ABSTRACT

Education in Ghana has experienced several changes over the years, affecting different professional fields, including accounting. Against this background, this study examined the importance of accounting ethics as a course in business-related programmes in Ghanaian tertiary institutions, using the University of Cape Coast as a case study. Specifically, the study investigated the relationship between accounting ethics and students' academic performance in accounting education. It also examined the views of lecturers in tertiary institutions and professional bodies regarding the contribution of accounting ethics education to students' performance.

The study adopted a descriptive case study survey design. Data were collected through questionnaires administered to a sample of 47 lecturers from tertiary institutions and professional bodies. The responses were presented using tables and frequency distributions, while regression analysis and the Student's t-test were used for further statistical analysis. The findings revealed that accounting ethics has an influence on the academic performance of accounting students. They also showed that lecturers in higher institutions and those affiliated with professional bodies held similar views about the relevance of teaching accounting ethics. The null hypothesis was rejected under the first set of hypotheses, indicating that accounting education influences students' academic performance. However, the alternative hypothesis was rejected under the second hypothesis, while the null hypothesis was accepted, suggesting that there was no significant difference between the perceptions of the two groups of respondents regarding students' performance.

The study concludes that accounting ethics is an important component of accounting education and has a positive relationship with students' academic performance. It therefore recommends that the government should invest more in accounting ethics education, provide continuous professional development opportunities for accounting lecturers, and periodically review accounting curricula to ensure that they meet international standards and the changing needs of the business environment.

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

During the final two decades of the twentieth century, considerable attention was given to accounting education, particularly the development of accountants' moral values and ethical abilities (Alam, 1998; Armstrong, 1993; Ponemon, 1993; Mintz, 1995). Researchers also examined whether university accounting programmes adequately prepared graduates for the demands of the business environment (Pan & Perera, 2012; Awayiga et al., 2010; Kutluk et al., 2012). Some scholars linked the growing interest in these issues to major corporate and financial scandals, including the collapse of Enron and WorldCom in the United States (Pan & Perera, 2012). These scandals weakened public confidence in businesses and raised serious concerns about the ethical conduct of accountants and corporate organisations. They also contributed to the introduction of the Sarbanes-Oxley Act of 2002, which brought significant changes to accounting practices, auditor independence, and corporate governance (Babalola et al., 2023). Other researchers associated the growing interest in accounting skills development with concerns that university accounting programmes were not adequately responding to the changing requirements of the modern business environment (Awayiga et al., 2010).

These concerns have become more significant in recent years as researchers continue to identify differences between the skills accounting graduates possess and the competencies employers expect from them (Vázquez et al., 2024; Banasik & Jubb, 2021, as cited in Summa: Journal of Accounting and Tax, 2025). Recent studies have emphasised the need to improve accounting curricula, noting that although many programmes provide students with technical accounting knowledge, graduates may still lack sufficient practical experience with digital technologies, ethical decision-making, and effective interpersonal communication (Asonitou, 2022; Tharapos, 2022). In a systematic review of accounting employability, Micallef (2024) identified professional abilities, interpersonal skills, and strategic competencies as increasingly important requirements for accountants. The study also highlighted the continuing gap between the expectations of employers and the level of preparedness of accounting graduates.

Other scholars have observed that global competition and international business integration have increased employers' expectations of newly qualified accountants (Celik & Ecer, 2009; Kutluk et al., 2012). Globalisation, the closer connection between national economies, and the development of international agreements and regional financial organisations have strengthened the need for accounting education that reflects international practices (Rezaee et al., 1997). In response to these developments, the accounting profession has made efforts to establish international standards that guide the education and professional development of accountants. One important example is the International Education Standards (IES), developed by the International Federation of Accountants (IFAC). These standards underwent important revisions in 2025, particularly in relation to IES 2, IES 3, and IES 4, to reflect developments in sustainability reporting and assurance requirements (IFAC, 2025). Similarly, the International Ethics Standards Board for Accountants (IESBA) has continued to revise its Code of Ethics for Professional Accountants, with major editions and updates published in 2022, 2023, and 2024 (IESBA, 2024).

The increasing importance of ethics in accounting education is also evident in the research conducted by Poje and Zaman Groff (2022). Their bibliometric study examined 134 primary studies and found that academic interest in accounting ethics education increased considerably following major corporate accounting scandals. The researchers identified three important areas of discussion: the effect of corporate scandals on ethics education, the application of moral reasoning theories, and the teaching methods used to develop ethical awareness among accounting students. These findings demonstrate that accounting ethics remains an important subject in academic research and support the need for further studies in developing countries, including Ghana.

The need to strengthen ethics education in accounting programmes is not limited to developed countries. Antwi et al. (2024), in a study of tertiary institutions in Ghana, reported that accounting curricula achieved approximately 70% alignment with the requirements of IES 4, which addresses professional values, ethics, and attitudes. However, the study identified weaknesses in the practical application of ethical principles. Similar findings were reported in a 2024 study published in Cogent Education, which established that final-year accounting students in five Ghanaian public universities believed that ethics was not sufficiently integrated into their programmes, despite the availability of courses relating to the subject (Amoah et al., 2024). These findings demonstrate the importance of examining how accounting ethics is taught and applied within Ghanaian tertiary institutions.

Ghana has also made efforts to develop competent accounting graduates who can meet the expectations of both local and international employers. Government institutions, universities, and other relevant stakeholders have introduced measures to ensure that academic programmes satisfy established accreditation requirements. However, obtaining professional or academic accreditation does not automatically guarantee the overall quality of an accounting programme (Jackling & Keneley, 2009; Lightbody, 2010). In reality, the employment market plays an important role in determining the professional opportunities available to accountants and the responsibilities they are expected to perform (Carnegie & Napier, 2010; Jackling & De Lange, 2013). Universities must therefore ensure that their accounting programmes provide students with the knowledge and practical competencies required in the accounting profession (Johns, 2006).

The responsibilities of accountants are changing due to technological development, globalisation, and increasing public concern about corporate accountability and governance. Liyanapathirana and Akroyd (2023) explained that cultural and religious influences can affect the ethical decisions made by accountants, particularly in developing countries where corruption remains a concern. In addition, Poje and Zaman Groff (2023) found that the use of ethics education toolkits can improve the moral judgment of accounting students. These findings show that accounting ethics education involves several factors and should be examined in relation to the conditions of individual institutions and countries. This provides a basis for conducting the present study in the Ghanaian tertiary education system.

1.2 Statement of the Problem

Accounting education has been criticised for not keeping pace with developments in business ethics and the changing demands of the business environment (Albrecht & Sacks, 2010; Chua & Perera, 2016; Mohamed & Lashine, 2013). This situation has increased the need to examine the relevance of accounting ethics as a course in business-related programmes in tertiary institutions. It is also important to determine whether accounting programmes offered by universities adequately prepare students for the ethical and professional responsibilities they will encounter in the workplace.

Some previous studies have examined accounting ethics and professional skills from limited perspectives or within specific educational environments that may not fully represent the experiences of institutions in sub-Saharan Africa. For example, Mbawuni (2015) concentrated on the experiences and opinions of undergraduate and postgraduate students, while Asonitou (2015) examined the views of accounting professors concerning the introduction of professional skills in Greek higher education institutions. Similarly, Kutluk et al. (2012) investigated the opinions of public accountants about the existing state of university accounting education. Although these studies provide useful information, their limited areas of focus make it difficult to apply their findings directly to the conditions of developing countries.

Within Ghana, concerns have also been raised about the inadequate integration of ethics into university accounting curricula (Onumah et al., 2012). More recent studies by Boateng and Agyapong (2022) and Liyanapathirana and Akroyd (2023) have further highlighted the limited research attention given to accounting ethics education in emerging economies. Research examining the structure of accounting programmes in Ghana has also shown that the level and manner of ethics integration differ among institutions. It further indicated that institutional ownership and affiliation do not necessarily determine the quality of ethics education provided (Simpson et al., 2016). These findings suggest that improving accounting ethics education may require broader institutional and government-level efforts.

The decline in ethical standards observed in different parts of the world, together with continuing cases of accounting fraud and corporate governance failures, has raised questions about the effectiveness of formal ethics education in producing lasting changes in professional behaviour (Poje & Zaman Groff, 2022). This issue is particularly important in Ghana, where cultural beliefs, religious values, and professional ethical standards may interact in ways that influence the decisions of accounting students and practitioners. However, the relationship between these factors remains insufficiently examined (Liyanapathirana & Akroyd, 2023).

It is against this background that the study seeks to assess the relevance of accounting ethics as a course in business-related programmes in Ghanaian tertiary institutions. By examining the relationship between accounting ethics education, students' academic performance, and the perceptions of relevant educators, the study aims to contribute to discussions on improving accounting education in Ghana and other developing countries.

1.3 Research Objectives

The general objective of this study is to examine the relevance of accounting ethics as a course in business-related programmes in tertiary education in Ghana.

The specific objectives are to:

1. Examine the perceptions of accounting educators and students regarding the relevance of accounting ethics in Ghana's tertiary education system.

2. Determine the relationship between the teaching of accounting ethics and students' academic performance in accounting education in Ghana.

3. Examine whether there is a difference between the views of lecturers in tertiary institutions and lecturers in professional bodies concerning the relevance of teaching accounting ethics to accounting students in Ghana.

4. Identify appropriate teaching methods and strategies for delivering accounting ethics education to accounting students and trainee accountants.

5. Examine the practicality of teaching accounting ethics and determine how cultural factors influence the ethical behaviour of accounting students in Ghana.

1.4 Research Questions

The study seeks to provide answers to the following research questions:

1. What are the perceptions of accounting educators and students regarding the relevance of accounting ethics in Ghana's tertiary education system?

2. What relationship exists between the teaching of accounting ethics and students' academic performance in accounting education in Ghana?

3. Is there a difference between the perceptions of lecturers in tertiary institutions and lecturers in professional bodies regarding the relevance of teaching accounting ethics to accounting students in Ghana?

4. Which teaching methods and strategies are most appropriate for teaching accounting ethics to accounting students and trainee accountants?

5. How practical is the teaching of accounting ethics, and how do cultural factors influence the ethical behaviour of accounting students in Ghana?

1.5 Significance of the Study

The findings of this study are expected to contribute to existing knowledge of accounting education, particularly in relation to improving university programmes and strengthening the ethical development of accounting graduates in Ghana. The study will also provide useful information on the views of accounting educators and the relevance of existing accounting programmes.

In educational planning and policy development, the findings may assist curriculum designers in understanding the expectations of employers and ensuring that university accounting programmes and teaching approaches reflect the needs of the labour market. This is in line with recent calls for curriculum reforms that consider both international professional standards and the realities of individual countries (Amoah et al., 2024; IFAC, 2025).

The study will also benefit accounting students by providing a better understanding of the ethical and professional standards expected of them in the workplace. This knowledge may encourage students to develop the necessary skills, attitudes, and professional values required to meet employers' expectations. Such preparation is increasingly important as international companies continue to invest in Ghana and other developing economies, creating greater demand for competent accounting professionals.

1.6 Scope of Study

This study focuses on examining the relevance of accounting ethics as a course in business-related programmes within tertiary education in Ghana. The study uses the University of Cape Coast, Ghana, as its case study institution.

1.7 Organization of Study

This study is organised into five chapters. Chapter One introduces the study and presents the background, statement of the problem, research objectives, research questions, significance, scope, and organisation of the study. Chapter Two reviews relevant literature relating to the subject. Chapter Three explains the research methodology, including the methods and instruments used for data collection and analysis. Chapter Four presents the analysis of the collected data and discusses the findings. Chapter Five provides the summary of the findings, conclusion, and recommendations.

1.8 Definition of Terms

Accounting Ethics: Accounting ethics is a branch of applied ethics concerned with the moral principles, values, and standards that guide the conduct of individuals in the accounting profession. It forms part of professional ethics and relates to the application of moral judgments to accounting activities.

Accounting Education: Accounting education refers to organised teaching and learning activities designed to provide individuals with the knowledge, skills, ethical values, principles, and practical understanding required for accounting practice.

Curriculum: A curriculum refers to the collection of courses, learning activities, subject content, and academic requirements provided by an educational institution.

IFRS: International Financial Reporting Standards.

IES: International Education Standards developed and issued by the International Federation of Accountants (IFAC).

IPSAS: International Public Sector Accounting Standards.

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