Kecurangan Akademik Dalam Perspektif Teori Fraud Diamond

Academic fraud can occur in university because it is influenced by various underlying factors, both internally and externally. The purpose of holding this study was to determine whether the pressure, opportunity, rationalization, and abilities possessed by students significantly influence the occurrence of academic fraud in university. This research was conducted on 92 students of the Accounting Major in East Java "Veteran" National Development University by filling out a questionnaire via Google Form. The results of data collection were processed statistically using SmartPLS. The results of data analysis show that pressure, rationalization, and ability have a significant effect on academic fraud, while opportunities do not significantly influence students because lecturers always provide objective assessments to students, thereby reducing the chance of academic fraud. Keywords: Diamond Fraud Theory, Academic Fraud

Preferred Learning Styles of Accounting Major Students

The general objective of this research is to determine the learning style of accounting major students of a university in Central Luzon, Philippines, and the corresponding teaching strategy for the identified learning style. By conducting a cross-sectional descriptive research design on learning styles among three hundred fifty-three (353) accounting major students, the combination of learning styles that best describe the accounting major students using Kolb Learning Style Inventory Model is said to be ‘reflector’ style using the diverging strategies which are watching and feeling, following a combination of concrete experiences and reflective observation. The proposed teaching strategies will aid teachers in adjusting their teaching methods that suited for the learning style of accounting major students versus the current teaching methods being received by accounting students today.

Can Positive Feedback Encourage Female and Minority Undergraduates into Economics?

In a field experiment designed to encourage undergraduate women and underrepresented minority students to study economics, we send personalized letters to students completing introductory economics classes inviting them to an informational meeting. A random sample of high-achieving students receives letters that also praise their performance and encourage them to persist in economics. Receiving this "nudge" increases the probability of informational meeting attendance and increases the number of women entering the economics and accounting major and of men entering the economics major. There is a substantial increase in the number of treated Hispanic students, particularly women, who choose economics and accounting.