http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
experimental analysis of the relative abilities of managers and acountants to recognize risk factors associated with misappropriation of assets
xii, 160 leaves : illustrations ; 28 cm.
management and the accountants of an entity to recognize certain irregularities that are frequently associated with the misappropriation of entity assets. Specifically, a case was developed for this research based upon an actual instance of misappropriation of assets. An experiment was conducted to compare senior management majors with senior accounting majors, and graduate students (MBAs with full-time work experience) with practicing internal auditors in terms of their ability to detect and identify certain risk factors associated with employee theft. Due to different training and experiences, schema theory suggests that individuals who do not have an accounting background would not have the same ability to detect risk factors as would individuals with training in accounting. The results suggest that when individuals are confronted with risk factors, the following factors are helpful for assessing the possibility of fraud: (1) formal training received in an accounting curriculum, (2) informal training received through full-time work experience, and (3) direct experience with fraud in the work place. The second phase of analysis utilized a LOGIT regression model to determine the relative predictive ability of the risk factors and associated independent variables to correctly identify the perpetrator. The results indicate that a lack of mandatory vacations was the most influential risk factor for subjects to ascertain the identity of the thief in the case. Other factors that were found to be relevant for the correct identification of the perpetrator were: (1) the subject's academic major, (2) full-time work experience, and (3) direct experience with theft in the work place. These results present an opportunity for each business school to assess their curriculum as it relates to fraud. in the business student's curriculum so that (s)he might know more about the topic of fraud and be better prepared for the business environment. In so doing, more entry-level auditors and entry-level management could have constructed a fraud schema and have clearly, more classroom instruction is urgently needed more opportunities to develop that schema before any chance encounter with a real-life instances of fraud in the workplace.
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Includes bibliographical references: pages 129-138.