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 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.

KEYWORDS:

• Ethics
• giving voice to values
• whistleblowing

Acknowledgements

The authors express their thanks to the Editor, Associate Editor and two Reviewers for their work in improving this manuscript.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 https://ethicsunwrapped.utexas.edu/series/giving-voice-to-values

2 Cases used come from Lockheed Martin’s library of GVV cases they use for annual ethics training.