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Opportunities for CFEs in Educating Future Fraud Fighters

By Gerhard Barone, Ph.D.;Sara Melendy, Ph.D., CFE, CPA;Gary Weber, Ph.D.;Richard "Dick" A. Riley Jr., Ph.D., CFE, CPA

gerhard-barone-80x80    sarah-melendy-80x80  Gary-Weber-80x80   MarchApril-Fraud-EDge-Riley 


Fraud EDge
A Forum for Fraud-Fighting Faculty in Higher Ed

Students at the collegiate level learn best about business through a combination of theory and practice. College professors are well equipped to present the theory side of a particular topic, but they frequently look to business professionals — who have hands-on, practical experience — to help apply those theories to real-world situations. This teaching method works especially well in anti-fraud education, in which fraud cases, whether real or fictitious, can help bring to life the fraud theories and procedures introduced in the classroom.

However, it is not quite so clear exactly how to structure the interactions between CFEs and higher education to encourage this method of learning. Many CFEs, for example, believe that the only way to participate in collegiate fraud education is to lead a class lecture based on their fraud experiences, which could not be further from the truth.


In this column, we identify and explain a variety of ways in which CFEs can foster and develop mutually beneficial relationships with college faculty and students to help educate and prepare future anti-fraud and forensic accounting professionals.  

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