1 Course Guide For Fraud Examination ACCT 2025 Semester 2 - 2021 - 2022

The University of the West Indies
OPEN CAMPUS
Fraud Examination ACCT 2025
COURSE GUIDE
FOR STUDENTS
Semester 2: 2021/2022
Welcome to ACCT 2025 Fraud Examination. I am Derrick Isaac, your Course Coordinator, and I
look forward to your participation during this semester!
As you know, open and constant communication is critical to success in the online learning
environment. I therefore urge you to ensure that you play your part to develop and maintain a
very interactive relationship with myself and your e-tutor.
I can be reached via the course messages or at my OCmail address at

derrick.isaac@open.uwi.edu. I can also be contacted by telephone at 1 868 620 0084 (Cell) or
via Skype. My Skype name is derrick.isaac
Thank you for your commitment as your tutors and I work together to make Fraud
Examination a meaningful learning experience.
Derrick Isaac
derrick.isaac@open.uwi.edu
January 2022
Fraud Examination ACCT 2025 – Academic Year 2021/2022, Semester 2
CONTENTS PAGE
GENERAL INFORMATION 4
1. INTRODUCTION 5
1.1 Purpose of this Guide 5
1.2 Roles and Expectations 5
1.3 Plagiarism Policy 6
1.4 Netiquette and Course Behaviour 6
1.5 Course Orientation 6
2. COURSE OUTLINE
2.1 Course Description 7
2.2 Course Competencies 7
2.3 Course Objectives 8
2.4 Course Topics 9
2.5 Teaching Methods 11
2.6 Course Delivery 11
3. ASSESSMENT
3.1 Formative Assessments 13
3.2 Summative Assessments 13
3.3 Assessment Design 13
3.4 UWI GPA and Marking Scheme 14
3.5 Penalties for Late Assignments 15
4. RESOURCES
4.1 Required 16
4.2 Highly Recommended 16
5 ACADEMIC CALENDAR 17
6. COURSEWORK ACTIVITIES 17
6.1 Graded Assignment Descriptions and Guidelines 19
6.2 Course Activities and Guidelines 24
7. DETAILED COURSE DELIVERY SCHEDULE 27
Page 2 of 31
REPORTING ACADEMIC PROBLEMS
If you encounter academic problems, use this chart to guide you in reporting them:
UWI REGULATIONS REGARDING DISSATISFACTION WITH

EXAMINATION RESULTS
A student who is dissatisfied with the results of his/ her examination should report his/ her
dissatisfaction in writing to the Assistant Registrar, Assessment, Awards and Records (Not to
the CC or eTutor). Students should read their Student Handbook on the regulations and
procedure related to requesting (a) Remark; or (b) Review/Go Through.
Note that for a ‘Review’, only students who have failed a course may request to go through his/
her script with the Examiner.
A ‘Remark’ shall not apply to coursework which counts for 60% or less of the total assessment
of the course and when such coursework consists of more than one piece, none of which
individually exceeds 40% of the total assessment provided; that where a single piece of
coursework counts for more than 40%, re-marking shall be allowed for that piece.
Page 3 of 31
GENERAL INFORMATION
Course Code: ACCT 2025
Course Title: Fraud Examination
Course Accounting
Discipline:
Credits: 3
Prerequisite/s: None
Corequisite: None
Academic Year: 2021/2022 (Semester 2)
Course Derrick Isaac
Coordinator: derrick.isaac@open.uwi.edu
Course eTutors: Course etutor details will be provided at the commencement of
the semester
Some important information to keep in mind:

1. Your picture uploaded on the Learning Exchange must conform to the following – a profile of just your face;
a close-up image that allows you to be recognized
2. The Department in the Open Campus (OC) ultimately responsible for the delivery of this course is: The
Programme Delivery Department. View the OC Web Site for information on your Programme:
http://www.open.uwi.edu/
3. There are different avenues available to you as a student to receive support. The avenue you take is dependent
on your particular need. View the QUICKLINKs in your course for Frequently Asked Questions (FAQs)
Page 4 of 31
INTRODUCTION
Purpose of this Guide
This Course Guide provides you with a road map to each component of the course. The course is
described, and the objectives outlined. Each topic and the accompanying schedule of delivery
communicating what will be explored each week is delineated. The design of the overall assessment
of the course is clearly presented to assist you in understanding the expectations and also to enable
you to establish a plan of action to successfully manage the course. The assignments in each unit are
described, accompanied by the marks awarded, a rubric detailing how the marks are allocated and the
expected date of submission. This course guide then, is the document which serves as your reference,
detailing all you need to know regarding the structure of the course.
Course Coordinator’s Role:

The Course Coordinator provides academic leadership for a particular course. As the academic
leader the Course Coordinator is accountable for maintaining the quality assurance and academic
standards in the course according to University guidelines. The CC is ultimately responsible for
delivering our programmes to Open Campus students. Working with the respective specialists
available in the Programme Delivery Department of the Open Campus, the CC is responsible for
interpreting and implementing the curriculum of a course as determined by an approved Course
Outline. The CC supervises the e-Tutors during the implementation of the course delivery and
serves as the 1st examiner of the course.
Course etutor’s Role:

The etutor is assigned a group of students within a course and is supervised by the Course
Coordinator. The etutor is responsible for marking of assignments, providing feedback,
facilitating, and monitoring the discussions and activities of the student group.
General Role of the Student:

Students take more responsibility for their learning. All students engage in learning activities
based on the guidance provided by the CC
Course Coordinator’s Expectations:
The Course Coordinator and eTutor are fully committed to your success in this program. It is
expected that you will be fully engaged in the classroom, the discussion forum and all learning
activities relevant to this course. Research has shown that students learn best through
collaboration and interaction, and you are encouraged to participate and complete all
assignments in a timely manner
Page 5 of 31
Plagiarism Policy
The practice of plagiarism is prohibited and attracts a penalty. The Open Campus has a stated
policy related to plagiarism which it expects students to understand and comply with. The Open
Campus utilizes the Turn It In software capability to recognize potential abuses of plagiarism. Please
view the details concerning plagiarism on the Quick Link in the left-hand column of the course page
for the Undergraduate Student Anti-Plagiarism Policy, Office of the Board for Undergraduate
Studies.
Please note that it is a requirement for Assignment 1 to be submitted to Turn It In and the report
copied and included at the end of the assignment
Citation Requirements for this Course

For presentation and referencing style, students should use the American Psychological
Association (APA 6th Edition double spaced, 12 pt. font Times New Roman) formatting and
style Guide at:
• OWL. Purdue Online Writing Lab: Memos. Available at

https://owl.english.purdue.edu/owl/resource/590/1/
Netiquette and Course Behaviour

The usual courtesies that we expect in face-to-face encounters will be the norm in our online
classroom. We must honour the feelings of others and the differences in opinions that will
emerge. In this course we will, to the best of our abilities, model online the best kinds of
interpersonal behaviour that we would like to see displayed by our peers.
As you interact within the online environment there are university standards that you must
adhere to when you communicate with peers, tutors and Open Campus staff. You are expected to
become familiar with these standards in an effort to maintain respectful and cordial environment.
Please view the University Guidelines on Netiquette on the Quick Link in the left-hand column
of the course page for additional information.
Course Orientation:
Please make sure you spend sufficient time during the orientation week updating yourself with
important course information on the course site. Although we will not begin until the following
week, this will help you to orient yourself and become more comfortable in the online
environment. If you are not familiar with the Learning Exchange, take this time to learn to
navigate within it and use the various tools available to you. Most of all, take this time to get to
know your peers, eTutor and Course Coordinator.
Page 6 of 31
COURSE OUTLINE
Course Description
This course is designed to address the following key areas: the principles and nature of fraud; the
strategies to prevent fraud and the proactive approaches to detect fraud. The course will also
emphasize the various techniques used in fraud investigation including financial statement fraud,
asset misappropriation, liability and inadequate disclosure and consumer fraud. It will illustrate
the importance of the need for all levels of staff to discharge their respective fiduciary
responsibilities with integrity and a sense of accountability.
Course Competencies
• Development of Caribbean leaders with strong analytical skills in Fraud detection
• Creation of leaders with the ability to communicate effectively and prepare fraud
investigative reports
• Creation of graduates with a global mindset on financial statement fraud and an ability to
apply this knowledge in a regional context
• Graduates will be able to apply strong ethical reasoning in performing their fiduciary
responsibilities to their employers
Competency Domain Sub-Competency

Reflective Self-Awareness
● Asking Questions Soliciting Feedback
● Listening without Justification
● Accuracy and honesty in self-assessment
● Sensitivity and adaptability to new ideas and
information
Critical Thinking
● Explanation of Issues
● Analysis of Evidence
● Influence of Context and Assumptions
● Conclusions and Related Outcomes
Page 7 of 31
Course Objectives
At the end of the course, it is expected that you will be able to:
Knowledge
1. Outline the meaning and purpose of Fraud Examination

2. Explain the nature and extent of different financial crimes
3. Critique the procedures in place for preventing fraud
4. Analyse the measures taken in the detection of fraud
5. Illustrate the reasons why people and organizations commit fraud
Skills
6. Compose well written fraud examination reports

7. Initiate procedures to identify situational, systems and security weaknesses in the
organization
8. Test fraud examination procedures through to implementation
9. Coordinate fraud examinations
10. Design working papers for investigations
11. Analyse financial information with a view to detecting any element of fraud
12. Compose or revise policies and procedures for fraud prevention and detection program
Attitudes
13. Appreciate the role of corporate governance in the process of fraud prevention
14. Comply with the methodologies used to manage risks associated with fraud
15. Display professional judgement and ethical standards in the practice of fraud
examination.
Page 8 of 31
Course Topics
Unit 1: Fraud and its Motivation
Session 1.1: Nature of Fraud
Session 1.2: The Mind of a Fraudster
Session 1.3: Who Commits Fraud?
Unit 2: Types of Fraud

Session 2.1: Misappropriation of Assets
Session 2.2: Fraudulent Statement Schemes
Session 2.3: Corruption Schemes
Unit 3: Fraud Prevention
Session 3.1: Prevention Measures
Session 3.2: Establishing Policies and Procedures
Session 3.3: Fraud Risk Assessments
Unit 4: Fraud Detection
Session 4.1: Red Flags
Session 4.2: Fraud Discovery
Session 4.3: Detection Techniques
Unit 5: Fraud Investigation I
Session 5.1: Initiation of the Investigation
Session5.2: Investigating Theft Acts
Session 5.3: Investigating Concealment
Unit 6: Fraud Investigation II
Session 6.1: Conversion Investigation Methods
Session 6.2: Inquiry Methods
Unit 7: Fraud Examination Reports
Session 7.1: Reasons for a Report
Session 7.2: Type of Reports
Session 7.3: Preparing a Fraud Report
Page 9 of 31
Unit 8: Post Investigation

Session 8.1: Fraud Examiners as Expert Witnesses
Session 8.2: Presentation of Evidence
This course is divided into 8 units. Each unit is the equivalent of one week’s work. The units to
be covered in this course are as follows:
Unit # Session Covered Topics Covered
Week 1: January 17 – January 23 Topic Introduction/Orientation
Unit 1 Week 2: January 24 – January 30 Fraud and Its Motivation
Unit 2 Week 3: January 31 – February 06 Types of Fraud
Unit 3 Week 4: February 07 – February 13 Fraud Prevention
Unit 4 Week 5: February 14 – February 20 Fraud Detection
Week 6: February 21 – February 27 Review Session
Unit 5 Week 7: February 28 – March 06 Fraud Investigation I
Unit 6 Week 8: March 07 – March 13 Fraud Investigation II
Unit 7 Week 9: March 14 – March 20 Fraud Examination Report
Unit 8 Week 10: March 21 – March 27 Post Investigation
Week 11: March 28 – April 03 Group Project/Presentation
Week 12: April 04 – April 10 Review Session
Page 10 of 31
Teaching Methods:
This online course will be delivered asynchronously and synchronously, using the following
online tools:
1. Synchronous: - the use of Zoom for scheduled sessions, the use of Skype or other tools for
individual sessions or meetings
2. Asynchronous tools: - discussion forums blogs and/or other online course activities
The following teaching strategies will be employed to promote individual and group-based
learning:
● Group based online discussions
● Tutor-led presentations
● Collaborative learning activities
● Individual assignments
The main course material will be delivered from an online course package comprising Units and
Readings. Learners will refer to the course Units and readings before engaging in online group
discussions, as these will help students to further understand and interrogate the issues raised
within the units of instruction.
Course Delivery
This course will be delivered over 12 weeks using the following strategies:
Each week you will be provided with guidance on particular topics to focus on, but you must
also be prepared to independently work through all of your course material for that week.
● Discussion questions are posted in the respective weekly Unit Forums. You are required to
make your initial response and then proceed to engage with the submissions by your peers.
● Deadlines dates for submission and interacting in the forum will be indicated with the
discussion question.
● Responses in the forum must add value to the discussion and not simply be a response stating
agreement with your peers’ submission.
● You should enter the online Learning Exchange Forum on a daily basis to interact with your
peers and the eTutor and to review any feedback on your submissions.
● Your eTutor will monitor the discussion and provide guidance and support when necessary.
● Your eTutor will provide feedback for the Graded forum assignments within 48 hours after
the deadline date for submission.
Page 11 of 31
There are seven (7) Zoom sessions scheduled for the semester. The sessions will provide the
opportunity for you to interact with your eTutor and Course Coordinator.
Zoom Sessions will be used during this course to serve the following purposes:
● To provide clarification on any points of the course that you may be struggling with
● To allow course members an opportunity to discuss upcoming assignments
● To build community in a different way by engaging in interaction via a "live" format
These are not required sessions, but you are encouraged to attend. If it is not possible for you to
attend the scheduled sessions, the session recordings will be available to you for review
Schedule for Zoom Sessions with the Course Coordinator
Session Time Date
Session 1: CC’s Introduction 7:30 – 8:30 pm E.C. Time January 19, 2022
with Students
Session 2 7:30 – 8:30 pm E.C. Time February 22, 2022
Session 3 7:30 – 8:30 pm E.C. Time March 29, 2022
Schedule for Zoom Sessions with your etutor
Session Time Date
Session 1: 7:30 – 8:30 pm E.C. Time January 25, 2022
Session 2: 7:30 – 8:30 pm E.C. Time February 08, 2022
Session 3 7:30 – 8:30 pm E.C. Time March 01, 2022
Session 4: 7:30 – 8:30 pm E.C. Time March 15, 2022
Note: Your etutor may schedule additional Zoom sessions
Page 12 of 31
ASSESSMENT
There is no final examination in this course. Instead, 100% coursework will be used for
assessment. The continuous assessments strategy is divided into formative and summative
assessments throughout the units of the course. The weightings for the assessments in this course
are as follows:
Assessment Item Weighting (%)

Participation 15%
In Course Assessments – Individual Essay 25%
In Course Assessments – Group Project/Presentation 20%
Analytical Case Study 40%
Total 100%
Requirement: Students will be required to submit a Coursework Accountability Statement,

which will be automatically appended to each assignment in Moodle.
Assessment Design:
Assessment Activity Units Covered Objectives Assessed
Participation Units 1 - 8 Objectives 1 - 15
Individual Essay Units 1 – 4 Objectives 1 – 5 & 12 - 15
Group Project & Presentation Units 5 - 8 Objectives 6 - 11
Analytical Case Study Units 1 - 8 Objectives 1 - 15
Rubrics for each of the graded assignments are provided later in this document with the
assignment descriptions.
Page 13 of 31
UWI GPA and Marking Scheme

Assignments are marked using the following Mark Scheme. The lowest pass mark /grade is 50%
(C ).
GRADE % RANGE GRADE GRADE GRADE DESCRIPTOR
POINT DEFINITION
A+ 90 -100 4.3 Exceptional Demonstrates exceptional performance and achievement in all aspects of the course.
Exceptional application of theoretical and technical knowledge that demonstrates
achievement of the learning outcomes. Goes beyond the material in the course and displays
exceptional aptitude in solving complex issues identified. Achieves the highest level of critical,
compelling, coherent and concise argument or solutions within the course.
A 80 – 89 4.0 Outstanding Demonstrates outstanding integration of a full range of appropriate principles, theories,
evidence and techniques. Displays innovative and/or insightful responses. Goes beyond the
material with outstanding conceptualization which is original, innovative and/or insightful.
Applies outstanding critical thinking skills
A- 75 - 79 3.7 Excellent Demonstrates excellent breadth of knowledge, skills and competencies and presents these in
appropriate forms using a wide range of resources. Demonstrates excellent evidence of
original thought, strong analytical and critical abilities; excellent organizational, rhetorical
and presentational skills.
B+ 70 - 74 3.3 Very Good Demonstrates evidence of very good critical and analytical thinking in most aspects of the
course. Very good knowledge that is comprehensive, accurate and relevant. Very good insight
into the material and very good use of a range of appropriate resources. Consistently applies
very good theoretical and technical knowledge to achieve the desired learning outcomes.
B 65 - 69 3.0 Good Demonstrates good knowledge, rhetorical and organizational skills. Good insight into the
material and a good use of a range of appropriate resources. Good integration of a range of
principles, techniques, theories and evidence.
B- 60 - 64 2.7 Satisfactory Displays satisfactory evidence of the application of theoretical and technical knowledge to
achieve the desired learning outcomes. Demonstrates sound organisational and rhetorical
skills.
C+ 55 - 59 2.3 Fair Demonstrates fair breadth and depth of knowledge of main components of the subject. Fair
evidence of being able to assemble some of the appropriate principles, theories, evidence and
techniques and to apply some critical thinking.
C 50 - 54 2.0 Acceptable Demonstrates acceptable application of theoretical and technical knowledge to achieve the
minimum learning outcomes required in the course. Displays acceptable evidence of critical
thinking and the ability to link theory to application.
F1 40 - 49 1.70 Unsatisfacto Demonstrates unsatisfactory application of theoretical and technical knowledge and
ry understanding of the subject. Displays unsatisfactory ability to put theory into practice; weak
theoretical and reflective insight. Unsatisfactory critical thinking, organizational and
rhetorical skills.
F2 30 - 39 1.30 Weak Weak overall performance with very limited knowledge and understanding of the subject.
Little evidence of theoretical and reflective insights. Weak organizational and rhetorical skills.
F3 0 -29 0 Poor Overall poor or minimal evidence of knowledge and understanding of the subject. Displays
little ability to put theory into practice; lacks theoretical and reflective insights. Incomplete
breadth and depth of knowledge on substantive elements of the subject. Little or no evidence
of critical engagement with the material. Responses are affected by irrelevant sources of
information, poor organizational and rhetorical skills.
Page 14 of 31
Penalties for Late Assignments:

The University has an established regulation related to the treatment of assignments when submitted
late. The penalty is applied to assignments submitted to an identified dropbox as well as graded
Discussion Forums. This regulation states that a late penalty be applied in the following way:
• 10% of the marks allocated to the assignment will be deducted for each day or part
thereof beyond the due date of the assignment, for a maximum of 4 days.
In the case of Discussion Forums, a specific date and time for the final posting within the forum is
used as the basis of determining when a penalty for lateness is applied. However, in cases where
discussion is reliant on an opening post or activity, such as a presentation or analysis, late penalties
can be applied when a specific deadline for that activity is identified.
For example:
• An assignment is valued at 20 marks
• The late submission penalty is 2 marks per day late (10% of 20 marks)
• The student submits the assignment 4 days late (4 days late X 2 marks = total penalty of 8
marks)
• The assignment is marked according to the associated rubric/marking guide and receives a
total of 15 out of 20 marks
• The penalty of 8 marks is deducted from the 15 marks, resulting in a final mark of 7 Marks
(15-8=7 out of 20)
If a student is unable to submit their assignment within the time between the original due date and the
late submission date, (when the drop box is closed), then a request for an extension must be made
with supporting documentation.
Exceptions to this penalty, whereby no penalty will be applied, include:

• Prior approval for a late submission has been granted by the Course Coordinator/Instructor or
Graduate Facilitator (GF)
• Extensions for an assignment granted to all students in a group, based on the
recommendation of a Tutor/GF after consideration of the timelines for completion of the
course
• Extension to a group or individual granted due to natural disaster (e.g., hurricane)
• Extension to an assignment for an individual due to medical considerations (a doctor’s
certificate must be provided and verified by OCCS staff)
• Extensions to an assignment for an individual granted due to personal circumstances (e.g.,
death of a family member)
Page 15 of 31
• RESOURCES
Required text
Albrecht, W., Albrecht, C., Albrecht, C. and Zimbelman, M. (2012) Fraud Examination 4th Ed,
South –Western.
Highly Recommended
Report to the Nations on Occupational Fraud and Abuse 2020 Global Fraud Study.
Recommended (non-compulsory)
Books
Golden, T., Skalak, S. and Clayton, M. (2006). A Guide to Forensic Accounting Investigation,
John Wiley & Sons, Inc.
http://160592857366.free.fr/joe/ebooks/Corporate%20Finance/Wiley%20A%20Guide%2
0to%20Forensic%20Accounting%20Investigation.pdf
Silverstone, H. and Sheetz, M. (2007). Forensic Accounting and Fraud Investigation for Non-
Experts 2nd Ed., John Wiley & Sons, Inc.
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.469.1572&rep=rep1&type=pdf
Articles
Baker, J. (2004). The Sociological Origins of 'White-Collar Crime', The Heritage Foundation,
October 4, 2004
http://www.heritage.org/research/reports/2004/10/the-sociological-origins-of-white-
collarcrime
Detecting Fraudulent Financial Reporting through Financial Statement Analysis

http://www.joams.com/uploadfile/2013/1225/20131225035355373.pdf
Can Financial Ratios Explain the Occurrence of Fraudulent Financial Statements?

http://mak.trunojoyo.ac.id/wp-content/uploads/2014/04/P32_Financial-Ratios-Explain-
Fraudulent-Financial-Statements_Radziah.pdf
Page 16 of 31
ACADEMIC CALENDAR
Important dates to keep in mind:
ACTIVITY DATES
SEMESTER 1 AUGUST – DECEMBER 2021
Registration January 05 – 18
Semester Begins January 17
Late Registration (ADD/DROP)

January 19 - 24
(with penalty)
Teaching Begins January 17
Teaching Ends April 08

Examination Begins N/A 100% Course Work
Examination Ends N/A 100% Course Work
Semester Ends May 13
COURSEWORK ACTIVITIES
Participation 15%
Students are expected to individually participate actively through regular posts on all the weekly
discussion forums. Participation in these forums along with one additional graded discussion
question will be utilized for the participation grade
The quality of posts for the graded discussion forums questions will be assessed on the following
criteria:
• offer a well-researched relevant contribution

• respond to the flow of the discussion and enhance it
• move the discussion and analysis forward
• build on others’ comments
• demonstrate critical or reflective thinking
• The word count per contribution would be as directed by the etutor
Page 17 of 31
Participation Rubric (Marks for contributions to forums)

Marks awarded are to be converted to 15% grade.
Criteria Excellent Good Poor
Quality of Postings consistently Postings generally Makes no contribution

postings demonstrate an demonstrate an or response in the unit
(contributions understanding of course understanding of course forum or the quality of
and content and include content and include some the posting is poor
responses) relevant information with relevant information with
supporting reading, supporting reading,
examples, or experiences; examples, or experiences;
Responses relate to Response does not relate
previous postings and clearly to previous postings
further the discussion. or further the discussion.
References correctly cited. References not always
cited correctly.
50 Marks: 41 - 50 Marks:25 - 40 Marks:0 - 24
Quantity of Makes more than one Makes one contribution Makes no contribution
contribution contribution and more than and one response per unit or response in the unit
and responses one response per unit. forum or the quality of
the posting is poor.
Mechanics Postings are courteous; Postings are sometimes Makes no contribution

of Postings contain no spelling and/or less than courteous; and/or or response in the unit
grammatical errors. contain some spelling forum or the quality of
and/or grammatical errors. the posting is poor.
Page 18 of 31
Assignment 1: Individual research/essay

Due Date: 27th February 2022
Related Course Objectives:

1. Explain why people commit fraud.
2. Understand the various types of fraud.
3. Analyse the measures taken in the detection of fraud.
4. Know how to design a fraud prevention programme.
Assignment Description and Instructions
You are a newly hired fraud examiner. You have been asked to write a preliminary report on the
scenario below, based on the information presented in Units 1 to 4 and findings from your
additional research.
Your preliminary report should not exceed 1,500 words. Word limit is not inclusive of
bibliography and cover page. Please note that the assignment should be submitted to Turn It In
and an extract from the Turn-It-In Originality report copied and included at the end of essay.
Submissions should have one page for references following APA 6th edition citation rules,
double-spaced, 12 pt font Times New Roman. The submission must be in Word and not a PDF
document.
For more information on using the APA 6th edition, refer to the following:
● OWL. Purdue Online Writing Lab: Memos. Available at
https://owl.english.purdue.edu/owl/resource/590/1/
Page 19 of 31
The Dude Fraud Case
This scenario has been adapted from the book Fraud Examination 4th Edition.
In his own words, Daniel Jones was “The Dude.” With his waist-long dreadlocks, part-time rock
band, and well-paid job managing a company’s online search directory—he seemed to have it
all. Originally from Germany, Jones, now age 32, earned his doctorate and taught at the
University of Munich before coming to the United States, where he started his career in
computers. In 1996, Jones started working with the company as a director of operations for U.S.-
Speech Engineering Service and Retrieval Technology—working on a new, closely guarded
search engine tied to the company’s .net concept.
The company allows employees to order an unlimited amount of software and hardware, at no
cost, for business purposes. Between December 2001 and November 2002, Jones ordered or used
his assistant and other employees (including a high school intern) to order nearly 1,700 pieces of
software which had very low cost but were worth a lot on the street. He then resold them for
reduced prices—reaping millions. When items with a cost of goods sold of more than $1,000 are
ordered, an e-mail is sent to the employee’s direct supervisor, who must click on an “Approve”
button before the order is filled. In no individual order was the cost of goods more than 1,000—
he made sure none of the orders required a supervisor’s approval. The loosely controlled internal
ordering system reflects the trust the company puts in its employees.
In June, FBI agents said they saw Jones exchanging a large box of software for cash in a
department store parking lot. The FBI contacted the company’s security and began monitoring
Jones’ bank accounts. Previously, one account with his bank had an average balance of
$2,159. In a short time, however, the average balance ballooned to $129,775. Another account at
another bank showed irregular deposits totalling $500,000—none of which appeared to be from
any legitimate income or other source.
Investigators also noted that Jones purchased a Ferrari F355 Berlinetta, a Jaguar XJ6, and traded
in lesser vehicles for a Hummer, a Mercedes 500SEL, and a Harley-Davidson motorcycle. He
also bought an $8,000 platinum diamond ring, a $2,230 wristwatch, and a $4,000 bracelet. “You
figured that I like big boy’s toys by looking at some of my pictures,” Jones wrote on his personal
Web page. “I just can’t resist.” The Dude’s Web page includes a camera for monitoring his cat
and photos of his yacht, cars, and other treasures. For a relatively low-level manager, it was an
impressive collection. But at his company, where teenage software engineers can earn more than
company directors, no one batted an eyelid.
Page 20 of 31
A neighbour across the street from Jones said that he was clearly wealthy, but not flamboyant
with his money. He described Jones as an intelligent man who didn’t flaunt his education, would
loan neighbours tools, and was always friendly. The neighbour was surprised to hear the
accusations against someone he called his friend. All he knew about Jones was that he was a
good neighbour who loved cars. “He was very, very helpful. The few times I had problems with
my PC, he’d come and help straighten them out,” the neighbour said. “They are just ideal
neighbours. I feel terrible for him and his wife." Jones and his wife lived in a modest 1960s split-
level home.
In 2001, he joined the city's Rotary Club, "where he seemed more outgoing and personable than
the stereotype techie," said a local jeweller and immediate past president of the club. He seemed
like what I would expect a genius software developer to be."
In writing your response the following points must be addressed fully:
a) Determine if fraud was committed, and if so describe the symptoms of fraud that might be
evident to a fellow employee.
b) As discussed in units 1 to 4, all frauds involve key elements. Identify and describe using
examples the elements of the Jones fraud.
c) In the scenario, Jones' employer has been putting more emphasis on controlling cost. With
the slowing of overall technology spending, executives have ordered managers to closely
monitor expenses and have given vice presidents greater responsibility for statements of
financial positions. What positive or negative consequences might this pose to the
company in future fraud prevention??
d) Describe the company’s fraud prevention programme and identify any improvements that
might be necessary to prevent this type of fraud or at least discover it sooner.
Submit your response based on the instructions given by your CC and e-tutor.
Page 21 of 31
Assignment 1 Rubric
Marks awarded are to be converted to 25% grade by dividing total rubric marks by 4.0
Excellent Good Satisfactory Poor (fail)
Organization: Well-planned and well-thought Good overall organization There is a sense of organization, No sense of organization
Overall out. Includes title, introduction, includes the main although some of the
statement of main idea, organizational tools. organizational tools are used
transitions and conclusion weakly or missing
5 Marks: 4 - 5 Marks:3.0 - 3.9 Marks:2.5 - 2.9 Marks:0 - 2.4
Organization: All paragraphs have clear Most paragraphs have clear Some paragraphs have clear Paragraphs lack clear
Paragraphs ideas, are supported with ideas, are supported with some ideas, support from examples ideas
examples and have smooth examples and have transitions. may be missing and transitions
transitions. are weak.
Content Exceptionally well-presented Well-presented and argued; Content is sound and solid; ideas Paragraphs. lack clear
and argued; ideas are detailed, ideas are detailed, developed are present but not particularly ideas
well-developed, supported with and generally supported with developed or supported; some
evidence, facts, and examples evidence, facts, and examples evidence, but usually of a
relevant to the business relevant to the business generalized nature.
environment. n. environment.
60 Marks:45 - 60 Marks:30 - 44 Marks:15 - 29 Marks:0 - 14
Page 22 of 31
Research Sources are exceptionally well- Sources are well integrated and Sources support some claims The paper does not use
integrated, and they support support the papers claims. made in the paper but might not adequate research or if it
claims argued in the paper very There may be occasional be integrated well within the does, the sources are not
effectively. Quotations and errors, but the sources and papers argument. There may be a integrated well. They are
works cited conform to APA Works Cited conform to APA few errors in APA 6th edition not cited correctly
6th edition style. 6th edition style. style according to APA 6th
edition style.
Style: Sentence Sentences are clear and varied Sentences are clear but may Sentences are generally clear but Sentences are not clear
structure in pattern, from simple to lack variation; a few may be may have awkward structure or
complex awkward and there may be a unclear content; there may be
few punctuation errors. patterns of punctuation errors.
Grammar & Excellent grammar, spelling, A few errors in grammar, Shows a pattern of errors in Numerous errors
Mechanics syntax and punctuation spelling, syntax and spelling, grammar, syntax and/or
punctuation, but not many punctuation. Could also be a sign
of lack of proof-reading.
Page 23 of 31
Assignment 2: Group Project and presentation
Due Date: 01 April 2022
Related Course Objectives

• Initiate procedures to identify situational, systems and security weaknesses in the
organization.
• Coordinate fraud examinations.
• Design working papers for investigations.
• Display professional judgement and ethical standards in the practice of fraud
examination.
• Compose well written fraud examination reports.
Assignment Description and Instructions:

For this assignment, students are asked to research a fraud case of their own, with the approval of
the lecturer. Students will work in groups of four (4) or five (5). At the assigned date all groups
are required to present their findings via Zoom.
Your company has been hired to conduct a fraud examination and to testify as expert witnesses.
As part of your assignment and presentation you should include, inter alia, the following:
1. A brief background on the company and type of fraud committed.

2. How the detection of the fraud was revealed.
3. The use of at least two (2) methods of investigations that differs from those of the actual fraud
case.
4. A fraud examination report based on your findings.
The presentation will have no more than 10 slides and will be presented within 8 to 10
minutes.
Page 24 of 31
Assignment 2 Rubric Group Presentation

Marks awarded are to be converted to 20% grade by dividing total rubric marks by 5
Criteria Excellent Good Satisfactory Poor
Introduction: The group shows in-depth The group shows an average The group shows basic The group lacks knowledge
providing the knowledge the foundation of amount of knowledge the knowledge the foundation of the foundation of fraud
overview of the fraud examination and the main foundation of fraud examination fraud examination and the main examination and the main
company and issues related to the case. and the main issues related to issues related to the case issues related to the case.
fraud discovery the case.
10 Marks: 9 - 10 Marks:7 - 8 Marks:5 - 6 Marks:0 - 4
Methods of The presentation demonstrates The presentation demonstrates The presentation demonstrates The presentation does not
Investigation that the group fully understands that the group, for the most part, that the group, to a certain demonstrate that the group
and has applied the appropriate understands and has applied the extent, understands methods of has fully understood nor
methods of investigation to the appropriate methods of investigation learned in the applied methods of
case. investigation to the case. course, but has not adequately investigation learned in the
applied these to the case course, and have not related
these to the case.
Fraud The fraud examination report The fraud examination report The fraud examination report The fraud examination
Examination provides sound details of the lacks some details of the provides few details of the report provides very few
Report findings and opinions of the findings and opinions of the findings and opinions of the details of the findings and
investigator. investigator investigator opinions of the investigator.
Page 25 of 31
Quality of Clear introduction. Key concepts Key concepts and arguments are Key concepts and arguments are Key concepts and
Presentation and arguments are and clearly and adequately presented; Time not always clear; Time taken is arguments are not presented
presented; Keeps to the time taken is 6- 8 or 10-12 mins; < 6 mins or > 12 mins; Many clearly; Time limit ignored;
limit (8-10 mins); No errors in Almost no errors in punctuation, errors in punctuation, grammar Numerous and distracting
punctuation, grammar and grammar and spelling. and spelling. errors in punctuation,
spelling grammar and spelling
Sources: All cited works are in APA 6 Some cited works are in APA 6 Few cited works are in APA6 Absence of works cited
citations and format with no errors format with few errors format with many errors
references
Collaboration Tasks appear to have been Tasks been allocated and Unequal distribution of tasks; a Evidence of collaboration
allocated and delivered delivered adequately; most minority of group members have lacking; one group member
equitably; all group members group members have contributed contributed developed the presentation
have contributed.
Page 26 of 31
ASSIGNMENT 3
Available: Sunday, April 17, 2022 (9:00 am E. C)

Submission Date: Tuesday, April 19, 2022 (9.00 am E. C.)
INSTRUCTIONS TO CANDIDATES:
1. Assessment 3 will include the instructions, the details of the two cases that form the basis for this
assessment, and the rubric for the assessment.
2. The assessment is valued at 40% of your final grade. Each question will be worth 40 points.
3. You will be permitted to use the internet, textbooks and the course notes.
4. You will be required to:
1. Respond to the questions based on Case Study 1
2. Respond to the questions based on Case Study 2
3. Submit ONE file. Please note that you will have ONLY ONE opportunity to submit, and no
late submissions will be accepted.
4. You will be required to complete the accountability statement when submitting your work.
5. You will submit your assignment in the appropriate drop box on the course page in the
Learning Exchange. Turnitin will not be required
Assignment Description and Instructions:
The responses must be typed in Microsoft Word (font size 12, Times New Roman, double spaced)
and must follow APA 6th edition formatting. See:
https://owl.english.purdue.edu/owl/resource/560/01/.
Specifically, the final document must contain:

• A title page with student number, name of the course, course code, course instructor’s name
and the date.
• Response to each question clearly identified as Question 1, ...Case Study respectively.
• A reference list of all works used, and all direct quotations and other citations appropriately
referenced
You will have two (2) days within which to complete the assessment. It is recommended that you
spend some time organizing your thoughts before you begin to write and that you reserve some time
to go over your responses after you have completed the assessment. There should be NO
collaboration with any other person while completing this assignment. Evidence of this will have
very serious consequences.
Page 27 of 31
Rubric for Analytical Case Study
Excellent Very Good Good Fair Poor
Insightfully develops a position Develops a position on the Develops a position on the fraud Develops a vague or limited Ideas on the fraud issues are
on the fraud issues with fraud issue with well-chosen issues with relevant examples position on the fraud issues unclear or seriously limited
Quality of Ideas compelling, persuasive examples and reasons and reasons with few examples or
examples and reasons reasons of questionable
importance
50 Marks: 40 - 50 Marks: 30 - 39 Marks: 20 - 29 Marks: 10 - 19 Marks: 0 - 9
A clear organizational structure A well-organized structure with Organized with some Poorly organized with Disorganized and provides
with a logical progression, a progression of ideas, linking progression of ideas, linking unclear links between ideas few, if any, relevant links
linking ideas to supporting ideas to supporting points from ideas and supporting points with and supporting points between ideas and examples
Organization points from start to finish, from start to finish some consistency
paragraph to paragraph and
sentence to sentence
A wide variety of sentence Variety in sentence structures, Some, to little, variety in A lack of sentence variety, Serious and frequent problems
structures and lengths, showing showing control of word choice sentence structure, showing showing imprecise use of with word choice and sentence
a superior control of word with a clear style. Sources and adequate control of word choice word choice with an structure, showing a lack of
choice with a clear, concise Works Cited conform to APA with an inconsistent, wordy style. style. Citation was not in
style. Quotations and works 6th Edition style inconsistently clear style. The There were a few errors in accordance with the APA 6th
Writing Style
cited conform to APA 6th APA citation was in line with the APA 6th edition style edition style
edition style requirement.
Page 28 of 31
Rubric for Analytical Case Study
Grammar & Shows a superior control of Shows a control of language, Shows control of standard Shows some lack of control in Shows a lack of control in
Usage writing, with impeccable with strong grammar, English but contains some grammar, mechanics and usage, grammar, mechanics, and
grammar, mechanics, and mechanics, and usage—yet flaws containing occasional major flaws usage, containing numerous,
usage—yet may have a few may have a few minor errors with more frequent minor flaws repeated errors
minor, non repeated errors
Summary This response is a precise, well This response is a well- This response is a competent This response has some This response has serious
articulated analysis of the developed analysis of the analysis of the issue and competence in its analysis of the weaknesses in the elements of
complexities of the issue or complexities of the issue and demonstrates adequate issue and in its control of the fraud examination.
argument and demonstrates demonstrates a strong control control of the elements of elements of fraud examination but
mastery of the elements of of the elements of fraud fraud examination. is clearly flawed.
fraud examination. examination.
Page 29 of 31
Fraud Examination ACCT 2025 - Academic Year 2021/2022, Semester 2
UNIT TOPICS UNIT OBJECTIVES DATES AND ACTIVITIES

WEEK/ DATES
● To introduce students and Tutors to each other
Week 1
Online Introductions ● To establish a climate of trust, as a basis for an ● Zoom Session: CC to cover PowerPoints Slides on
January 17 – January 23 Students Expectations environment for learning – Plagiarism, APA, course assignments
from the course ● To ensure knowledge of Plagiarism/Accountability ● Meet Your Tutor Discussion Forums
Familiarity with Course Statement ● Icebreakers
Guide ● To cover requirements for the course
Week 2 • Definition of Fraud

Unit 1 • Compare and contrast Fraud by the organization ● Zoom Session: CC to cover work required for the
January 24 – January 30 Fraud and its Motivation versus fraud against the organization week
• What is the Fraud Triangle? ● CC to discuss learning outcome for Unit 1
• Describe the individuals who normally commit ● CC to discuss required posting for Discussion Forum
fraudulent acts
Week 3 • Define Misappropriation of assets and give examples
Unit 2 • Why is Misappropriation of asset considering the ● Course News and Announcement to include details
January 31 – February 06 Types of Fraud most common fraud within organizations of work required for the week
• Explain why companies deliberately misstate or mis- ● CC or E-Tutor to post learning outcome for Unit 2
represent the financial statement? ● CC or E-Tutor to issue reminder on Discussion
Forum questions
Week 4 • What are the keys to effective fraud prevention? ● Course News and Announcement to include details
Unit 3 • Explain why a whistle blowing policy is useful for of work required for the week
February 07 – February 13 Fraud Prevention fraud prevention ● CC or E-Tutor to post learning outcome for Unit 3
• Outline some of the key components of a fraud risk ● CC or E-Tutor to issue reminder on Discussion
assessment checklist Forum question
Week 5 • Identify some of the common red flags of fraud as ● Course News and Announcement to include details
Unit 4 they relate to a company’s accounting system and of work required for the week
February 14 – February 20 Fraud Detection financial performance ● Unit 4 learning outcome to be posted
• Explain how Data Analysis technique can be used in ● Reminder on Discussion Forum question to be issued
fraud detection ● Students to be informed of upcoming Assignment
• Describe some of the benefits of implementing fraud
detection techniques for the organization
Page 30 of 31
Fraud Examination ACCT 2025 - Academic Year 2021/2022, Semester 2
● Assignment 1
Week 6 Review Session for Units 1- • Ensure that students have a solid understanding of ● Completion and Submission by 27th February
February 21 – February 27 4 the foundation principles of Fraud Examination
Week 7 • What is Fraud investigation and how is it initiated? ● E-Tutor to cover work required for Unit 5
Unit 5 • Describe some of the Investigative Methods used to ● CC to review model answer for Assessment Question
March 28 – March 06 Fraud Investigation I identify theft. ●
• Discuss the use of a vulnerability chart
Week 8 • Describe the five general types of questions an ● Zoom Session: E-Tutor to cover work required for
Unit 6 interviewer can ask in a fraud investigation Unit 6
March 07 – March 13 Fraud Investigation II • Explain the main focus of a fraud conversion ● E-Tutor to discuss required posting for Discussion
investigation Forum
Week 9 • Explain the importance of the Scope of Works and ● Zoom Session: E-Tutor to cover work required for
Unit 7 the Terms of Reference in drafting the Report. Unit 7
March 14 – March 20 Fraud Examination • Outline the relevance of a Usage Restriction Clause ● E-Tutor to discuss required posting for Discussion
Report in the preparation of the Fraud Report Forum
Week 10 • What is an expert witness? ● Zoom Session: E-Tutor to cover work required for
Unit 8 • How are fraud examiners used as expert witnesses? Unit 8
March 21 – March 27 Post Investigation • What is the role of a fraud investigator or another ● CC to discuss work required for Group Project
expert witness in a trial? ● E-Tutor to discuss required posting to Forum
Week 11 Assignment 2:
March 28 – April 03 Group Project • Reflective Exercise Group Presentation submission on 01 April
Assignment 2
Week 12 • Group Communication/Presentation Exercise
Group Project Presentation by group 5 & 7 April
April 04 – April 10 Presentation
Assignment 3: Case study submission
Week 13 • Completion case study question (2)
Preparation for Semester 2 Ends 13 May
April 11 – April 17 Analytical Case Study
Page 31 of 31

1 Course Guide For Fraud Examination ACCT 2025 Semester 2 - 2021 - 2022

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

1 Course Guide For Fraud Examination ACCT 2025 Semester 2 - 2021 - 2022

Uploaded by

Copyright:

Available Formats

The University of the West Indies

I can be reached via the course messages or at my OCmail address at

REPORTING ACADEMIC PROBLEMS

UWI REGULATIONS REGARDING DISSATISFACTION WITH

Some important information to keep in mind:

Course Coordinator’s Role:

Course etutor’s Role:

General Role of the Student:

Course Coordinator’s Expectations:

Citation Requirements for this Course

• OWL. Purdue Online Writing Lab: Memos. Available at

Netiquette and Course Behaviour

Competency Domain Sub-Competency

1. Outline the meaning and purpose of Fraud Examination

6. Compose well written fraud examination reports

Session 1.2: The Mind of a Fraudster

Session 1.3: Who Commits Fraud?

Unit 2: Types of Fraud

Unit 8: Post Investigation

Unit # Session Covered Topics Covered

Week 1: January 17 – January 23 Topic Introduction/Orientation

Unit 1 Week 2: January 24 – January 30 Fraud and Its Motivation

Unit 2 Week 3: January 31 – February 06 Types of Fraud

Unit 3 Week 4: February 07 – February 13 Fraud Prevention

Unit 4 Week 5: February 14 – February 20 Fraud Detection

Week 6: February 21 – February 27 Review Session

Unit 5 Week 7: February 28 – March 06 Fraud Investigation I

Unit 6 Week 8: March 07 – March 13 Fraud Investigation II

Unit 7 Week 9: March 14 – March 20 Fraud Examination Report

Unit 8 Week 10: March 21 – March 27 Post Investigation

Week 11: March 28 – April 03 Group Project/Presentation

Week 12: April 04 – April 10 Review Session

Schedule for Zoom Sessions with the Course Coordinator

Session Time Date

Session 2 7:30 – 8:30 pm E.C. Time February 22, 2022

Session 3 7:30 – 8:30 pm E.C. Time March 29, 2022

Schedule for Zoom Sessions with your etutor

Session Time Date

Session 1: 7:30 – 8:30 pm E.C. Time January 25, 2022

Session 2: 7:30 – 8:30 pm E.C. Time February 08, 2022

Session 3 7:30 – 8:30 pm E.C. Time March 01, 2022

Session 4: 7:30 – 8:30 pm E.C. Time March 15, 2022

Note: Your etutor may schedule additional Zoom sessions

Assessment Item Weighting (%)

Requirement: Students will be required to submit a Coursework Accountability Statement,

Participation Units 1 - 8 Objectives 1 - 15

Individual Essay Units 1 – 4 Objectives 1 – 5 & 12 - 15

Group Project & Presentation Units 5 - 8 Objectives 6 - 11

Analytical Case Study Units 1 - 8 Objectives 1 - 15

UWI GPA and Marking Scheme

Penalties for Late Assignments:

Exceptions to this penalty, whereby no penalty will be applied, include:

Detecting Fraudulent Financial Reporting through Financial Statement Analysis

Can Financial Ratios Explain the Occurrence of Fraudulent Financial Statements?

Important dates to keep in mind:

SEMESTER 1 AUGUST – DECEMBER 2021

Semester Begins January 17

Late Registration (ADD/DROP)

Teaching Begins January 17

Teaching Ends April 08

Examination Ends N/A 100% Course Work

Semester Ends May 13

• offer a well-researched relevant contribution