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ACCT600: Accounting for Decision Making, Semester 2, 2022
Assessment Number (1)
Assessment Artefact: Written Critical Review
Weighting [25%: 25 marks]
Why this assessment?
Opportunity to apply theory into practice
Exposure to real-life scenario
The feedback from this assessment will help students further to refine the knowledge constructed on the
subject matter
What are the types of employability skills that I will acquire upon completion of this
Skill Type
✓ Developed critical and analytical thinking
✓ Developed ability to solve complex problems
 Developed ability to work effectively with others
✓ Developed confidence to learn independently
✓ Developed written communication skills
 Developed spoken communication skills
✓ Developed knowledge in the field study
✓ Developed work-related knowledge and skills
 Develop effective research skills
Assessment Overview:
This assessment requires students to analyse and evaluate the role and importance of the ethical role of
accountants and assess threats to compliance and communicate clearly and concisely.
Length and/or format:
Learning outcomes assessed
Graduate attributes assessed
How to submit:
Return of assignment:
Assessment criteria:
800 words ± 10%
LO1, LO2
GA3, GA5, GA9
Via Turnitin on unit LEO lounge
Via Turnitin on unit LEO lounge, normally within 3 weeks from due date
Rubric: see end of document
Here are the five Ethical principles
1) Integrity
2) Objectivity
3) Professional competence and due care
4) Confidentiality
5) Professional behaviour
Choose one of the cases listed at the end of this document and answer the question below.
a) Explain the ethical dilemma and discuss the threat(s) that would compromise the ethical principle concerned.
(10 marks)
b) Applying the relevant ethical principle to each of the scenarios, explain how you and all staff should act given the
dilemma such that one would comply with the spirit and letters of the principle.
(5 marks)
Please also explain why ethical dilemma in family-owned companies are relatively more challenging to manage
than the same issues in public companies.
(5 marks)
c) Proficiency in English and effective communication in writing.
(5 marks)
(Total: 25marks)
Answer the questions in the following format:
Ethical principle and its
Ethical dilemma
scenario and its threats
Your response to the dilemma and explanation
why your action would meet the spirit and letters
of the principle
and due care
Professional behaviour
How do I submit?
Students must submit assignments electronically via Turnitin. The software used for checking originality compares
works submitted by students with published material from a variety of sources including the Internet. The assignment
is to be submitted via LEO/Turnitin and will be checked for originality. A Turnitin similarity score of 10% or greater
will be considered cause for concern.
The assignment is to be submitted via LEO/turnitin
Penalties will be applied for late submission. Assessment tasks submitted after the due or extended date will incur,
for each whole or part of a calendar day that the work is overdue, a 5% penalty of the maximum marks available for
that assessment task up to a maximum of 15%. Assessment tasks received more than three calendar days after
the due or extended date would be interpreted as non-submission.
Checklist for student to submit along with your assignment
In the report, I list student name, student number, campus and the name of the selected firm
In the report, I have included references using a relevant referencing style
I have correctly cited all my sources and references including graphics downloaded from the Internet.
I have checked my report with Turnitin to ensure the similarity report is acceptable and explainable
I will be able to supply the process output, if required by our lecturer to prove this my own work (e.g screen ☐
dump of my search and retrieval of journal articles, etc.)
I have completed proof reading and checked for spelling and grammar
I submitted my work before the due date/time
Feed-forward Template: A template for students to use and act on feedback and provide
recommendations for improvement
The template applies to instances of follow-on assignments (viz. assessments 2 or 3 where appropriate). It is
recommended that students submit their personal feed-forward reflections as the first page of the follow-on
assignment (assessments 2 or 3 where appropriate) as evidence students have acted on the feedback provided in
the previous assignment.
The feed-forward reflections do not form part of the assessment and are not included into the assessment word
How did you act on the feedback?
Feedback is an important component of learning. Please consider the feedback received in the previous
assignments and provide a response on how the feedback is acted on, or intend to act upon, and how it has informed
and hence improve the current assignment task.
Example Questions
Action Plan and feedback recommendation (what I learnt from
the feedback on feedback)
Based on previous assignment feedback,
briefly, described how you acted on the
feedback to improve your work in this
Briefly describe what is your expectation
around the type of feedback that enhances your
Did you have any difficulty understanding or
acting on previous feedback? Please be as
specific as possible so that you can gain further
feedback/clarify anything you do not
understand in the feedback
Some Helpful Websites and Resources
Learning Materials, Supplementary Materials and References in the unit LEO lounge, especially, the document titled
Supplementary Reading: Ethics.
Who can help me?
Listen to workshop recording on the subject matter
Financial Accounting, 11th edition, 2020. John Wiley & Sons
Financial Accounting by Hoggett et al. (UNIT BOOK)
Students may choose to use their usual referencing style, indicating at the top of the reference list the referencing
style that is using (e.g. APA, MLA, Chicago, Harvard).
Please ensure your assignment makes use of in-text citations and a reference list. Missing citations or references
is equivalent to plagiarism.
The full criteria are compiled in a rubric, which can be found on the following page/s.
Rubric for Assessment Task 1 [25%]
The marks allocated in the competency rubric are translated into the marks allocated for each assessment question because of the inter-related and integrated contents, and easy reference to marks for
Relevant LO/GAs
Criterion (related
to a single GA from Does not meet
the related LO – expectations
one GA per criterion
Apply ethics principles in Poor applications of
business settings
ethics principles in
business settings
Passable applications
of ethics principles in
business settings
Credible applications
of ethics principles in
business settings
applications of ethics
principles in business
settings generally
applications of ethics
principles in business
settings generally
Explain the subtleties of
ethics in different
business settings
Poor explanation of
ethics in different
business settings
Passable explanation
of ethics in different
business settings
Credible explanation of Convincing
ethics in different
explanation of ethics in
business settings
different business
explanation of ethics in
different business
Analyse threats to
compliance of ethical
principles in accounting
profession generally
Poor analysis of
threats to compliance
of ethics principles in
accounting profession
Passable analysis of
threats to compliance
of ethics principles in
accounting profession
Credible analysis of
threats to compliance
of ethics principles in
accounting profession
Insightful analysis of
threats to compliance
of ethics principles in
accounting profession
Weight = 5 marks
Exceeds expectations
TL = 3
LS = D
Weight = 5 marks
TL = 2
LS = A
Weight = 10 marks
TL = 4
LS = A
Convincing analysis
of threats to
compliance of ethics
principles in accounting
Weight = 5 marks
Demonstrate effective
written communication
skills in English
Demonstration of poor
effective written
communication skills in
Demonstration of
passable effective
written communication
skills in English
TL = 2
Demonstration of
credible effective
written communication
skills in English
Demonstration of
quality effective written
skills in English
Demonstration of high
quality effective
communication skills in
LS = A
GA – Graduate Attribute; LO – Unit Learning outcome; TL- Bloom’s Taxonomy Level: 1=Remember; 2=Explain; 3=Apply; 4=Analysis; 5=Evaluate; 6=Create; LS – Learning Stage: 1=Introduced (I);
2=Developed(D); 3=Assured (A).
Case 1:
When preparing David Randall’s 2021 tax return, Sara Chan notices that his income has dropped from the year before.
She also notices that he sold some shares during the year and cashed some Brisbane Council Investment Bonds. It
appears that David converted about $120,000 of assets into cash and shows no income from that cash. Sara wants to
be thorough in preparing John’s tax return, so she asks him about the decrease. John explains that he lent $120,000 to
his daughter, Jenny, so that she could buy a house.
He further reveals that Jenny is paying an amount equivalent to 6% interest on the loan. But he adds, “We are calling
the interest a gift to repay me for all expenses I incurred in raising her.” In David’s opinion, this interest should not be
considered taxable income, because Jenny is not allowed to deduct the amount as an expense. Jenny is not required
to reveal that she has paid the amount to her father. In short, there is no record of the amount being paid to him.
David insists that Sara prepare the tax return without the amount in income. Assume it is unlikely that Revenue Canada
will discover that John has received this amount. What should Sara do?
Case 2:
Davison College is a private high school. The College sent Tom Blanchard, CA, a young accounting teacher, to represent
the school at the annual Independent Schools of Australasia Conference in Darwin. Blanchard arranged for travel and
accommodation for the conference with the understanding that the school would reimburse him. It so happened that
Easter Break coincided with the conclusion of the conference, so Blanchard figured he would take advantage of his
good fortune to stay in Darwin another week and work on his golf game. He reasoned that this would not be a problem,
since he would pay for his extra week at the hotel and the College had to pay his way back anyway; it didn’t matter when
he returned, just as long as he was back for the resumption of classes.
By staying an extra week, however, Blanchard’s return flight coincided with the rush back from Easter Break and the
return part of the fare was $200 more. Blanchard did not think to check how much less it would have cost to leave right
after the conference. Blanchard discovered the difference when he examined his ticket as he prepared his expense
report. He submitted his travel reimbursement request and said nothing. The College caught this discrepancy upon
remittance of his expense report and the headmaster of the school was subsequently notified. The headmaster then
discussed this with Pat Smith, CA, a member of the School Advisory Board.
Case 3:
Women’s Rights & Legal Services (WRLS) is a not-for-profit organization that supports women who are in conflict with
the law. Amelia Jones has been employed as the director of WRLS for several years. She played an influential role in
the metamorphosis of the image of the organization from that of a passive group of commendable, well-intentioned
individuals concerned with the salvation of female criminals, into an outspoken ambassador for prison reform and rights
for female offenders. As a direct result of Jones’ effort and commitment, WRLS was voted Charitable Agency of the
Jones took responsibility for the society’s counselling program for shoplifters. At the same time, Jones was combining
her personal household shopping with the purchase of items for the society. The society paid for these personal
purchases and was never reimbursed. She simultaneously engaged in the purchasing of articles for the society on her
personal account in order to balance these purchases. Concurrently, Jones suffered a number of personal problems
leading to depression which resulted in her inability to function properly. She continued to devote time to the society but
began to work temporarily from home.
Early this year, a new member, Charlie Simpson, was appointed Treasurer of the Board of Directors of WRLS. In this
capacity, Simpson reviewed the financial records of the society and, in his review, identified the above transactions
carried out by Jones.
Case 4:
In a review of his expense reports, Peter Miller, a local council member was found to have charged personal expenses
to his council credit card over a period of nine months. Among the $12,000 of charges were a holiday to Dubai and
made-to-measure suits. Also, further examination of his report revealed several thousands of dollars spent at local
entertainment establishments and charged off as business meeting expenses.
Upon questioning, Miller reasoned that he used his council credit card for personal use because he hadn’t one of his
own; he always intended to reimburse the government for those expenses. Regarding the expenditures incurred in the
entertainment establishments, Miller claimed poor judgement as his sole defence.
What should the government do?
Case 5:
Shakti is a national charitable organisation that offers shelter for battered women in several cities. Throughout the year,
the organisation sends representatives to conferences with other charities to share fund-raising and public service
strategies. Roger Dean, CA, a full-time employee of Shakti, has often acted as the organisation’s representative.
Typically, Dean arranges for his own travel and accommodations with the understanding that he will be reimbursed for
any expenses. Due to their larger seats, Dean’s airline of choice is Awesome Airways. Over time, he accumulated
enough frequent flyer points with Awesome Airways so that he and his wife could fly anywhere in the world. Dean never
questioned whether the frequent flyer points were rightfully his; he reasoned that they were issued in his name and were
rewarding his loyalty to the airline, not Shakti’s. The organisation does not have a clear policy on air miles and has not
dealt with a similar predicament before.
Shakti learned of the frequent flyer points upon Dean’s return from an Canadian holiday. As he was showing his photos
to a co-worker, Dean mentioned that his frequent flyer points covered the two-thousand dollar flight. The co-worker,
aware that virtually all of Dean’s flying was business-related, promptly notified Shakti’s chief financial officer, Linda
Squire, CA, of the situation.
What should Linda do?
Case 6:
Doug Schmidt, CPA, is an employee of the Department of the Environment. His duties include periodic inspection of
companies that deal with toxic waste. This is to ensure that these companies comply with provincial standards and
guidelines on waste management.
Doug has worked for the Department for over twenty years and is expected to retire in the next five. It has come to the
attention of his superior, Mary Webber FA, that upon retirement Doug plans to act as a consultant for Green Clean
Pty. Ltd., a waste management firm that happens to be subject to the Department’s inspections.
Further investigation has found that Schmidt has received payments from Green Clean totalling $10,000. His explanation
for the payments is that Green Clean wanted to make sure that they would have the exclusive rights to his services
upon retirement.
What should Mary and the Ministry do?

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