Erin Burrell Nickell , Jason Schwebke , Paul Goldwater
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引用次数: 0
摘要
本案例向您介绍了在会计中使用数据分析,以便使用Microsoft Power BI识别大型发票数据集中的违规行为。这个案例的目的是双重的。首先,本案例为您提供了在初学者级别导航Power BI的指导方法。其次,本案例介绍了在审计环境中使用数据分析来识别大量发票数据集中的违规行为。你将根据本福德定律评估数据集,并创建一个交互式的“仪表板”可视化,向导师展示你的分析结果。此外,您将根据专业审计标准在书面报告中记录您的发现。我们在研究生层面的欺诈审计课程以及以数据分析为重点的本科会计信息系统(AIS)课程中提供了案例有效性的证据。本案例适用于任何以审计、欺诈、取证、AIS或数据分析为重点的课程,学生很少或根本没有Power BI经验。这个案例也可以作为本福德定律的介绍,因为学生不需要事先有本福德定律的经验来完成作业。
An introductory audit data analytics case study: Using Microsoft Power BI and Benford’s Law to detect accounting irregularities
This case introduces you to the use of data analytics in accounting for purposes of identifying irregularities in a large data set of invoices using Microsoft Power BI. The goal of this case is two-fold. First, the case provides you a guided approach to navigating Power BI at the beginner level. Second, the case serves as an introduction to the use of data analytics in an auditing context for purposes of identifying irregularities in a large data set of invoices. You will evaluate the data set according to Benford’s Law and create an interactive “dashboard” visualization to present the results of your analysis to a supervisor. Additionally, you will document your findings in a written report according to professional auditing standards. We provide evidence of case efficacy in both a graduate-level fraud auditing course as well as an undergraduate accounting information systems (AIS) course with a data analytics focus. The case is suitable as an introductory data analytics assignment in any course with an auditing, fraud, forensics, AIS, or data analytics focus where students have little or no prior experience with Power BI. The case may also be used as an introduction to Benford’s Law as students are not required to have prior experience with Benford’s Law in order to complete the assignment.
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.