Abstract
This study includes a literature review of differing approaches to ethics education and utilises publicly available information to investigate the current climate of ethics education across Financial Planning Association accredited degrees. Findings from a content analysis of curriculum data and a comparison against Bloom’s taxonomy reveal only two ethics related learning outcomes from all institutions to be at the deepest level of learning.
With new legislation requiring financial planners to be degree qualified and to abide by an approved code of ethics, this study proves valuable in highlighting gaps within ethics education in financial planning courses in Australia