Beat6112 Mo

IIE Learn Module Outline BEAT6112
Business Ethics for Accounting Professionals

BEAT6112
MODULE OUTLINE 2023
(First Edition: 2022)
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© The Independent Institute of Education (Pty) Ltd 2023 Page 1 of 35

Table of Contents
Introduction ............................................................................................................................... 3
Using this Module Outline .......................................................................................................... 4
Module Resources ...................................................................................................................... 5
This Module on Learn ................................................................................................................. 6
Icons Used on Learn ................................................................................................................... 7
Module Purpose ......................................................................................................................... 8
Module Outcomes ...................................................................................................................... 8
Assessments ............................................................................................................................... 9
Module Pacer ........................................................................................................................... 12
Glossary of Key Terms for this Module .................................................................................... 34

Introduction
Welcome to the module of Business Ethics which extends from the introduction of Corporate
Governance in the first semester. The introduction chapters will teach students key business
ethics vocabulary, which they will be able to utilise together with semester one’s learnings.
In this module students will start by differentiating between ethics and business ethics.
During the first half of this module, students can expect an emphasis on the current untruths
that exist around ethics in business and conclude that ethics is an integral part of any
organisation.
At this stage of the module students will start preparing themselves for a very exiting assignment
topic that is very current and relevant. The assignment will be a valuable resource for preparing
for the unseen test.
The module requires a lot of interpretation, and a lot of ethics jargon will be discussed, but
students must be able to explain concepts in their own words. Less is more.
After the assignment is concluded, students will have a very good understanding of what is
expected of them, and the second half of the module will focus on topics such as resolving
dilemmas and measuring the effectiveness of ethics programs in the workplace.

Using this Module Outline

A Module Outline is a brief summary of the module and is given to you to support your
learning.
The content of this module is on Learn as well as in the prescribed material. You will not
succeed in this module if you focus on this document alone.
To succeed in this module, you will need to:
- Attend lectures/ online sessions;

- Go through the material and activities on Learn;
- Read the prescribed material.
Your lecturer will decide when activities are available/open for submission and when these
submissions or contributions are due. Ensure that you take note of announcements made
during lectures and/or posted in the Student Portal and within Learn in this regard.
- Your campus will provide you with details about when your assessments are due.

Module Resources
Prescribed Material PM1: Rossouw, D. & van Vuuren, L. 2017. Business Ethics. 6th ed.
(PM) for this Module Cape Town: Oxford University Press Southern Africa.
ISBN: 9780190721466
Available on Ebscohost through the IIE library website.

Recommended Please note that a number of additional resources and links to
Readings, Digital, and resources are provided throughout this module on the Learn
Web Resources (RM) platform. You are encouraged to engage with these as they will
assist you in mastering the various objectives of this module. They
may also be useful resources for completing assignments. You will
not, however, be assessed under examination conditions on any
additional or recommended reading material.
Module Overview You will find an overview of this module on Learn under the
Module Information link.
Assessments Find more information on this module’s assessments in this
document and on the Student Portal.

This Module on Learn

Learn is an online space, designed to support and maximise your learning in an active manner.
Its main purpose is to guide and pace you through the module. In addition to the information
provided in this document, you will find the following when you access Learn:
• A module overview;
• A list of prescribed material;
• Critical questions to guide you through the module’s objectives;
• A variety of additional online resources (articles, videos, audio, interactive graphics, etc.)
in each learning unit that will further help to explain theoretical concepts;
• Collaborative and individual activities with time-on-task estimates to assist you in
managing your time around these;
• Revision questions, or references to revision questions, after each learning unit.
Kindly note:
• Unless you are completing this as a distance module, Learn does not replace your
contact time with your lecturers and/or tutors.
• This module is a Learn module, and as such, you are required to engage extensively
with the content on the Learn platform. Effective use of this tool will provide you
with opportunities to discuss, debate, and consolidate your understanding of the
content presented in this module.
• You are expected to work through the learning units on Learn in your own time –
especially before class. Any contact sessions will therefore be used to raise and
address any questions or interesting points with your lecturer, and not to cover every
aspect of this module.
• Your lecturer will communicate submission dates for specific activities in class and/or
on Learn.

Icons Used on Learn

The following icons are used in all your modules on Learn:
Icon Description
A list of what you should be able to do after working through the learning
unit.
Specific references to sections in the prescribed work.
Questions to help you recognise or think about theoretical concepts to be

covered.
Sections where you get to grapple with the content/theory. This is mainly
presented in the form of questions which focus your attention and are aimed
at helping you to understand the content better and to achieve the learning
objectives. Ensure that you can answer all these questions in detail. In these
sections, you will also be presented with online resources to work through (in
addition to the prescribed work) that will help you to understand the work
better and to achieve the learning objectives.
Opportunities to make connections between different chunks of theory in

the module or across modules.
Real life or world of work information or examples of application of theory

for self-exploration.
REMEMBER:
You need to log onto Learn to:
• Access the learning material and online resources such as articles, interactive graphics,
explanations, video clips, etc. which will assist you in mastering the content;
• View instructions and submit or post your contributions to individual or group activities
which are managed and tracked on Learn; and
• Submit assessment documents.

Module Purpose
The purpose of this module is to develop the knowledge and skills necessary to resolve
ethical dilemmas in business, focussing on the links between business ethics in a South
African context.
Module Outcomes
Demonstrate knowledge and understanding of the key concepts, theories, and
MO1
principles of ethics.
Analyse the role of ethics, corporate responsibility, and sustainability in the South
MO2
African context.
Apply the principles of ethical decision-making models to resolving given ethical
MO3
dilemmas.

Assessments
Integrated Curriculum Engagement (ICE)
Minimum number of ICE activities to complete 4
Weighting towards the final module mark 10%
Assessments Test Assignment Examination

Weighting 25% 30% 35%
Duration 1 hour Approximately 10 hours 2 hours
Total marks 60 marks 100 marks 120 marks
Open/Close book Closed book Open book Closed book
Submit after LU 1-4 LU 1-6 ALL
Learning Units ALL
LU 1-4 LU 1-6
covered
Resources Additional research N/A
NA
required required

Assessment Preparation Guidelines

Format of the Assessment Preparation Hints
Test (sit-down/ or take-home)
The test for this module will Before the test:
assess your understanding • Ensure that you focus on the relevant learning units,
of Learning Unit 1- 4 of this and that you have mastered these. This means that you
module. need to understand what you will be expected to do
with which knowledge.
The test will require you to • Ensure that you understand the relevant sections in the
apply your theoretical prescribed work.
knowledge to different • Work through all the relevant activities, exercises, and
situations. revision questions on Learn and in your prescribed
work.
During the test:

• Before answering the question, ensure that you
understand the task word (e.g. describe, apply etc.) and
the topic (theoretical content).
• Check the mark allocations of each question to ensure
that you are able to provide the correct depth and
detail in your answers and spent the appropriate
amount of time on each question.
• Try to briefly plan your answer.
• Start answering the questions about which you are
confident, i.e., get the marks that you can get. Once
you have answered these questions, attempt the
questions that you are not so sure about. Remember to
number your questions carefully.
Assignment
The assignment will assess • Before answering the question, ensure that you
your understanding of understand the task word (e.g., describe, apply, etc.)
Learning Units 1-6. and the topic (theoretical content).
• If there are several questions, check the mark
You will be required to allocations of each question to ensure that you are able
integrate and apply the to provide the correct depth and detail in your answers.
theoretical content to a • Read through the prescribed material, any
given scenario. recommended reading, Learn content and source your
own readings for content related to the topic.
• Analyse the case study to match the case study content
to the theoretical content.

• Remember to analyse all elements required and ensure

that your assignment is proofread and polished for
style, language and syntax.
• The assignment challenges you to do some
independent reading and research.
• Ensure that you conform to the prescribed referencing
conventions.
• Submit your assignment on Learn through SafeAssign a
few days before the assignment is due so that you have
time to make any amendments.
Examination
The examination will assess Before the examination:
all learning units in this
module. • Ensure that you focus on the relevant learning units,
and that you have mastered these. This means that you
The questions will focus on need to understand what you will be expected to do
your application of the with which knowledge.
theory to different • Ensure that you understand the relevant sections in the
scenarios. prescribe work.
• Work through all the relevant activities, exercises and
The final examination paper revision questions on Learn and in your prescribed
comprises mainly of work.
practical case studies. All • You can also review past papers on the library system.
Learning Units can be
assessed in the exam. During the examination:
• Before answering the question, ensure that you

understand the task word (e.g. describe, apply etc.) and
the topic (theoretical content).
• Check the mark allocations of each question to ensure
that you are able to provide the correct depth and
detail in your answers and spent the appropriate
amount of time on each question.
• Try to briefly plan your answer.
• Start answering the questions about which you are
confident, i.e., get the marks that you can get. Once
you have answered these questions, attempt the
questions that you are not so sure about.
• Remember to number your questions carefully.

Module Pacer
Module Code Programme Contact Credits and
Sessions notional time
BEAT6112 DIB3 48 15
Learning Unit 1 Introduction to the key concepts
Overview:
In this learning unit you will familiarise yourself with the key concepts and distinctions of
business ethics that will form an integral part of your vocabulary and comprehension of the
rest of the module.
Ethics is largely concerned with the distinction between ‘right’ and ‘wrong’ activities or ‘good’
and ‘bad’ choices. Often, where a choice negatively affects and impacts others, the ethics of
that choice may come into question. In business, several temptations may exist to engage in
illegal, unfair, or ‘wrong’ decisions – decisions that have the potential to negatively affect
others in a great deal. Business ethics, thus, is a field of study that examines how businesses
can navigate decision-making and behaviour so that they act in ways that do not result in
unfair or unjust harm to any parties.
We will look at the concept of business ethics and examine what this term might mean. We
will also discuss moral dilemmas, values, and how law and ethics work together. Finally, we
will explore the relationship between society and business.
Please work through Themes on Learn, together with the relevant sections of your prescribed
source/s. To ensure that you are working towards mastering the objectives for this learning
unit, please also ensure that you complete all the activities on Learn.
The challenge you may experience in this learning unit and during this module relates purely
to the volume of prescribe reading that you will need to do going forward. Allow yourself
enough time so that you can read and understand the concepts at the same time.

Learning Unit 1: Key concepts and distinctions in ethics

Sessions: Theme 1: Prescribed Material (PM)
1-3 Introduction to the key concepts
Academic Week: LO1: Distinguish between the different PM1: Chapter 1
1 meanings of “business”.
LO2: Describe the concepts of ethics and
Related Module business ethics.
Outcomes: LO3: Distinguish between the three
MO001 dimensions of business.
LO4: Explain ethics and the three central
pillars that form this concept.
Theme 2: Business ethics PM2: Chapter 1
LO5: Explain “moral dilemmas”.
LO6: List a few examples of “moral
dilemmas”.
LO7: Describe the relationship between
ethics and the law.
LO8: Distinguish between the three
different values within organisations.
LO9: Explain the relationship between
business and society.

Learning Unit 2 Ethics in a Business
Overview:
Capitalism is a system that prefers and encourages privately-owned businesses and trade (as
opposed to state-owned), and which prioritises the making of profit over all else. Many
modern economies are built on this system, which has both pros and cons. For example,
individuals can accumulate much wealth in this system and are not obligated to share their
money with the state or others. However, this creates great inequality and often results in a
system where the poor population remains poor, while the rich get richer. Various ideas,
theories, and thoughts have come about over the years to address such problems created by
capitalism.
In this learning unit, we will look at defining capitalism and the strengths as well as weaknesses
of capitalism. Next, we will learn to distinguish capitalism from statism and explore the
concept of justice. Lastly, we will explore different theories of justice.
In this chapter it will be important for you to contextualise the concepts in a summarised
version of your own words. Your word scheme and understanding will be the foundation going
forward.

Learning Unit 2: Ethics in a Business

Sessions: Theme 1: Macro-ethics Prescribed Material (PM)
4-7
Academic Week: LO1: Discuss capitalism. PM: Chapter 2
2 LO2: Discuss the strengths and
weaknesses of capitalism.
Related LO3: Distinguish between capitalism and
Outcomes: statism.
MO001 LO4: Define the term justice.
LO5: Explain the concept distributive
justice.
LO6: Evaluate the theories of distributive
justice.

Learning Unit 3 Ethical theories
Overview:
A theory is a system or structure that consists of certain ideas, thoughts, or principles and is
used to explain or justify certain behaviours, activities, or practices. Ethical theories, therefore,
are certain structural ideas that try to explain ethics and ethical practices. Historically, three
main ethical theories emerged and are still used in the study of ethics today – these range
from a theory founded by Aristotle, an ancient Greek philosopher who lived thousands of
years ago, to one founded by Immanuel Kant, a German philosopher, whose ideas came about
in the 1700s. We can see that ethics have been studied and explored for many years. However,
as organisations have evolved, so too have the theories needed to govern their ethical
behaviours. This has led rise to the birth of modern ethical theories.
In this learning unit, we will look at the classical ethical theories, before exploring modern
corporations’ theories.
Students will cover this learning unit, but not in detail. Students need to be aware of the
background and this LU can be assessed in short questions and not in longer discussion
questions.

Learning Unit 3: Ethical theories

Sessions: Theme 1: Classical ethical theories Prescribed Material (PM)
8-11
Academic Week: LO1: Outline the classical ethical theories. PM: Chapter 6
3
Related Theme 2: Theories of modern corporation PM: Chapter 7
Outcomes: LO2: Outline the theories of modern
MO001 corporation.

Learning Unit 4 The popular myths that separate ethics and business.
Overview:
A myth is a popular, but false belief, story, or idea. The problem with myths is that many people
often do not realise that they are untrue, and then base their actions and behaviours on
misinformation. Ethics has its own set of myths associated with it, and these sometimes
mislead or misguide business practitioners into wrong, unethical, or illegal behaviour. As it is
often so easy to become involved in unethical practices in the business world, many people
believe that it is impossible to engage in capitalistic activities unless the concept of ethics is
completely disregarded. Others, meanwhile, believe that, while individuals may still strive to
behave ethically in business, it is extremely difficult to do so successfully. Both these groups
of people – those who believe ethics and business cannot co-exist and those who believe being
ethical in business is very difficult – are known as sceptics. Sceptics are people who often
question beliefs and hold many doubts about certain thoughts.
In this learning unit, we will look at distinguishing between the two sceptical groups of people
that arise when being ethical in business. Then, we will learn to identify and analyse the myths
that exist and divide business and ethics.

Learning Unit 4: The popular myths that separate ethics and business.
Sessions: Theme 1: Eliminating the myths Prescribed Material (PM)
12-15
Academic Week: LO1: Distinguish between the two PM: Chapter 8
4 sceptical groups of people that exist
when it comes to being ethical in
Related business.
Outcomes: LO2: List the six myths that drive a wedge
MO002 between business and ethics.
LO3: Analyse the six existing myths.

Learning Unit 5 Ethics and corporate reputation
Overview:
The success of an organisation is not only influenced by its financial resources or social
networks but also by its reputation. A reputation is an idea or belief that others have formed
about something or someone, and is based on observed behaviours, others’ opinions,
personal experiences, or any influential information. An organisation’s reputation is based on
how trustworthy, reliable, and/or ethical others believe it to be. Stakeholders, such as
employees, investors, and consumers usually want to associate with entities that they believe
to have good reputations. For this reason, organisations need to strive to uphold their
reputations and their stakeholders’ opinions of them – maintaining ethical business practice
is a key component of this.
In this learning unit, we will look at organisational reputation and how it influences
stakeholders. We will also explore how ethics ties into an organisation’s reputation. Finally,
we will look at the link between an organisation’s reputation and financial performance.

Learning Unit 5: Ethics and corporate reputation

Sessions: Theme 1: Ethics and corporate reputation Prescribed Material (PM)
16-19
Academic Week: LO1: Explain the concept “Organisational PM: Chapter 9
5 reputation”.
LO2: Compare reputation at country level
Related versus organisational level.
Outcomes: LO3: Name three key stakeholders that
MO002 are heavily influenced by an
MO003 organisation’s reputation.
LO4: Explain the relationship between
(Investor confidence/Discerning
consumers/Employees).
LO5: Explain the ethical dimension of an
organisation’s reputation.
LO6: Discuss the relationship between
reputation and financial
performance.

Learning Unit 6 Ethics and human potential
Overview:
Human capital refers to the collection of skills, knowledge, and experiences that the
employees within an organisation hold. Thus, employees are an asset to any entity, without
whom the business would probably be unable to operate smoothly. However, organisations
sometimes fail to recognise the value in the human capital and employees are often ignored,
exploited, or unethically treated. By nurturing their employees and ensuring the ethical
treatment of people, an organisation can increase and unlock their employee’s talent and
human potential. This, in turn, will help positively shape and grow the organisation.
In this learning unit, we will look at the concept of ethical neglect and its consequences. Next,
we will discuss deviant behaviour. Thereafter, we will define an ethical organisational mindset,
and explore the fulfilment of human potential, and the methods used to unlock it.

Learning Unit 6: Ethics and human potential

Sessions: Theme 1: How human talent and ethics Prescribed Material (PM)
20-23 integrate in the workplace
Academic Week: LO1: Define the concept ethical neglect. PM: Chapter 10
6 LO2: Elaborate on several consequences
that ethical neglect might have on
Related the organisation.
Outcomes: LO3: Explain the term ‘Deviant behaviour’.
MO003 LO4: List examples of this collective term.
LO5: Comment on your definition of an
ethical organisational mindset.
LO6: List the three paradigms that serve
as indicators of optimal fulfilment of
human potential.
LO7: Describe the three paradigms.
LO8: Summarise the methods
currently utilised to unlock the true
human potential.

Learning Unit 7 Ethics and trust in organisations
Overview:
For organisations to build relationships with their stakeholders and maintain a good
reputation, they must foster a sense of trust. This means working towards the perception of
being honest, reliable, and capable of delivering whatever they promise. When organisations
are regarded as trustworthy, they are often able to secure funding easily, enjoy employee
loyalty and maintain high levels of customer support. This, in turn, helps maintain a steady
flow of profits for the organisation. However, recently, the level of trust stakeholders has in
each other, governments, and organisations, has all begun to steadily decrease. Reasons for
this range from the growth of globalisation to greater occurrences of corporate scandals.
Distrust means that key stakeholder relationships are threatened, and profits may be in
danger, and organisations need to work harder than ever before to come across as ethical and
trustworthy.
In this learning unit, we will look at what trust is and explore the factors that have led to the
decline of trust in business. We will highlight the importance of trust and link morality and
trust. Next, we will look at the factors which directly influence trustworthiness, especially in
managers and organisations. Lastly, we will explain how these factors can enhance the
perception of different stakeholders.

Learning Unit 7: Ethics and trust in the organisation

Sessions: Theme 1: Prescribed Material (PM)
24-27
Academic Week: LO1: Discuss several of the factors that PM: Chapter 11
7 have caused the decline of trust in
business.
Related LO2: Define trust using a few key
Outcomes: elements that form part of the
MO003 broader concept.
LO3: Discuss several reasons why trust is
important in business.
LO4: Outline internal morality versus
external morality of trust.
LO5: Name the factors that directly
influence trustworthiness in
managers as well as organisations.
LO6: Evaluate the different factors
influencing trustworthiness.
LO7: Explain how these factors can
enhance the perception of the
different stakeholders in the
business.

Learning Unit 8 Using ethics to prevent fraud
Overview:
Fraud can be defined as deceptive behaviour that one engages in to gain an advantage or to
disadvantage another entity. Unfortunately, fraudulent activities are commonplace both
within organisations and by organisations. There may be several reasons for this: fraudsters –
people who engage in fraudulent activities –may be presented with many opportunities to
commit fraud, may have strong motivations or may be able to sufficiently rationalise their
behaviours to themselves. As fraud can be costly – both financially and in terms of reputation
– organisations need to consistently work at managing fraud risks. One way to do so is to
promote ethical values and instil an overall moral attitude within the organisation.
In this learning unit, we will look at fraud and the factors that drive fraud to happen. Then, we
will explore fraud risk management, ethics training and other measures that may be taken to
help foster an ethical organisational attitude. Lastly, we will look at moral disengagement and
its relation to fraud.

Learning Unit 8: Ethics and trust in the organisation

Sessions: Theme 1: Ethics and trust Prescribed Material (PM)
28-31
Academic Week: LO1: Define the concept fraud. PM: Chapter 12
8 LO2: Discuss the drivers of fraud.
LO3: Name the three pillars of fraud risk
Related management.
Outcomes: LO4: Explain the actions that can be taken
MO003 under each fraud risk management
pillar.
LO5: Discuss the limitations of ethics
training as a measure on its own to
mitigate fraud.
LO6: Discuss the measures organisations
can take to promote ethical
behaviour.
LO7: List and explain the measures that
can counteract moral
disengagement.

Learning Unit 9 Resolving Ethical dilemmas
Overview:
Organisations nowadays are held more accountable for how they address and resolve any
ethical conflicts and dilemmas that happen in the workplace. This is key to the survival of an
organisation in the 21st century as employees, investors, consumers and other stakeholders
prefer organisations with high morals, principles and conduct. There are various
methodologies that organisations can incorporate when trying to solve ethical dilemmas. Of
these, the ‘RIMS’ strategy is one of the most used strategies to mitigate ethical dilemmas.
In this learning unit, we will look at the RIMS strategy and its suitability for use in moral
dilemmas as well as social and personal dilemmas in the workplace. Furthermore, we will
discuss the five assumptions behind Habermas’s moral theory which are the backbone of the
‘RIMS’ strategy and finally, we will look at the steps and current objections against the ‘RIMS’
strategy.

Learning Unit 9: Resolving ethical dilemmas

Sessions: Theme 1: Resolving ethical dilemmas Prescribed Material (PM)
32-35
Academic Week: LO1: Explain why the ‘RIMS’ strategy is PM: Chapter 15
9 suitable for a situation caused by
moral dilemmas.
Related LO2: Discuss social dilemmas versus
Outcomes: personal dilemmas in the workplace.
MO003 LO3: Outline the five assumptions behind
Habermas’s moral theory that forms
the backbone of the ‘RIMS’ strategy.
LO4: Summarise the ‘RIMS’ strategy in
three basic steps.
LO5: Discuss the current objections
against the ‘RIMS’ strategy.

Learning Unit 10 Institutionalising ethics
Overview:
Ethical behaviour is the way people act according to a set of beliefs they follow which
determines what is morally right or wrong. Ethics in the workplace has been a widely discussed
subject. Ethical behaviour affects organisations’ operations and consequently how well
organisations perform. By integrating ethical behaviour and conduct into an organisation,
trust can be built between owners, management and employees. For this to be possible and
be carried out successfully, proactive ethics management is needed.
In this learning unit, we will look at proactive ethics management approaches, how
organisations can ensure that they recruit ethical talent and the methods to do so. We will
then discuss training, monitoring and the reactive ethics management approach.

Learning Unit 10: Institutionalising ethics

Sessions: Theme 1: Institutionalising ethics Prescribed Material (PM)
36-39
Academic Week: LO1: Explain what a proactive ethics PM: Chapter 15
10 management approach entails.
Related LO2: Discuss the communication strategy
Outcomes: of a proactive ethics approach.
MO002 LO3: Discuss how organisations can
ensure that they recruit human
talent that will be aligned too the
company’s code of ethics.
LO4: List the methods which the
interviewer can use to assess the
future employee’s integrity during an
interview.
LO5: Describe the training and monitoring
component of a proactive ethical
approach.
LO6: Discuss the reactive ethics
management approach.

Learning Unit 11 Reporting and assessing ethics performance
Overview:
Ethics are the study of what is morally right and wrong, and the set of beliefs followed by
individuals and organisations. Ethics are not what is considered illegal. However, it has a strong
presence in industries and the professional bodies they adhere to. Companies often find
themselves in the hot seat due to ethical concerns and issues. There are various ways to report
on the ethical standards used in organisations. These reports are used to track the ethical
behaviour as well as the state of the ethics system in the organisation.
In this learning unit, we will look at illustrating the ethics-reporting process. We also discuss
the reporting processes followed by the ethics office, ethics committee, audit committee and
governing bodies. Lastly, we look at the processes to be followed when reporting ethics to
external stakeholders.

Learning Unit 11: Reporting and assessing ethics performance

Sessions: Theme 1: Reporting and assessing ethics Prescribed Material (PM)
40-43 performance
Academic Week: LO1: Illustrate the ethics-reporting PM: Chapter 24
11 Processes.
Related LO2: Discuss the reporting process from
Outcomes: the ethics office to the ethics
MO003 committee.
LO3: Explain the role of the internal
auditor in assessing the ethics
performance.
LO4: Discuss the reporting, from the audit
committee to the governing body.
LO5: Explain the reporting process and
elements of reporting to external
stakeholders.
Revision – Sessions 44 to 48

Glossary of Key Terms for this Module

Term Definition
Corporate The reputation that an organisations’ stakeholders perceives it as having.
reputation
Deontology An ethical or moral theory that uses sets of rules to differentiate between
right and wrong and emphasises that sometimes decisions with bad
outcomes are still the right or moral decision to make.
Deviant Describes all behaviours that deviate and differ from the accepted
behaviour behaviours, such as behaviour that is dysfunctional or
counterproductive.
Dilemma A situation in which a difficult choice has to be made between two or
more alternatives, especially ones that are equally undesirable.
Ethical dilemma This is an ethical paradox where an agent is conflicted between two
moral viewpoints and struggles to make an ethical decision as neither
moral viewpoint overrides the other.
Ethical neglect A situation where an organisation abandons ethical attitudes and
behaviours towards its employees.
Ethics The study of what is morally right and wrong, or a set of beliefs about
what is morally right and wrong.
External Persons outside a particular company who is affected by its success or
stakeholder failure, for example, customers, companies that sell it supplies, or banks
that lend it money.
Fraud Deceptive behaviour that one engages in to gain an advantage or to
disadvantage another entity.
Fraud triangle A framework which provides three factors that explain why fraud
happens or how it is enabled: opportunity, motivation and
rationalisation.
Fraudster Someone who engages in fraudulent behaviour.
Human capital In the context of an organisation, refers to the experiences, skills, and
knowledge of the employees – adopts the view that the employees are a
valuable resource.
Myth People who often question beliefs and hold many doubts about certain
thoughts.
Personal dilemma Refers to an individual’s stance on what they consider to be morally right
in situations they find themselves in.
Repercussions An unintended consequence of an event or action, especially an
unwelcome one.

Reputation A reputation is an idea or belief that others have formed about

something or someone, and is based on observed behaviours, others’
opinions, personal experiences, or any influential information.
RIMS strategy An approach used by the organisation for both social and personal
ethical dilemmas in the workplace.
Sceptic A myth is a popular, but false belief, story, or idea.
Social dilemma A situation where different people have varying views and opinions on
what is considered to be morally right in a specific situation or dilemma.
Stakeholder This theory stresses that entities should be managed with the best
theory interests of all their stakeholders at hand.
Telos A Greek word meaning 'goal' and, often, used in Aristotle's discussions
on ethics.
Unethical Not morally correct.
Virtue theory As theorised by Aristotle, this theory emphasises that good character and
inherent virtues play a role in our moral and ethical decision-making.

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IIE Learn Module Outline BEAT6112

Business Ethics for Accounting Professionals

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Using this Module Outline

To succeed in this module, you will need to:

- Attend lectures/ online sessions;

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Available on Ebscohost through the IIE library website.

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This Module on Learn

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Icons Used on Learn

Specific references to sections in the prescribed work.

Questions to help you recognise or think about theoretical concepts to be

Opportunities to make connections between different chunks of theory in

Real life or world of work information or examples of application of theory

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Assessments Test Assignment Examination

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Assessment Preparation Guidelines

During the test:

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• Remember to analyse all elements required and ensure

• Before answering the question, ensure that you

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Learning Unit 1: Key concepts and distinctions in ethics

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Learning Unit 2 Ethics in a Business

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Learning Unit 2: Ethics in a Business

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Learning Unit 3 Ethical theories

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Learning Unit 3: Ethical theories

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Learning Unit 5 Ethics and corporate reputation

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Learning Unit 5: Ethics and corporate reputation

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Learning Unit 6 Ethics and human potential

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Learning Unit 6: Ethics and human potential

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Learning Unit 7 Ethics and trust in organisations

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Learning Unit 7: Ethics and trust in the organisation

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Learning Unit 8 Using ethics to prevent fraud

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Learning Unit 8: Ethics and trust in the organisation

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Learning Unit 9 Resolving Ethical dilemmas