Forensic Accounting Education Research Articles

Obstacles Facing the Development of Forensic Accounting Curricula within Australian Universities: Exploring Perspectives of Practitioners and Educators

Forensic accounting education has become an increasingly significant issue in recent years. In Australia, universities have acknowledged the industry’s growing relevance, and there have been attempts to address gaps in the provision of forensic accounting education. Despite these efforts, forensic accounting education is frequently omitted in university programs. This paper seeks to identify the obstacles that influence the transformation of forensic accounting knowledge into university programs. To do so, this study explores the perspectives of two groups: forensic accounting practitioners and university academics. Simi-structured interviews were conducted with the two groups to gather their perception. The findings show that the interdisciplinary nature of forensic accounting, the educator's relevant experience, and some other factors (e.g. university timetabling, calendar, venue arrangements, lack of forensic accounting instructional material, and professional and educational accreditations) are all obstacles facing the development process of forensic accounting. It is recommended for schools that do not have the required resources or are facing many obstacles in integrating forensic accounting education to offer an introductory elective course in the curriculum or utilize appropriately qualified guest speakers. The findings in this qualitative study could help educators in the development process of forensic accounting curricula.

Divergence and convergence of salient stakeholders' perceptions toward forensic accounting education: importance, obstacles and pedagogies

PurposeThis research study aims to identify barriers to incorporating forensic accounting into accounting curricula in Jordanian universities. The study examines the differences in perspectives among various accounting education stakeholders, including students, educators and accounting and auditing employees/managers, on forensic accounting education.Design/methodology/approachThe research methodology is quantitative and involves administering a survey questionnaire. The data obtained are analyzed using techniques including t-test analysis, one-way ANOVA and post-hoc.FindingsThe study reveals that educators have a more favorable view toward incorporating forensic accounting into university accounting curricula in Jordan, while accountants and auditors (employees/managers) are more strongly convinced of its importance. Furthermore, the biggest challenge to integrating forensic accounting, as perceived by stakeholders, is the lack of related job opportunities.Practical implicationsThe study significantly contributes to accounting education research by providing valuable information on barriers to incorporating forensic accounting into the accounting curricula of Jordanian educational institutions from the perceptive of various stakeholders. Therefore, this study may assist educators in overcoming obstacles in offering forensic accounting education.Originality/valueThe study carries important implications for the inclusion of forensic accounting in the accounting curricula of Jordanian educational institutions. By comprehending the different viewpoints of various stakeholders, educators and policymakers can address recognized challenges and strive for the effective integration of forensic accounting in accounting curricula. As a result, accounting students will receive a more comprehensive education, and graduates will be better equipped for successful careers in the field.

Accounting undergraduates’ perspectives on integrating forensic accounting into the curriculum in Sri Lanka

Purpose: This study examines the current level of forensic accounting education in Sri Lanka and its level of sufficiency from the viewpoint of accounting undergraduates studying in Sri Lankan government universities. Research methodology: Data were collected through a self-administered questionnaire targeting third and fourth-year accounting undergraduates of Sri Lankan government universities. To achieve the research objectives, descriptive statistics were used as analytical tools. Results: The study revealed that existing auditing course modules and stand-alone forensic accounting course units do not adequately cover forensic accounting topics in response to the rising demand for forensic accountants' services in Sri Lanka. Sri Lankan government universities are required to restructure the integration of forensic accounting education with greater coverage. Moreover, as per accounting undergraduates, the precise method of covering forensic accounting within accounting education would be to introduce a separate degree program that covers all forensic accounting discussions. Limitations: The main limitation of this study is that it focuses only on the perspectives of government university undergraduates. Perceptions of accounting undergraduates in private universities and professional qualification institutions that offer accounting degree programs were not considered. Contribution: This study provides insights for university administrators on how to integrate forensic accounting into the accounting curriculum. Moreover, the suggested modifications will provide undergraduates with the skills required to practice forensic accounting after graduation.

Insights from forensic accounting educators and practitioners within the KSA context regarding the optimal forensic accounting skills set: an implication on the socioeconomic development

PurposeThe purpose of this study is to evaluate the current state of forensic accounting education in the Kingdom of Saudi Arabia (KSA), as well as to identify the desired aims and skills required to practice forensic accounting as a profession. It also seeks to understand the education and skills provided by KSA forensic accounting education programs, the job skills required by professional accountants and the skills required by professional accountants' employers.Design/methodology/approachThe study is exploratory in nature. A convenience base sampling approach was used to select the academicians and practitioners working in KSA. Participants were requested to fill out an electronic questionnaire and rank each statement on a 5-point Likert score. The responses were converted and analyzed using the T-test, to evaluate the inter- and intra-group trends in the data.FindingsThe study included 58 responses from practitioners and 30 from academicians. Both groups mentioned that the classroom and the Internet were their primary source of forensic accounting information, especially in professional accounting qualifications. According to the participants, most of the institutions in KSA do not offer forensic accounting courses. Nonetheless, forensic accounting is critical for strengthening the credibility of financial reporting in courtrooms. The study finds subtle inter-group differences regarding the development of an ideal curriculum for forensic accounting, which translates to a bigger difference in curriculum development and practice skills. Both groups were optimistic about the future path of forensic accounting in KSA.Originality/valueThe study reports critical differences between the status of forensic accounting education and the skills required to practice forensic accountancy in KSA.

Forensic accounting research around the world

Purpose This paper aims to review the relevant forensic accounting research (FAR) around the world and suggests avenues for future research in forensic accounting. Design/methodology/approach The study used the thematic and systematic literature review methodology to analyse the existing literature in FAR. Findings The major thematic areas in the literature are fraud motivation, fraud consequences, fraud detection using forensic accounting techniques, forensic accounting theory, forensic accounting skills, forensic accounting education and forensic accounting jobs. The quantity of FAR is relatively small compared to the quantity of research in other accounting specializations. FAR is well developed in the USA and Canada and is less developed in Europe, Oceania and Asia. There is high interest in FAR in African countries. There is a relatively low global interest in internet information about “forensic accounting research” compared to global interest in other forensic accounting topics. Areas for future research include the role of the environment, digitalization, religiosity and sustainable development in forensic accounting. Practical implications FAR around the world is lopsided, as some regions have more advanced FAR compared to other regions. There is a need for even development of FAR across all regions and a need to publicize the outputs of FAR to a larger audience to increase people’s interest in forensic accounting. Originality/value The study extends the literature by presenting a rigorous thematic and systematic review of the existing literature. It highlights the depth of FAR, the major thematic areas, the benefits of FAR to society and the geographical reach of existing FAR.

Forensic Accounting Education And Profession: A SWOT Analysis

Forensic Accounting Education And Profession: A SWOT Analysis

Developing learning objectives for forensic accounting using bloom’s taxonomy

ABSTRACT This paper aims to identify and explore the learning objectives outlining the core knowledge for forensic accounting education. Bloom’s taxonomy is used to outline and analyze the core knowledge for forensic accounting education (e.g. fraud examination, litigation support, business valuation, and IT forensic accounting) in 15 Australian universities that provide forensic accounting courses. Furthermore, this paper applies a qualitative method to forensic accounting curricula, handbooks, and syllabi. These educational documents were retrieved from Australian universities. The findings report learning objectives under core content knowledge distributed over Bloom’s cognitive areas. This study also provides a unified set of learning objectives to harmonize forensic accounting courses’ teaching and learning processes. The most promising contribution of the paper is to provide a set of learning objectives in all forensic accounting subtopics. The main implications of this paper are relevant to forensic accounting educators, students, standard setters, researchers, regulators, and curricula designers.

FORENSIC ACCOUNTING SKILLS REQUIRED BY ACCOUNTING EDUCATION GRADUATES FOR EFFECTIVE ACQUISITION OF FRAUD DETECTION SKILLS

The study was carried out to identify forensic accounting skills required by accounting education graduates for effective acquisition of fraud detection skills in universities in Cross River State. Nigeria. It also investigated the extent to which forensic accounting education can enhance the acquisition of fraud detection skills among accounting students. The study adopted a descriptive survey design. The population of the study consisted of all accounting educators in public universities in Cross River State and all senior accountants in the 39 government ministries in Calabar. This brought the total population of accounting educators to 30 and that of accountants to 108. Census method was adopted as the sampling technique for the accounting educators while purposive sampling technique was adopted for the accountants. Data were collected using a researcher-made questionnaire which was validated by a research expert in accounting and a business educator. Copies of the questionnaire were administered to the respondents. The completed copies returned were 22 copies for the accounting educators and 96 for the accountants. It was this number that was used in generating data used for the answering of the research questions. Data collected from the respondents were analyzed using descriptive statistics of mean and standard deviation; also, the hypotheses formulated were tested using independent-t-test statistic at 0.05 level of significance. The results revealed that areas of forensic accounting be included in the curriculum of accounting education because it can enhance the acquisition of fraud detection skill. It was recommended that forensic accounting education be introduced into the accounting education curriculum.

Measuring the Importance of Forensic Accounting and The Necessity of Integrating It into Higher Education Curricula

In the specialist field of accounting known as "forensic accounting," financial knowledge is used to look into and settle legal disputes and financial crimes. The need for forensic accounting knowledge has increased in recent years as businesses and organizations are under more pressure to adhere to complicated standards and stop financial wrongdoing. The trend has been affected by a number of factors, including the growth of international trade, the rapid improvement of technology, as well as the threats posed by ransomware. As a result, many businesses now understand the value of having forensic accountants on staff or retainers to aid in the detection and avoidance of financial crime and investigate and resolve legal issues.The significance of forensic accounting is examined in this essay as the requirement that it be included in curricula for higher education. A brief history of forensic accounting is given at the outset, and then a review of the literature on the subject's significance and efficacy in identifying and preventing fraud follows. To do this, research will be done on the economic effects of fraud, the efficiency of forensic accounting in identifying and preventing fraud, and the state of forensic accounting education right now. Then, a survey of accounting professionals is undertaken to acquire information regarding the perceived significance of forensic accounting and the requirement of integrating it into higher education courses. The survey results are analyzed to ascertain the perceived significance of forensic accounting and the necessity for ongoing study in this field. This article will thoroughly evaluate the significance of forensic accounting, the necessity of incorporating it into higher education courses, and the need for ongoing forensic accounting research using the analyzed survey results.

Factors Implanted in the Successful Implementation of Forensic Accounting: An Empirical Study on Academicians and Practitioners

This study aimed at exploring factors implanted in the successful implementation of forensic accounting emphasizing both organizational and people derived factors. Organizational factors were limited to information technology solutions and creative accounting practices, while people factor was related to knowledge, skills, and experience. Prior research was reviewed for two purposes. First, to lay the foundations of research theoretical framework and hypotheses development. Second, to develop the questionnaire of the study by which the required data were gathered. A sample of academicians and practitioners comprising 120 participants was purposively selected. A total of 107 responses were used in the statistical phase, which was carried out with IBM SPSS and AMOS. The results showed that information technology solutions, absence of creative accounting practices, forensic accounting education, forensic accounting training, and forensic accountants’ experiences were significant predictors of the successful implementation of forensic accounting. Based on the results, this study contributes to the literature of forensic accounting by providing evidence on organizational and human factors that affect the successful implementation of forensic accounting. In addition, the results offer insightful educational and managerial implications. Universities, organizations, and accounting firms are recommended to consider the suggested model in order to elevate their implanting of forensic accounting efforts to detect fraud crimes.

TÜRKİYE’DE MUHASEBE-FİNANSMAN ANABİLİM DALINDA GÖREV YAPAN ÖĞRETİM ELEMANLARININ BAKIŞ AÇISIYLA ADLİ MUHASEBE VE ADLİ MUHASEBECİLİK MESLEĞİ

Dünyada ayrı bir mesleki uzmanlık olarak kabul edilmiş olmasına rağmen, Türkiye’de henüz gelişme aşamasında olan adli muhasebecilik mesleğininin, muhasebe eğitimi veren öğretim elemanlarınca değerlendirilmesi önem taşımaktadır. Bu çalışmanın amacı; Türkiye’de Muhasebe-Finansman anabilim dalında görev yapan öğretim elemanlarının; “adli muhasebeye ilişkin farkındalık düzeylerinin”, “adli muhasebecilik mesleğinde ihtiyaç duyulan konular” ve “adli muhasebe eğitiminin engelleyicileri hakkındaki görüşlerinin”, “adli muhasebecilik mesleğinin Türkiye’de gelişimine yönelik önerilerinin” ortaya konulmasıdır. Araştırma sonucunda araştırmaya katılanların “adli muhasebe farkındalık düzeylerine” yönelik ankette yer alan ifadelere 3,51, “adli muhasebecilik mesleğinde ihtiyaç duyulan konular” boyutu açısından 3,96 ve “adli muhasebe eğitiminin engelleyicileri” boyutu açısından 3,51’lik bir oranla yüksek düzeyde katıldıkları görülmüştür. Ayrıca daha önce bilirkişilik yapılıp yapılmadığı ve yaş değişkeni açısından söz konusu görüşlerin anlamlı düzeyde farklılaştığı, cinsiyet, akademik unvan, eğitim durumu, iş tecrübe süresi değişkeni bağlamında ise söz konusu görüşlerin anlamlı düzeyde bir farklılaşma olmadığı sonucuna ulaşılmıştır.

An exploration of accounting students’ attitudes toward integrating forensic accounting in accounting education

PurposeBecause of the increasing number of corruption and financial fraud cases, especially in developing countries, the education of forensic accounting has become important and universities should offer it as part of its curriculum. This study aims to explore the current status of forensic accounting education in Saudi Arabia as a developing country and its adequacy from the perspectives of accounting students in Saudi universities.Design/methodology/approachA questionnaire survey was administered to a sample of accounting students from four Saudi universities. The questionnaire contained five groups of questions aimed at exploring the students’ perception of the benefits of forensic accounting education, their perception of the current status of integrating forensic accounting in the accounting curriculum and their satisfaction with this status, their desire for greater coverage of forensic accounting in the accounting curriculum, their opinion regarding the appropriate approach for covering forensic accounting in the accounting curriculum and the topics of forensic accounting that should be covered.FindingsThe findings of this study revealed a clear weakness in integrating forensic accounting into accounting education in Saudi universities. This weak level of integration does not satisfy most students who believe in the increased demand for the forensic accounting profession in the future and therefore the need to make greater coverage of forensic accounting in the accounting curriculum to acquire the skills that qualify them to work in this profession after graduation. The students expressed that the appropriate approach for covering forensic accounting in the accounting curriculum is to add a stand- alone course that includes all forensic accounting topics.Practical implicationsThe results of this study provide indications to the administrators of Saudi universities to start developing accounting curriculum to integrate forensic accounting topics into accounting education. This will result in an increase in the effectiveness of the role of these universities in achieving the goals of the Saudi Vision 2030 which aims to achieve transparency and combat corruption and fraud in Saudi Arabia.Originality/valueThis study contributes to the existing literature concerning the forensic accounting by focusing on the integration of forensic accounting in accounting education in Saudi Arabia as context that has not previously examined.

Forensic Accounting Education in India: An Insight

“Forensic Accounting is a new facet in the domain of accounting and auditing which is speciality area where the forensic accountant examines the financial information in order to detect and investigate financial fraud. With surge in financial crimes, forensic accounting education is the imperative need which would groom and train students and professional in a way that are equipped to identify and examine occupational fraud. This article examines the present state of forensic accounting education availability and courses in Indian education system. This research is beneficial in acquiring a thorough understanding of the forensic accounting courses offered at the graduation, post graduation and professional stages, particularly in finance and accounts field. Developing and expanding forensic accounting educational program has created lots of interest all over the world thus the finding will provide an insight into the present opportunities for forensic accounting education in India.”

Подготовка бухгалтеров-экспертов: мировой опыт и проблемы начала XXI в.

At different times, the issues of professional education have an overriding priority both in educational environment and professional and scientific communities. These questions are especially important in the interdisciplinary areas. This has always been true for forensic accounting. At the beginning of XXI century, this issue has turned out to be even more relevant due to the shifts in values and technological lifestyle. In this paper, the author looked at the studies of foreign scientists in 2010–2020 in the field of forensic accounting education to determine the existing global approaches to the professional training of forensic accountants, to identify the key underlying skills defined by these scholars at the present stage of social and economic development, to define the key problems discussed at the international level. The paper also considers topical issues of organization and problems of higher education. The purpose of the work is to identify a set of skills necessary for a forensic accountant, as well as to determine an educational model for training these specialists. The work is based on the studies in the field of development of higher education, as well as professional education in forensic accounting. The study mainly refers to the monographic method of research, as well as organizes the information. Unlike other works in the same area, this article defines and groups internationally determined skills and knowledge required by a forensic accountant and describes the key elements of a model to train the specialists in the context of a modern practice-driven competency-based approach. This paper will be of interest to the practitioners and theorists in forensic accounting. This model of professional training can also be used as a basis for building professional higher education courses in other areas of specialist training.

Forensic Accounting Education in Bahrain: Academicians' Perceptions

Horizon Research Publishing,USA (HRPUB) is a worldwide open access publisher serving the academic research and scientific communities by launching peer-reviewed journals covering a wide range of academic disciplines. As an international academic organization for researchers & scientists, we aim to provide researchers, writers, academic professors and students the most advanced research achievements in a broad range of areas, and to facilitate the academic exchange between them.

Strengths and weaknesses of forensic accounting: an implication on the socio-economic development

PurposeThis review aims to provide an understanding of the strengths and weaknesses of forensic accounting education and profession.Design/methodology/approachThis paper reviews published forensic accounting studies to explore forensic accounting strengths and weaknesses.FindingsThe strengths of forensic accounting are its benefits to students and accounting professionals, the significant need and increasing demand, the new career channels and the reduction of fraud. The weakness factors are the lack of regulation, the lack of control over the profession entry, the lack of agreement on how to teach forensic accounting, the lack of specialized research journals, the misconception of its intrinsic aim, the lack of highly qualified practitioners and educators and the lack of public recognition and occupation reputation.Practical implicationsIt is hoped that this structured investigation of the factors relevant to the current and future status of forensic accounting education and profession will provide a sufficient overview of the critical issues and concerns that are important to be known for understanding and advancing the vital application of forensic accounting on the Socio-Economic Development. It is anticipated that this paper has an impact on future policy that ultimately contributes to improving business and limit fraud incidents, thus, it can contribute to business and socio-economic development.Originality/valueThe literature on forensic accounting is extensive and varied. However, there is a lack of comprehensive understanding of the strengths and weaknesses of forensic accounting. This study provided policymakers with a comprehensive understanding of forensic accounting.

The Relevance of Forensic Accounting for Detecting and Preventing Fraud in Emerging Economy like Nigeria

The study investigated the relevance of forensic accounting for detecting and preventing fraud in emerging economy like Nigeria. This study is an ex-post facto and field survey type of research. The population size of this study cuts across the 12 money deposit banks in Nigeria. Emphasis was centered on professional chartered accountants and auditors in those banks in Edo State due to geographical coverage. It is upon the population size of 12 money deposit banks in Nigeria a consensus of all the banks forms the sample size of the study. While a judgmental sampling method was used in the selection of the professional accountants and auditors in banks. The research instrument that was employed in this study was questionnaire and interview. In addition, to ensure the reliability of the questionnaire used, a pre-test was carried out using the Cronbach-Alpha test. The statistical tool employed was descriptive statistics. The findings of the study revealed that forensic accounting qualifications, forensic accounting skills and forensic accounting education has positive influence in detecting economic and financial crime in Nigeria. Therefore, the study recommends that the relevance of forensic accounting in preventing and detecting fraud should be used in Nigeria to strengthen internal audit department. Also, forensic accounting courses should be included in the academic and professional curricula of Nigeria Universities and professional institutions to train and increase the awareness of forensic accounting in Nigeria.

Current Views on Issues and Technology Development in Forensic Accounting Education of Indonesia

Current Views on Issues and Technology Development in Forensic Accounting Education of Indonesia

Undergraduate Forensic Accounting Education in Indonesia: Initiating a Re-Invention

The following paper describes a new direction in developing undergraduate forensic accounting education in Indonesia. This paper explores multiple aspects of the development of undergraduate forensic accounting education at the Accounting Program of the Islamic University of Indonesia (UII) through a descriptive qualitative approach. The competence-based approach used by the Accounting Program of UII is a recent innovation in undergraduate forensic accounting education in the country. It involves restructuring the curriculum to match the profession's expectations and is implemented in conjunction with a collaboration with the national forensic audit certification body. The program seeks to develop undergraduate students’ theoretical and practical knowledge in forensic audit by integrating a nationally recognized competence certification scheme into the existing curriculum, an approach that other universities in the country have never used.

Fraud Detection: Forensic Accounting Education and CFE Designation Impact on Auditor’s Confidence Levels

This study will examine the effects of the forensic accounting curriculum and certified fraud examiner knowledge on auditor's confidence level to assess fraud. The research will use statistical methods to analyze survey questionnaires from members of the Wisconsin Institute of Certified Public Accountants (WICPA) and the Association of Certified Fraud Examiners (ACFE) using a Likert 5-point scale. This study extends previous literature on the value of forensic accounting curriculum couple with forensic certification to affect independent auditor's confidence level in detecting fraud. It should be informative to regulators, academic researchers, and audit practitioners. It can serve as a shift in how accounting educators and industry professionals prepare auditors to effectively evaluate unstructured fraud cues to reduce fraud losses and save investors hundreds of dollars in economic value.