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Ecclesiastical disputes over the 1902 Education Act caused inertia in religion in early twentieth century state education. Despite the conciliatory efforts of Idealist educationists, secular conceptions of education were well established by 1920. But Nunn accorded religion a place in secular education as a 'natural activity of the human spirit' and an aspect of culture. Dewey combined a rejection of traditional religion with a view of education as 'religious' in function. Improved ecumenical relations after the First World War facilitated vital rationalisation of the Dual System and promoted the development of religious education through Agreed Syllabuses. 'Progressive' views of education often allied to secularist credos vied with religioidealistic conceptions of education. Russell and Neill rejected traditional religion and accorded no place to religion in education yet held secular conceptions of religion which influenced both their values and their educational ideals. W. B. Curry rejected traditional religion but saw objective religious studies as necessary to education. The movement for Christian Education aimed to promote the influence of Christianity in national life and education in face of secularisation, Secular Humanism and Fascism. It was focussed in the work of exponents of Public School Christian Education, notably Norwood, and the educational thought of the Ecumenical Movement expressed by Oldham. The liberal Christian Idealism of Clarke was a major influence for moderation at the centre. The Public School ideal permeated influential documents like the Cambridgeshire Agreed Syllabus of 1939 and the Spens and Norwood Reports, and the Institute of Christian Education promoted both the improvement of standards in religious education and the educational evangelism of the war period in which Christian Education was posed as the answer to Nazi education. The 'religious' clauses of the 1944 Education Act reflect the developments of the period.

This thesis explores the implications of education within the context of an Islamic university on ethical development of accounting students, namely, on the aspects of moral reasoning ability and personal value preferences. A mixed-methodology research approach was used to address the thesis’ two-part research purpose. First, a case study investigation was carried out to explore the values that are emphasized at the Islamic University, and the ways the values are conveyed to the students. For comparison purpose, a similar investigation was conducted on the case of another university with generally secular orientation. The case study data were generated from semi-structured interviews with faculty members and students, documents, and direct observation. Second, data on moral reasoning ability and personal value preferences of accounting students at the two universities were gathered using a survey instrument containing Rest’s Defining Issues Test (DIT) and Schwartz’s Values Survey (SVS). The survey data were analyzed to establish the differences between accounting students from the two universities, and changes that could have taken place during their course of study. The findings of the case study revealed that the Islamic University indicates a greater commitment toward developing the students’ moral character, namely, by instilling Islamic values. There were indications that such values are delivered through the formal curriculum, the lecturers, and some aspects of the university’s general environment. Analyses of the survey data, on the other hand, have yielded mixed results. While moral reasoning ability was found to be higher for students at the Islamic University, there was no evidence of an increase with progression into a higher level of study, which is in contrast with the case of students at the non-religious University. There were also differences between these two cohorts as regards personal value preferences, particularly, in respect of values that are associable with religious commitment. In general, however, significant changes in personal value preferences seem unlikely for students at both universities. Overall, the findings have contributed toward understanding the impact of university setting on ethical development of accounting students, and thus are of potential benefits to accounting educators and regulators.

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