Balboa security v. M&M systems: Forensic accounting for determining commercial damages

Q1 Social Sciences
John R. Cooper , Brett S. Kawada
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引用次数: 3

Abstract

The ability of accounting students to apply skills beyond traditional accounting in a thoughtful and analytical way is becoming increasingly important, especially in fraud detection and forensic accounting. This case provides an opportunity for students to use critical thinking and problem-solving skills in applying accounting knowledge to a supplier-customer commercial damages litigation matter. Students are provided with a fact pattern of a supplier-customer relationship where they analyze issues related to commercial damages stemming from sources common in real world forensic accounting cases. Students evaluate the facts, which include not only financial data but also interviews with key personnel of parties to the legal action, and demonstrate an understanding of the issues involved in the case through responses of questions regarding overriding forensic accounting and professional practice issues. Students will also prepare a written commercial damages report demonstrating the ability to effectively communicate their analyses.

巴尔博亚安全诉M&M系统:确定商业损害的法务会计
会计专业的学生运用传统会计之外的技能进行深思熟虑和分析的能力正变得越来越重要,尤其是在欺诈侦查和法务会计方面。本案例为学生提供了运用批判性思维和解决问题的能力,将会计知识应用于供应商-客户商业损害赔偿诉讼事项的机会。为学生提供了一个供应商-客户关系的事实模式,在那里他们分析与现实世界法务会计案例中常见来源的商业损害相关的问题。学生评估事实,不仅包括财务数据,还包括对法律诉讼各方关键人员的采访,并通过回答有关法务会计和专业实践问题的问题,展示对案件中涉及问题的理解。学生还将准备一份书面商业损害报告,展示有效沟通分析的能力。
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来源期刊
Journal of Accounting Education
Journal of Accounting Education Social Sciences-Education
CiteScore
4.20
自引率
0.00%
发文量
27
期刊介绍: The Journal of Accounting Education (JAEd) is a refereed journal dedicated to promoting and publishing research on accounting education issues and to improving the quality of accounting education worldwide. The Journal provides a vehicle for making results of empirical studies available to educators and for exchanging ideas, instructional resources, and best practices that help improve accounting education. The Journal includes four sections: a Main Articles Section, a Teaching and Educational Notes Section, an Educational Case Section, and a Best Practices Section. Manuscripts published in the Main Articles Section generally present results of empirical studies, although non-empirical papers (such as policy-related or essay papers) are sometimes published in this section. Papers published in the Teaching and Educational Notes Section include short empirical pieces (e.g., replications) as well as instructional resources that are not properly categorized as cases, which are published in a separate Case Section. Note: as part of the Teaching Note accompany educational cases, authors must include implementation guidance (based on actual case usage) and evidence regarding the efficacy of the case vis-a-vis a listing of educational objectives associated with the case. To meet the efficacy requirement, authors must include direct assessment (e.g grades by case requirement/objective or pre-post tests). Although interesting and encouraged, student perceptions (surveys) are considered indirect assessment and do not meet the efficacy requirement. The case must have been used more than once in a course to avoid potential anomalies and to vet the case before submission. Authors may be asked to collect additional data, depending on course size/circumstances.
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