The application of experiential learning for forensic accounting students: the Mock trial

2021 ◽  
pp. 1-28
Author(s):  
Jeanette K. Van Akkeren ◽  
Julie-Anne Tarr
Keyword(s):  
Experiential Learning ◽  
Accounting Students ◽  
Forensic Accounting ◽  
Mock Trial

Tax Return Analysis in a Fraud Examination: The Case of the Bankruptcy Auditor

2020 ◽  
Vol 5 (1) ◽  
pp. 123-141
Author(s):  
David W. O'Bryan ◽  
Jeffrey J. Quirin ◽  
Mary Jo Goedeke
Keyword(s):  
United States ◽  
The United States ◽  
Primary Sources ◽  
Accounting Students ◽  
Red Flags ◽  
Business Law ◽  
Successful Completion ◽  
Forensic Accounting ◽  
Tax Returns

ABSTRACT The tax return is often a key piece of evidence in a forensic accounting engagement. Forensic accounting students need to understand what a tax return can tell its reader about the taxpayer. This case is designed for an introductory or advanced course in fraud examination or forensic accounting. Students are placed in the hypothetical role of a person beginning a job as a bankruptcy auditor with the United States Trustee Program. The bankruptcy auditor must utilize two consecutive years of tax returns to determine the primary sources of income and assets for the debtor. Information from the tax returns will be compared to the bankruptcy petition to identify red flags that could indicate the debtor has committed fraud or abuse of the bankruptcy process. Successful completion of this case requires students to integrate skills from auditing, taxation, business law, and forensic accounting and communicate findings in a written report.

Experiential learning in accounting work-integrated learning: a three-way partnership

2015 ◽  
Vol 57 (2) ◽  
pp. 204-218 ◽  
Author(s):  
Evangeline Elijido-Ten ◽  
Louise Kloot
Keyword(s):  
Experiential Learning ◽  
Online Survey ◽  
Study Data ◽  
Accounting Students ◽  
Integrated Learning ◽  
Content Type ◽  
Performance Reviews ◽  
Medium Enterprise ◽  
And Performance ◽  
Work Integrated Learning

Purpose – Work-integrated learning (WIL) helps improve the work readiness of accounting graduates. The purpose of this paper is to explore the role played by large and small-to-medium enterprise (SME) employers in providing experiential learning opportunities to accounting students in an Australian higher education context. Design/methodology/approach – Case-study data for this research were collected from the case university’s processes, semi-structured in-depth interviews with employer representatives and online survey with WIL students. Findings – The analysis reveals that both SMEs and large firms provide good training opportunities that enhance the student’s experiential learning particularly when proper WIL structures for pre-placement processes, training, supervision and performance reviews are in place. The results also confirm that WIL is seen as a positive experience by employers and students alike. Originality/value – There is a three-way partnership between the university, employers and students in a WIL contract. Calls for collaborative research involving all three parties have been made to enhance WIL programs. This study is a response to this call.

scholarly journals Experiential Learning Theory: From Theory To Practice

2010 ◽  
Vol 8 (5) ◽  
Author(s):  
Mary McCarthy
Keyword(s):  
Experiential Learning ◽  
Learning Style ◽  
Learning Theory ◽  
Accounting Students ◽  
Experiential Learning Theory ◽  
Learning Style Inventory ◽  
Learning Style Preferences ◽  
Theory To Practice ◽  
Learning Through Experience ◽  
Style Preferences

<p class="MsoNormal" style="text-align: justify; line-height: normal; margin: 0in 0.5in 0pt; mso-pagination: none;"><span style="font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; font-size: 10pt;">This paper examines Kolb&rsquo;s (1984) Experiential Learning Theory and Learning Style Inventory, presents a summary of some research examining accounting students&rsquo; learning style preferences, and provides examples of activities to incorporate into the instructional environment that encourages learning through experience.</span></p>

Decision Aids and Experiential Learning

2005 ◽  
Vol 17 (1) ◽  
pp. 175-189 ◽  
Author(s):  
Jacob M. Rose
Keyword(s):  
Experiential Learning ◽  
Cognitive Load ◽  
Knowledge Acquisition ◽  
Decision Aid ◽  
Decision Aids ◽  
Accounting Students ◽  
Task Completion ◽  
Manual Task ◽  
Research Decision

Rose and Wolfe (2000) demonstrated that decision aid design is critical to learning from decision aids, and aids that produce less cognitive load result in superior learning by aid users compared to aids that produce more cognitive load. The current research investigates whether a tax decision aid has differential affects on the knowledge acquisition of accounting students with varying perceived aptitudes for tax and interest in tax as a career. Results indicate that participants with more interest in and perceived aptitude for tax acquire more tax-related knowledge during manual task completion than participants with less perceived aptitude and interest. Similar to prior research, decision aids generally decrease learning relative to unaided environments. When decision aids do not produce a heavy cognitive load, however, participants with less perceived aptitude for and interest in tax learn as much in aided environments as they learn in unaided environments.

Arson or Accident: A Forensic Accounting Case Requiring Critical Thinking and Expert Communication

2015 ◽  
Vol 32 (1) ◽  
pp. 113-122 ◽  
Author(s):  
Cindy Durtschi ◽  
Robert J. Rufus
Keyword(s):  
Critical Thinking ◽  
Insurance Company ◽  
Present Evidence ◽  
Expert Report ◽  
Financial Condition ◽  
Forensic Accounting ◽  
Mock Trial ◽  
Financial Motive

ABSTRACT When a fire destroyed the home of Jeffrey R. Jones, he immediately filed a claim with his insurance company, Gladstone Insurance. Gladstone denied Mr. Jones' claim alleging, among other things, that he had a financial motive to commit arson. To resolve the dispute, Mr. Jones filed a lawsuit against Gladstone for damages, denying the allegation that he had a financial motive to burn down his home. You will act as a team of forensic accountants, hired by either Mr. Jones or Gladstone, to present evidence on Mr. Jones' financial condition at the time of the fire. In addition to writing an expert report, you will have the opportunity to participate in a mock trial during which you will present your opinion and face cross-examination from an opposing team.

Is Participation in the Volunteer Income Tax Assistance (VITA) Program Associated with Students' Problem-Solving Skills and Professional Commitment?

2015 ◽  
Vol 31 (1) ◽  
pp. 71-90 ◽  
Author(s):  
Anne L. Christensen ◽  
Angela M. Woodland
Keyword(s):  
Problem Solving ◽  
Experiential Learning ◽  
Real World ◽  
Income Tax ◽  
Learning By Doing ◽  
Accounting Education ◽  
Accounting Students ◽  
Professional Commitment ◽  
Problem Solving Skills ◽  
Real World Problems

ABSTRACT The Accounting Education Change Commission (AECC 1990, 309) states accounting students “should identify and solve unstructured problems that require the use of multiple information sources. Learning by doing should be emphasized.” The Pathways Commission (2012) also emphasizes the importance of exposing students to complex, real-world problems. Volunteer Income Tax Assistance (VITA) participation is an experiential learning opportunity with real-world problems and real clients in a professional setting. Using survey data obtained from students at seven U.S. universities, we test whether students who participate in VITA programs have greater professionalism as measured by problem-solving skills and professional commitment. Our results generally indicate participation in VITA programs is positively and significantly associated with problem-solving skills, but not with commitment to the profession. We do not find strong evidence that the association between VITA participation and problem solving differs significantly between traditional (age 25 and under) and nontraditional students (over age 25) or that the association differs significantly for students who intend to pursue tax careers and those who do not. Our study contributes to the extant literature on the effectiveness of experiential learning, to our understanding of attributes of professionalism in students, and to the specific benefits of the VITA program.

scholarly journals Accounting: the teaching, the practice and what is missing

2020 ◽  
Vol 17 (1/2) ◽  
pp. 15-37
Author(s):  
Shanmugavel Rajeevan
Keyword(s):  
Experiential Learning ◽  
Teaching Method ◽  
Early Stage ◽  
Accounting Education ◽  
Accounting Students ◽  
Academic Education ◽  
Content Type ◽  
Current Accounting ◽  
Alternative Teaching ◽  
Practice Gap

Purpose This paper aims to identify the knowledge and practice gap in accounting education and propose an alternative teaching method to align accounting education to meet the needs of the practical world. Design/methodology/approach A total of 500 questionnaires were circulated among four stakeholders (academics, accounting students, accountants in business and accountants in practice) and received an overall usable response rate of 27%. Findings It was found that to reflect the current accounting practices, accounting students should be exposed to accounting specific experiential learning and industry specific training at an early stage of their academic education. Universities and professional institutes can work together to develop a curriculum to create an elite league of accounting professionals. Practical implications The insights of this study would provide guidance to educators on how to develop an advance experiential learning structure for students that reflects the current accounting practices and technologies involved. Originality/value This study contributes to the existing literature by means of providing an alternative teaching method for undergraduate accounting degree program.

Using a Mock Trial: An Experiential Learning Opportunity

2020 ◽  
Vol 14 (1) ◽  
pp. 58-60
Author(s):  
John Miller ◽  
Todd Seidler
Keyword(s):  
Experiential Learning ◽  
Learning Opportunities ◽  
Learning Methods ◽  
Traditional Lecture ◽  
Learning Opportunity ◽  
Mock Trial ◽  
Trial Experience ◽  
Lecture Format ◽  
Mock Trials

Experiential learning opportunities are significant supplements to the traditional lecture format. Among experiential learning methods, mock trials have been proven to be effective. Experiential learning provides the students with a platform from which they can integrate and apply concepts gleaned from class. Students are challenged to write and orally communicate these concepts at a level that would be clear to those involved in the experience. Kolb’s model of experiential learning provides four stages through which students may become genuine learners. This study illustrates how the authors implemented a mock trial experience into their classes to create an experiential learning opportunity.

scholarly journals Employability focused technology enhanced hybrid and online accounting capstone experience

2021 ◽  
Author(s):  
Christine Contessotto ◽  
Edwin KiaYang Lim ◽  
Harsh Suri
Keyword(s):  
Experiential Learning ◽  
Enterprise Resource Planning ◽  
Resource Planning ◽  
Skills Training ◽  
Employability Skills ◽  
Accounting Students ◽  
Business Simulation ◽  
Relevant Research ◽  
Student Responses ◽  
Short Span

In this paper, we share insights from our experience of harnessing technologies to innovatively design a capstone experience for large cohorts of accounting students in hybrid and online environments, informed by insights from key stakeholder consultations and relevant research. To support scaffolded development of professional skills and identity in a short span of eleven weeks, we designed a coherent suite of experiential learning and assessment activities based on contemporary events, an Enterprise Resource Planning business simulation, employability skills training and authentic case studies. Consistently high student evaluations of this unit suggest that our students find this experience valuable. Student responses to the Graduate Attribute Scale in the Graduate Outcomes Survey have shown improvement following the introduction of the capstone unit.

Mock Trial: Transforming Curriculum Through Coopetition

2020 ◽  
pp. 1-3
Author(s):  
Leeann M. Lower-Hoppe ◽  
James O. Evans ◽  
Richard L. Bailey ◽  
Shea M. Brgoch
Keyword(s):  
Experiential Learning ◽  
Sport Management ◽  
Competition And Cooperation ◽  
Theory To Practice ◽  
Mock Trial ◽  
Apply Theory ◽  
Learning Technique ◽  
Working Together ◽  
Course Format ◽  
Additional Value

Coopetition is a strategic concept that integrates elements of competition and cooperation. This strategy focuses on creating an environment where working together develops additional value for all entities involved, but there is still competition for this newly established value. Mock trial is an experiential learning technique that can serve as a platform to implement coopetitive strategies, providing students the opportunity to cooperatively apply theory to practice in a competitive courtroom simulation. This extended abstract details implementation of coopetition through mock trial for the sport management classroom. Implications for enhancing the coopetitive environment through course format, mentorship, and facilitation are also discussed.

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