW Higher Education uses online technologies in
many aspects of teaching and learning, student support, administration and general
communication. As a student, you will rely heavily on the online facilities and services, and
are expected to participate actively in any online communication networks by accessing the
Moodle and your email account on a regular basis. You will need a personal computer for
research, online communication, collaboration and creation of documents.
Each week students will complete the assigned readings (textbook chapters and additional
readings) and make their own summary of the key points for each topic. Students should
also prepare notes in response to the tutorial discussions and are encouraged to post online
and share individual views with fellow students. Apart from tutorial discussions, students
can also post online the views which are developed from personal ethics journal. Students
are required to keep a personal ethics journal during the semester. It should be a Word
document with weekly entries, showing personal understanding of topics and cases
discussed in class, ethical dilemmas and problems, the implications and consequences to the
society, and how the learning may have changed students’ personal views and behaviour.

5. Approach to assessment
Method of assessment
This subject integrates both formative and summative assessment tasks.
Formative assessment tasks are interwoven with the activities of the subject and are detailed in the
weekly overview of the course. They will provide learners with the opportunity to reflect on and
assess their learning at specified points. This will assist teachers to identify if adjustments to the
program are required to ensure students achieve the learning objectives of the subject within the
set timeframe.
The summative assessment tasks for this subject are:
Assessment Event When Weighting Learning Graduate

assessed Outcomes Attributes
Assessed assessed
1. Individual Workplace Case Week 7 30% A, B, C 2, 4

Study

A written report – to identify and
investigate an ethical issue or
case currently faced in the
workplace.
2. Group Assignment and Week 10 50% C, D 2, 3, 4, 6

Presentation

Develop solutions for the ethical
issue addressed in the case study
(teacher selected).
3. Personal Learning Journal Ongoing 20% A, B, C, D 5, 6

Weeks 1 to 12
This will be maintained weekly
focusing on personal self
reflection and active learning.

Students can find the assessment schedule in the Appendix of this Subject Guide as well as in your
online course at http://courses.highered.tafensw.edu.au. Further details about assessment events
including submission requirements, marking and grading criteria are provided in this guide.

Expectations of student assessment
Information about general requirements for the submission of assessments is provided in the Course
Handbook. Please ensure that you familiarise yourself with this information.
Grades for individual assessment events and the subject as a whole are awarded as follows:
HD = High Distinction: marks ranging from 85 – 100%
Where the student has demonstrated highly original, relevant and sophisticated applications of
research, appraisal, enquiry and evaluation techniques resulting in innovative concepts that
challenge existing conventions in the field of study.
D = Distinction: marks ranging from 75 to 84%
Where the student has demonstrated a high level of performance indicating depth and breadth in
research, appraisal, enquiry and evaluation with broad application of knowledge of theoretical
concepts, and applied analytical thought.
C = Credit: marks ranging from 65 – 74%
Where the student has undertaken an innovative and creative interpretation of assessment briefs,
and has provided evidence of extended research and inquiry applied to assessment tasks.
P = Pass: marks ranging from 50 – 64%
Where the student has met all requirements of assessment briefs to a satisfactory level.
F = Fail: marks under 50%
Where the student has not demonstrated satisfactory performance in assessment tasks or has failed
to meet subject requirements.
EF = Fail: Failure of a must pass event
Where the student has an overall mark for subject at a passing level, but has not demonstrated
satisfactory performance in an event deemed a must pass event, resulting in failure of the subject as
a whole. ‘Fail’ is reported for the subject on the Transcript of Academic Record.
WN = Withdrawn no penalty:
Where the student has withdrawn from the subject:
 on or before the Census Date.
 after consultation, without penalty or
 due to serious illness or misadventure.
DA = Deferred assessment:
For approved reasons, health or misadventure, a student is allowed to resubmit an assessment or sit
an exam at a later date.

Submission requirements
The teacher will advise you of the format required for each assessment task and the format for
submission, which may be electronically. You should also refer to
http://courses.highered.tafensw.edu.au for details of submission requirements.
For some assessment tasks you may be required to include a cover sheet, which you can download
from your campus Moodle at http://courses.highered.tafensw.edu.au. Additional information about
general requirements for the submission of assessments is provided in the Student Handbook for
this course. Please ensure that you familiarise yourself with this information.
Additional assessment information, including provisions for special circumstances and misadventure,
requests for an extension of the assessment due date or to resubmit an assessment or sit an exam at
a later date, can be found in the TAFE NSW Higher Education Assessment policy and procedures at:
https://online.det.nsw.edu.au/policiesinter/atoz/search.do?level=TAFE
Additional expectations of student participation
Expected attendance pattern
 In addition to attending lectures, tutorials and other classes such as online learning
activities, students are expected to undertake self‐paced study including reading, application
of theoretical knowledge to practice, and completion of assessment tasks.
 If a student is unable to attend face‐to‐face learning activities they should notify the teacher
and/or tutor and access the relevant learning materials themselves to make up the lecture
and/or tutorial through private study.
 If a student is unable to attend a class during which an assessment activity is scheduled, they
must provide a medical certificate as evidence of an inability to attend class due to illness.
Refer to the TAFE NSW Higher Education Assessment Procedures for further information.
Supplementary learning activities
Students are expected to:
 complete any pre‐reading specified prior to attending lectures and tutorials
 access the subject website at least once per week to obtain information, instructions and
updates on class activities from teachers.
 access your TAFE HE email account at least once per day to obtain information, instructions
and updates on events and activities from faculty & teachers.
Student purchases and equipment required
The teacher will advise of any special equipment or requirements for the completion of this subject.

6. Subject schedule
Weekly topics and activities
The weekly schedule below must be read in conjunction with information provided at
http://courses.highered.tafensw.edu.au
Tutorial topic/questions are for completion in the students’ self‐study time and reviewed in the
tutorial time.
WEEK NO: TOPICS AND ACTIVITIES
Orientation Orientation activities
Week Review of syllabus and assessment activities.
Week 1 Lecture Topic: Ethical Reasoning in Business

What is ethics?; top‐down and bottom‐up approaches; ethical defeat; reflective
equilibrium, consequentialism, nonconsequentialism; virtue ethics; relativism,
thinking about “what should I do?”; moral pluralism, professional ethics.

Reading list:
Hasnas, J, 2012 “Reflections on corporate moral responsibility and the problem
solving technique of Alexander the Great”, Journal of Business Ethics, 2012
107:183‐195

Lansing, P & Petersen, M, 2011, “Ship‐owners and the twenty‐first century Somali
pirate: the business ethics of ransom payment”, Journal of Business Ethics, 2011
102:507‐516

Text:
Chapter 1: Grace, D. & Cohen, S 2013. Business Ethics 5th Edition. Oxford University
Press, South Melbourne, Vic.

Tutorial: Discussions of reading topics
Chapter Questions: 1,2 and 3


Week 2 Lecture Topic: Dirty Hands

Public office v business ethics; public and private morality, and dirty hands;
necessity; good ethics is good business.

Reading List:
Hawkins T, Gravier, M & Powley, E 2011 “Public versus private sector procurement
ethics and strategy: what each sector can learn from the other”, Journal of Business
Ethics, 2011 103 567‐586

Text:

Chapter Questions: 1,2,3 and 4

Week 3 Lecture Topic: Stakeholders

The problem with the notion of the stakeholder; the usefulness of the concept of
the stakeholder; occupational health and safety; random testing of employees;
consumer protection and product safety.

Reading List:
Owen, D, Swift, T & Hunt, K, 2001, “Questioning the role of stakeholder
engagement in social and ethical accounting, auditing and reporting”, Accounting
Forum, 25: 264–282

Welker, J & Berardino, L, 2013, “Integrating ethical decision making in multiple
business courses”, Academy of Educational Leadership Journal, 2013 17 4 77‐93

Text:

Tutorial: Discussions of reading topics and textbook case studies
Chapter Questions: 1,2,3,4,5 and 6


Week 4 Lecture Topics: Ethics in the marketplace: generosity, competition, fairness;
Marketing and advertising ethics
Corporate gifts and benevolence; fair dealing and care; formal regulation in
Australia; the story of advertising; the moral problem in advertising; advertising
placements and endorsements; bait advertising and the bait‐and‐switch; morals
and marketing.

Reading List:
Sirgy, M, Yu, G, Lee, D, Wei, S & Huang, M, 2012, “Does marketing activity
contribute to a society’s well‐being?”, Journal of Business Ethics, 2012 107:91‐102

Text:
Chapters 4 & 5: Grace, D. & Cohen, S 2013. Business Ethics 5th Edition. Oxford
University Press, South Melbourne, Vic.

Chapter 4 Questions: 1 and 2
Chapter 5 Questions: 1,2,3,4 and 5

Week 5 Lecture Topic: Equal opportunity, discrimination and affirmative action

Employment discrimination; sexual harassment; disabilities.

Reading List:
Cates, S & Machin, L, 2012, “The state of sexual harassment in America: what is the
status of sexual harassment in the US workplace today?”, The Journal of Global
Business Management, Vol 8 No 1 Feb 2012

Text:

Chapter Questions: 1 and 2


Week 6 Lecture Topic: Whistleblowing

Internal and external whistleblowing; the Australian situation.

Reading List:
Teo, H & Caspersz, D, 2011, “Dissenting discourse: exploring alternatives to the
whistleblowing/silence dichotomy”, Journal of Business Ethics, 2011 104:237‐249

“CSU fires whistleblower, keeps the perp”, Women in Higher Education, 21.5 (May
2012) p6

“Jayant Patel whistleblower ‘treated like a leper’ by Queensland Health”, The
Australian, Dec 16 2011

Text:


4th April
Semester Vacation
to
Term 2 commences on 18th April 2016
15th April
Week 7 Lecture Topic: The ethics of accounting

Overview of the accounting profession; professional codes of practice; conflicts of
interest; harms that arise form conflicts of interest; constitutive and regulative
rules; litigation and auditing.

Reading List:
Clements, P, 2010, “Business ethics today: a review of timeless principles that apply
to the financial industry”, Corporate Finance Review, Jul/Aug 2010 15 1

Elam, D, 2010, “Ethics case study: KPMG faces indictment over abusive tax
shelters”, Journal of Business Case Studies, May/June 2012 6 3

Text:


Assessment 1: Individual Workplace Case Study due


Week 8 Lecture Topic: Code of ethics for professional accountants

Reading List:
Giroux, G, 2008, “What went wrong? Accounting fraud and lessons from the recent
scandals”, Social Research, Winter 2008 75 4

Text:
APES 110 ‐ Code of Ethics for Professional Accountants, Accounting Professional
and Ethical Standards Board (latest version to be used)


Week 9 Lecture Topic: The environment
The humanistic argument; the naturalistic argument; growth; intergenerational
issues; the precautionary principle; waste or fertiliser; voluntary action; the CERES
Principles; Australian standards and principles.

Reading List:
Spash, C & Lo, A, 2012, “Australia’s carbon tax: a sheep in wolf’s clothing?”, The
Economic and Labour Relations Review”, 23.1 Feb 2012 67‐85

Text:


Week 10 There will be no lecture topic this week.

Both the lecture and tutorial time will be used for group presentations.

Assessment 2: Group Assignment and Presentation due


Week 11 Lecture Topic: Codes of ethics and institutional ethics
Codes of ethics and codes of conduct; accountability and responsibility;
professional and business codes; content of codes of ethics; institutionalising
ethics.

Reading List:
Franchising Code of Conduct – available from www.accc.gov.au
Financial Planning Association of Australia (FPA) Code of Professional Practice –
available from www.fpa.asn.au
APES 110 ‐ Code of Ethics for Professional Accountants, Accounting Professional
and Ethical Standards Board (latest version to be used)

Text:
Chapter 10: Grace, D. & Cohen, S 2013. Business Ethics 5th Edition. Oxford


Week 12 Lecture Topic: International business ethics
Competition v trust; ethics and cultural difference; the global social responsibilities
of business; business and human rights; affordability; supportive institutions.

Reading List:
“Global corporate responsibility: changing lightbulbs versus changing lifestyles”, PR
News, 64 4 (Feb 11, 2008)

Text:
Chapter 11: Grace, D. & Cohen, S 2013. Business Ethics 5th Edition. Oxford


Assessment 3: Personal Learning Journal due

Week 13 Study Week
Week 14 Examination Weeks
and
Week 15


7. Recommended reference materials
Prescribed texts
Grace, D. & Cohen, S. 2013. Business Ethics 5th Edition. Oxford University Press, Australia.
Readings
A list of readings to support weekly topics is provided in Section 6: Subject Schedule above. For a
comprehensive list of readings for the subject, refer to http://courses.highered.tafensw.edu.au
Please note that the readings listed in the Subject Schedule are required readings and will be used as
the basis for part of the tutorial work each week.
Journals and other publications
Ethics – Proquest
Accounting Professional Standards and Ethics Standards Board – Handbook of the CPA
Institute
Business Ethics Quarterly ‐ Business Source Premier
Psaros, J. 2009, Australian Corporate Governance, Pearson Education Australia.
CPA Australia, Australian Accounting Review, ISSN 1035‐6908
Accounting Accountability and Performance, Griffith University ISSN 1323‐711X
The Journal of Corporate Citizenship, ISSN 1470‐5001
International Journal of Corporate Sustainability, ISSN 1066‐7938

8. Online support
Learning materials for this subject will be available at
http://courses.highered.tafensw.edu.au Teachers can provide additional materials such as
handouts and podcasts of presentations by lecturers and guest speakers depending on
availability, copyright and confidentiality arrangements. Your teacher will give you more
information about this.
Subject website
Additional reference materials may be uploaded to the subject website by your teacher or
other faculty staff. Additional materials including handouts for PowerPoint presentations
and podcasts of lectures and guest speakers will be at the discretion of the teacher,
depending on copyright and confidentiality arrangements. For further information, please
see your subject website.
Online resources
http://www.apesb.org.au Australian Professional and Ethical Standards Board
http://www.aasb.gov.au Australian Accounting Standards Board
www.cpaaustralia.com.au CPA Australia
http://www.publicaccountants.org.au Institute of Public Accountants

http://emedia.rmit.edu.au/learninglab/content/case‐studies‐tutorial RMIT Learning Lab

http://www.lc.unsw.edu.au/olib.html UNSW Online Academic Skills Resources

http://www.monash.edu.au/lls/ Monash Learning Support

http://web.uts.edu.au/teachlearn/avoidingplagiarism/ UTS Avoiding Plagiarism

http://libguides.jcu.edu.au/content.php?pid=82408&sid=611399 James Cook Referencing

9. Important information
Professional conduct and academic standards
TAFE NSW Higher Education encourages high standards of professional behaviour and academic
conduct. Students must conduct all work associated with this course in a manner that is
environmentally, socially and culturally responsible, so as not to cause harm or disrespect to the
environment, people or their values and beliefs.
Students shall hold confidential all information about any specific organisation and their business or
business activities, which may be divulged in the process of a work placement, lecture or tutorial,
including lectures given by industry guest lecturers.
TAFE NSW Higher Education upholds the principle that academic integrity relies on the application of
honesty in all scholarly endeavour. It is the policy of TAFE NSW Higher Education that respect and
acknowledgement is given to intellectual property created by academics, writers, practitioners and
other students whose work is cited in your submissions, or used to illustrate them. It is therefore
important to use Harvard citation system and include a bibliography with every submission, to
acknowledge the intellectual property of others that you have used to support your own proposals
or position. Further information in relation to referencing requirements and academic conventions
for the use of others’ work including advice on how to avoid plagiarism, can be found in the ‘For
Students’ section at http://courses.highered.tafensw.edu.au
Further information about Harvard citation format, Professional Conduct and Academic Standards is
provided in the Student Handbook for this course. Please ensure that you familiarise yourself with
this information.
Health, safety and environmental information
Information regarding emergency procedures, occupational health and safety and environmental
responsibility are detailed in the Student Handbook for this course.
Please ensure that you familiarise yourself with this information and know where your emergency
evacuation assembly areas are located.
Continuous improvement
Information will be collected from teachers and students throughout the subject and subsequently
from graduates and other stakeholders to evaluate course effectiveness and efficiency, and
adjustments will be made to ensure that the subjects remain current and relevant. Further details
about the process of continuous improvement are contained in the Student Handbook for this
course.
Finally
Talk to your teacher if you need clarification about anything included in this Subject Guide.

10. Appendix
Assessment ‐ general submission requirements
Your teacher will advise you of the format required for each assessment task as well as how to
submit, which may be electronically. The TAFE NSW Higher Education online area
http://courses.highered.tafensw.edu.au also contains information on specific assessment
requirements.
For some assessment tasks you may be required to include a cover sheet, which you can download
from your campus Moodle at http://courses.highered.tafensw.edu.au Information about general
requirements for the submission of assessments is provided in the Student Handbook for this
course. Please ensure that you familiarise yourself with this information.
Refer to the section Criteria for assessment grading for the range of marks equating to High
Distinction (HD), Distinction (D), Credit (C), Pass (P) or Fail (F).
Assessment schedule
Assessment 1: Individual Workplace Case Study Weighting: 30%

Learning Outcomes: A, B & C Graduate Attributes: 2 & 4
Due: Week 7

Refer to the http://courses.highered.tafensw.edu.au for the specific requirements of this assessment task.
Students should be aware that tutorial papers, essay, reports and journals will be submitted via
the Turnitin software which picks up paraphrasing and plagiarism of all levels from a vast array
of material including essays submitted at other institutions. Refer to the TAFE NSW Higher
Education Academic Integrity and Honesty Procedure for further details. Refer to the ‘Turnitin
Guidelines for Students’ on your subject Moodle for further information on using Turnitin
software.
For this assessment, you are required to identify and investigate an ethical issue or case that is
currently faced in the workplace and write a report outlining your findings.
Prepare a report on an investigated ethical issue or case that is currently faced in the workplace.
Written submissions should be approximately 1,500 words in length, have clarified the topic,
determined what the question requires, suggested what reading should be done to support
report writing and professionally presented according to the Australian Professional and Ethical
Standards. Assignments must be typed in a legible font at least 12 point in size, Times New
Roman, with numbered pages, with at least a 2cm margin and double spacing. The report will
include:
Critically appraise information using relevant theories of ethics.
Use appropriate information collected from primary and secondary sources.
Describe and solve ethical issues by analysing and reflecting on a case study.
Use appropriate structure and mechanics of language.
Apply referencing conventions


Case: Enron Corporation and Andersen LLP (Case 4.1, pp67‐83)
(Reference: Beasley, M. S., Buckless, F. A., Glover, S. M. & Prawitt, D. F., 2011, Auditing Cases: An
Interactive Learning Approach, 3E, Pearson, Prentice Hall, Upper Sadler River, New Jersey)
Task Requirements:
Remember to use appropriate information collected from primary and secondary sources,
use appropriate structure and mechanics of language and apply referencing conventions
using the Harvard referencing system.
1. What were the business risks faced by the company and how did those risks increase the
likelihood of material misstatements in the company’s financial statements?
2. What are the auditor independence issues surrounding the provision of the internal and
external auditing services and its management? Develop arguments for why auditors
should be allowed to perform these services. Develop separate arguments for why auditors
should not be allowed to perform non‐audit services for their audit clients. (Remember to
critically appraise information using relevant theories of ethics).
3. Explain how “rules‐based’ accounting standards differ from “principle‐based’ standards.
How might fundamentally changing accounting standards from “bright‐line” rules to
“principle‐based” standards to assist preventing another Enron‐like fiasco in the future?
What difficulties might be associated with such change? (Remember to describe and solve
ethical issues by analysing and reflecting on the case study).
4. A perceived lack of integrity was clearly apparent and damages charged to both Enron
and Andersen. Generate an example, in your case, if not spotted of how involvement in
unethical activities might adversely affect your career. What are the possible consequences
when others question your integrity?
All submissions must comply with the requirements listed in the Course Handbook.
The criteria for marking this assessment are given below.


Grade Marking Criteria
High  In‐text referencing is complete, accurate and applied in a synthesised manner.
Distinction
 Work is always referenced correctly using the Harvard style.
Excellent
 Extensive use of references with evidence of reading from a wide range of high‐quality sources.
85 – 100%
 Work is highly developed and reflects originality and individual thought developing new ideas.
 Work is written in an articulate style which is free from spelling or grammatical errors.
 Writing shows an exceptional level of academic language.
 All business risks identified with innovative thought, including how those risks increase the
likelihood of material misstatements in the company’s financial statements.
 All the auditor independence issues were identified with innovative thought and originality.
 All the arguments for why auditors should be allowed to perform internal and external auditing
services were raised with innovative thought and originality and appraised using relevant
theories of ethics.
 All arguments for why auditors should not be allowed to perform non‐audit services for their
audit clients were raised with innovative thought and originality and appraised using relevant
theories of ethics.
 A well‐articulated explanation of how “Rules‐ based” and “principle‐based” accounting
standards differ was provided containing innovative thought and originality.
 All difficulties associated with changing accounting standards from “bright‐line” rules to
“principle‐based” standards were identified using innovative thought and reflection.
 A well‐articulated example of how involvement in unethical activities might adversely affect the
student’s career was provided containing innovative thought and originality.

Distinction  In‐text referencing is always complete, accurate or applied appropriately.
Well above  Work is always referenced correctly using the Harvard style.
average
 Extensive number of references used with evidence of wide reading beyond subject materials.
75 – 84 %
 Demonstrates a highly developed, logical, coherent and concise writing style.
 Work is free from any major spelling or grammatical errors.
 Writing shows a high level of academic language.
 All business risks identified, including how those risks increase the likelihood of material
misstatements in the company’s financial statements.
 All auditor independence issues were identified.
 All arguments for why auditors should be allowed to perform internal and external auditing
services were raised and appraised using relevant theories of ethics.
audit clients were raised and appraised using relevant theories of ethics.
standards differ was provided.
“principle‐based” standards were identified using reflection.
student’s career was provided.
Credit  In‐text referencing is almost always complete, accurate or applied appropriately.
Above average  Work is almost always referenced correctly using the Harvard style.
65 – 74%  Adequate number of references used with evidence of wide reading beyond subject materials.

 Communicates effectively with coherent, concise style, writing uses a good level of academic
language.
 Work consistently shows correct grammar, spelling and sentence structure.
 Majority of business risks identified, including how those risks increase the likelihood of material
 Majority of auditor independence issues were identified.
 Majority of arguments for why auditors should be allowed to perform internal and external
auditing services were raised and appraised using relevant theories of ethics.
 Majority of arguments for why auditors should not be allowed to perform non‐audit services for
their audit clients were raised and appraised using relevant theories of ethics.
 A clear explanation of how “Rules‐ based” and “principle‐based” accounting standards differ was
provided.
 Majority of difficulties associated with changing accounting standards from “bright‐line” rules to
 A clear example of how involvement in unethical activities might adversely affect the student’s
career was provided.

Pass  In‐text referencing is mostly complete, accurate or applied appropriately.
Average  Work is mostly referenced correctly using the Harvard style.
50 – 64%  Adequate number of references used.

 Writing is mostly coherent although basic in form.
 Work is mostly logically structured and sequenced.
 Work shows mostly correct grammar, spelling and sentence structure.
 Major business risks were identified, including how those risks increase the likelihood of
material misstatements in the company’s financial statements.
 Major auditor independence issues were identified.
 Major arguments for why auditors should be allowed to perform internal and external auditing
 Major arguments for why auditors should not be allowed to perform non‐audit services for their
 An adequate explanation of how “Rules‐ based” and “principle‐based” accounting standards
differ was provided.
 Major difficulties associated with changing accounting standards from “bright‐line” rules to
 An adequate example of how involvement in unethical activities might adversely affect the
Fail  In‐text referencing is incomplete, inaccurate or not applied.
Below average  No or limited application of Harvard referencing style.
<50%  Limited or inadequate number of references used.

 Writing is incoherent without logical structure, order and/or incomplete.
 Sentence structure is poor with numerous grammatical and/or spelling errors.
 Major business risks were not identified and no or limited mention of how those risks increases
the likelihood of material misstatements in the company’s financial statements.
 Major auditor independence issues were not identified.
 Arguments for why auditors should be allowed to perform internal and external auditing
services were not raised or appraised using relevant theories of ethics.
 Arguments for why auditors should not be allowed to perform non‐audit services for their audit
clients were not raised or appraised using relevant theories of ethics.
 An explanation of how “Rules‐ based” and “principle‐based” accounting standards differ was not
provided or was inaccurate or insufficient.
 Difficulties associated with changing accounting standards from “bright‐line” rules to “principle‐
based” standards were not identified and no and or minimal reflection used.
 An example of how involvement in unethical activities might adversely affect the student’s
career was not provided or inaccurate.


Assessment 2: Group Assignment and Presentation Weighting: 50%

Learning Outcomes: C & D Graduate Attributes: 2, 3, 4 & 6
Due: Week 10


Students should be aware that tutorial papers, essay, reports and journals will be submitted
via the Turnitin software which picks up paraphrasing and plagiarism of all levels from a vast
array of material including essays submitted at other institutions. Refer to the TAFE NSW
Higher Education Academic Integrity and Honesty Procedure for further details. Refer to the
‘Turnitin Guidelines for Students’ on your subject Moodle for further information on using
Turnitin software.

Develop solutions for the ethical issues addressed in the selected case study.
For this assessment, the group of 4 will be required to develop and present solutions to an
ethical issue addressed in a case study selected by the teacher. The teacher will assess how
professionally students present and communicate the ethical issue, evaluation and
outcome, as well as effectively conducting a presentation in front of peers.
This task requires the use of technical interpretation. It demonstrates the students
understanding of the relevant knowledge and displays the presenter’s ability to explain the
issues involved and orally communicate their findings, as well demonstrate the student’s
ability to lead discussion on the topic.
The presentation must be for a minimum of 10 and a maximum of 15 minutes.
Case study: Australian corporate collapse: The case of HIH Insurance
(Reference: Mirshekary, S., Yaftian, A. M., & Cross, D., 2005, Australian corporate collapse:
The case of HIH Insurance, Journal of Financial Service Marketing 9, 249‐258.)
Task Requirements:
1. Identify the ethical dilemmas in this case and state the relevant accounting issue(s)?
2. What are the implications for corporate governance oversight and regulation in Australia?
3. What is CLERPS and how is it relevant to this case?
4. List and discuss possible remedies and best practice that may have avoided the ethical
dilemmas stated in this case?

The criteria for marking this group assignment are given below.
High  In‐text referencing is complete, accurate and applied in a synthesised manner.
Distinction
 Work is always referenced correctly using the Harvard style.
Excellent
 Extensive use of references with evidence of reading from a wide range of high‐quality sources.
85 – 100%
 Work is highly developed and reflects originality and individual thought developing new ideas.
 Work is written in an articulate style which is free from spelling or grammatical errors.
 Writing shows an exceptional level of academic language.
 All business risks identified with innovative thought, including how those risks increase the
likelihood of material misstatements in the company’s financial statements.
 All the auditor independence issues were identified with innovative thought and originality.
 All the arguments for why auditors should be allowed to perform internal and external auditing
services were raised with innovative thought and originality and appraised using relevant
theories of ethics.
audit clients were raised with innovative thought and originality and appraised using relevant
theories of ethics.
standards differ was provided containing innovative thought and originality.
“principle‐based” standards were identified using innovative thought and reflection.
student’s career was provided containing innovative thought and originality.

Distinction  In‐text referencing is always complete, accurate or applied appropriately.
Well above  Work is always referenced correctly using the Harvard style.
average
 Extensive number of references used with evidence of wide reading beyond subject materials.
75 – 84 %
 Demonstrates a highly developed, logical, coherent and concise writing style.
 Work is free from any major spelling or grammatical errors.
 Writing shows a high level of academic language.
 All business risks identified, including how those risks increase the likelihood of material
 All auditor independence issues were identified.
 All arguments for why auditors should be allowed to perform internal and external auditing
standards differ was provided.
Credit  In‐text referencing is almost always complete, accurate or applied appropriately.
Above average  Work is almost always referenced correctly using the Harvard style.
65 – 74%  Adequate number of references used with evidence of wide reading beyond subject materials.

 Communicates effectively with coherent, concise style, writing uses a good level of academic
language.
 Work consistently shows correct grammar, spelling and sentence structure.
 Majority of business risks identified, including how those risks increase the likelihood of material
 Majority of auditor independence issues were identified.
 Majority of arguments for why auditors should be allowed to perform internal and external
auditing services were raised and appraised using relevant theories of ethics.
 Majority of arguments for why auditors should not be allowed to perform non‐audit services for
their audit clients were raised and appraised using relevant theories of ethics.
 A clear explanation of how “Rules‐ based” and “principle‐based” accounting standards differ was
provided.
 Majority of difficulties associated with changing accounting standards from “bright‐line” rules to
 A clear example of how involvement in unethical activities might adversely affect the student’s
career was provided.

Pass  In‐text referencing is mostly complete, accurate or applied appropriately.
Average  Work is mostly referenced correctly using the Harvard style.
50 – 64%  Adequate number of references used.

 Writing is mostly coherent although basic in form.
 Work is mostly logically structured and sequenced.
 Work shows mostly correct grammar, spelling and sentence structure.
 Major business risks were identified, including how those risks increase the likelihood of
material misstatements in the company’s financial statements.
 Major auditor independence issues were identified.
 Major arguments for why auditors should be allowed to perform internal and external auditing
 Major arguments for why auditors should not be allowed to perform non‐audit services for their
 An adequate explanation of how “Rules‐ based” and “principle‐based” accounting standards
differ was provided.
 Major difficulties associated with changing accounting standards from “bright‐line” rules to
 An adequate example of how involvement in unethical activities might adversely affect the
Fail  In‐text referencing is incomplete, inaccurate or not applied.
Below average  No or limited application of Harvard referencing style.
<50%  Limited or inadequate number of references used.

 Writing is incoherent without logical structure, order and/or incomplete.
 Sentence structure is poor with numerous grammatical and/or spelling errors.
 Major business risks were not identified and no or limited mention of how those risks increases
the likelihood of material misstatements in the company’s financial statements.
 Major auditor independence issues were not identified.
 Arguments for why auditors should be allowed to perform internal and external auditing
services were not raised or appraised using relevant theories of ethics.
 Arguments for why auditors should not be allowed to perform non‐audit services for their audit
clients were not raised or appraised using relevant theories of ethics.
 An explanation of how “Rules‐ based” and “principle‐based” accounting standards differ was not
provided or was inaccurate or insufficient.
 Difficulties associated with changing accounting standards from “bright‐line” rules to “principle‐
based” standards were not identified and no and or minimal reflection used.
 An example of how involvement in unethical activities might adversely affect the student’s
career was not provided or inaccurate.

The criteria for marking oral and visual presentations are given below.
High Distinction
A ‘high distinction’ grade may result for any of the following reasons:
85 – 100%  The student uses a clear voice that all audience members can hear
 The student maintains eye contact with audience for the entire presentation and
does not refer to notes
 The information is in a logical, well‐planned, interesting and engaging sequence
 The student explains the concept thoroughly and answers all questions, with
detailed explanations and elaboration
 Audio/visual aids are used effectively to add further or deeper information to
support the presentation.
Distinction
A ‘distinction’ grade may result for any of the following reasons:
75 – 84%  The student uses a clear voice that all audience members can hear
 The student maintains eye contact with the audience, seldom referring to notes
 The information is in a logical, well‐planned and interesting sequence
 The student explains the concept well and answers all questions, with
explanations and elaboration
 Audio/visual aids used appropriately to support the presentation.
Credit
A ‘credit’ grade may result for any of the following reasons:
65 – 74%  The student's voice is clear; most audience members can hear the presentation
 The student maintains eye contact most of the time, but still refers to notes
 The information is in a logical sequence
 The student explains the concept and answers all questions, but fails to elaborate
 Audio/visual aids are used appropriately to support the presentation.
Pass
A ‘pass’ grade may result for any of the following reasons:
50 – 64%  The audience has some difficulty hearing parts of presentation
 The student occasionally uses eye contact, but reads most of the presentation
 The information is partially organised
 The student does not seem entirely comfortable with subject, and answers only
rudimentary questions
 Audio/visual aids are used.
Fail
A ‘fail’ grade may result for any of the following reasons:
<50%  The student does not present
 The student mumbles or cannot be heard by the audience
 The student reads the presentation and makes no eye contact
 No obvious planning or sequence of information is demonstrated
 The student does not articulate his or her ideas or answer questions about the
subject
 Audio/visual aids are not used or are ineffective.

Assessment 3: Personal Learning Journal Weighting: 20%

Learning Outcomes: A, B, C & D Graduate Attributes: 5 & 6
Due: Week 12

Students should be aware that tutorial papers, essay, reports and journals will be submitted
via the Turnitin software which picks up paraphrasing and plagiarism of all levels from a vast
array of material including essays submitted at other institutions. Refer to the TAFE NSW
Higher Education Academic Integrity and Honesty Procedure for further details. Refer to the
‘Turnitin Guidelines for Students’ on your subject Moodle for further information on using
Turnitin software.
This will be maintained weekly focusing on personal self‐reflection and active learning. For
this assessment, you are required to keep a portfolio of your answers to tutorial questions,
both from the textbook chapter questions and those based on the weekly readings and
textbook case studies.
You should have this portfolio with you each week – the teacher can at any time ask to see
your portfolio and review your progress. All student portfolios will be reviewed by the
tutorial teacher at least twice during the semester, with the final submission in week 12 via
Turnitin.
As part of the Personal Learning Journal, students will be required to post a compulsory 1
paragraph entry onto the online Moodle forum which demonstrates their personal
understanding of topics and cases discussed in the tutorial for that week. A total of 11
weekly forum entries are required.
The criteria for marking this assessment are given below.
High Distinction
A ‘high distinction’ grade may result for any of the following reasons:
85 – 100%  The student analyses and interrogates information and ideas, and developments
reasoned positions on issues and content
 Displays on original approach to calculations (where appropriate)
 The student demonstrates a sophisticated understanding of the role of an
accounting professional
 The student objectively reviews his or her own performance, identifying strengths
and weaknesses and actively researches professional development opportunities
to exploit personal strengths and address weaknesses
 Overall, demonstrates exceptional skills in the subject area

Distinction
A ‘distinction’ grade may result for any of the following reasons:
75 – 84%  The student analyses information and ideas and forms opinions on issues and
content, with arguments used to support the student’s opinions
 Calculations have no errors (where appropriate)
 The student demonstrates an above‐average understanding of the role of an
accounting professional
 The student objectively reviews his or her own performance as an individual,
identifying strengths and weaknesses and proposing a personal plan for further
professional development
 Overall, demonstrates excellent skills in the subject area
Credit
A ‘credit’ grade may result for any of the following reasons:
65 – 74%  The student understands and analyses subject content, information and ideas,
forms opinions and substantiates opinions with argument
 Calculations have minimal errors (where appropriate)
 The student demonstrates a clear understanding of the role of an accounting
professional
 The student objectively reviews his or her own performance as an individual,
identifying strengths, weaknesses and strategies for improvement
 Overall, demonstrates above‐average skills in the subject area
Pass
A ‘pass’ grade may result for any of the following reasons:
50 – 64%  A basic understanding of the subject content is demonstrated
 Calculations are incomplete (where appropriate)
 A basic understanding of the role of an accounting professional is demonstrated
 The student reviews his or her own performance as an individual and identifies
strengths and weaknesses
 Overall, demonstrates sufficient skills to allow progression to higher level studies
in the subject area
Fail
A ‘fail’ grade may result for any of the following reasons:
<50%  Little or no understanding of the subject content is demonstrated
 Calculations are incorrect (where appropriate)
 The student does not demonstrate an understanding of the role of an accounting
professional
 The student does not review his or her own performance
 Overall, does not demonstrate sufficient skills to allow progression to higher level
studies in the subject area


Subject Guide: Code: ACETH201A Title: Professional Ethics Accounting Course: Associate Degree of Accounting

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GA2: Be able to effectively communicate business 2. (iv.) Provide reasoned statements, written

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Assessment Event When Weighting Learning Graduate

1. Individual Workplace Case Week 7 30% A, B, C 2, 4

2. Group Assignment and Week 10 50% C, D 2, 3, 4, 6

3. Personal Learning Journal Ongoing 20% A, B, C, D 5, 6

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