ACCT 654 Week 1 Discussion Board Forum 1 Thread Example

Reviewed by Thomas Kerrigan, MBA, CPA · Liberty University · Updated

This ACCT 654 Week 1 sample thread takes up the question every fraud examination course starts with: why do trusted employees steal? It explains Cressey's fraud triangle of pressure, opportunity and rationalization, then tests it against later research, including the fraud diamond's fourth element of capability, a review tracing how fraud theory has grown since the 1950s, and an experiment showing that rationalizing a misreport reduces the guilt that would otherwise stop it. A biblical principle about the self-deceiving heart explains why rationalization deserves the most attention. In Liberty University ACCT 654, an MS in Accounting course, the opening thread is worth 75 points and shares the first module/week with Hopwood et al.'s first two chapters, the syllabus checklist and class introductions.

CourseACCT 654 Fraud Examination (ACCT654)
Module/Week1
AssignmentDiscussion Board Forum 1 Thread
Paper typeDiscussion thread
Lengthabout 550 words (thread and replies). Course guide: a single thread of 500 to 800 words answering the forum prompt with at least 3 credible, peer-reviewed sources and at least 1 biblical principle, in current APA format
FormatAPA 7 citations and reference list
Points75
SchoolLiberty University Online
ProgramMS in Accounting
Where it sitsModule/Week 1 in Liberty's published ACCT 654 course guide; current sections can differ
UpdatedOctober 2026

Free sample paper for ACCT 654 Week 1

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Discussion Board Forum 1 Thread: Why Trusted People Commit Fraud

ACCT 654 Fraud Examination, Discussion Board Forum 1 Thread

Thread by [Student Name]

The thread answers a composite prompt on why fraud happens; the studies, book and Bible passage cited are real.

Why this part earns its pointsThe opening sentence answers the prompt so the rest of the thread can support it.
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The fraud triangle explains why most trusted employees commit fraud, but it leaves out one element that explains which of them actually do: the capability to carry it out. The triangle remains the best starting point for an examiner, and its gaps point to where prevention efforts should go.

Cressey (1953) built the model from interviews with imprisoned embezzlers, people who had taken positions of financial trust in good faith and later violated them. He found that each had a financial problem the person felt unable to share with anyone, recognized that the position of trust offered a way to solve it in secret, and found words that allowed the act to be seen as borrowing or as something deserved. Those three conditions became known as pressure, opportunity and rationalization. The embezzlers Cressey studied did not think of themselves as thieves while they were stealing. That insight still matters, because it explains how honest people cross the line.

Later researchers argued that the triangle describes the conditions for fraud without describing the person. Wolfe and Hermanson (2004) proposed a fourth element, capability, meaning the position, intelligence, confidence, coercive skill and ability to lie consistently that let someone turn an opportunity into a completed scheme. Many employees face pressure and have access to cash, yet few can override controls, recruit others or keep a story straight under questioning. Senior executives often have all of these traits, which may explain why the largest frauds tend to start near the top.

In their review, Dorminey et al. (2012) follow Cressey's idea as later scholars extended it into a family of models, including the fraud scale and the MICE model of money, ideology, coercion and ego, and they argue that the triangle fits the accidental fraudster better than the predator who seeks out a position in order to steal. Their review also notes that rationalization is the hardest element to observe, since it happens inside the person. Murphy (2012) brought rationalization into a controlled setting. In an experiment, participants who misreported their performance and could rationalize it reported less negative affect afterward, which suggests that rationalizing removes the guilt that might otherwise stop a person.

Why this part earns its pointsThe biblical principle explains rationalization rather than standing apart from the theory.
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Scripture describes the same pattern. "The heart is deceitful above all things, and desperately sick; who can understand it?" (English Standard Version Bible, 2001/2016, Jeremiah 17:9). Rationalization is self-deception: the employee persuades the one person who most needs persuading. The biblical principle explains why organizations should not rely on employees to recognize their own wrongdoing and why accountability to others, not good intentions, is the safeguard.

For prevention, the expanded model gives managers two practical questions. First, which employees have both access and the capability to override controls, and are they subject to independent review? Second, does the culture make it easy to rationalize theft, for example through perceived unfair treatment or tolerance of small violations? An organization cannot remove every pressure its people face, but it can limit opportunity, watch capability and make rationalizations harder to believe. Rotating duties, requiring vacations for staff who handle cash and asking a second person to approve unusual transactions all work against capability as well as opportunity, because they force a would-be fraudster to deceive more than one colleague over a longer time. Those are modest costs for the protection they buy.

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References

Cressey, D. R. (1953). Other people's money: A study in the social psychology of embezzlement. Free Press.

Dorminey, J., Fleming, A. S., Kranacher, M.-J., & Riley, R. A., Jr. (2012). The evolution of fraud theory. Issues in Accounting Education, 27(2), 555-579. https://doi.org/10.2308/iace-50131

English Standard Version Bible. (2016). Crossway. (Original work published 2001)

Murphy, P. R. (2012). Attitude, Machiavellianism and the rationalization of misreporting. Accounting, Organizations and Society, 37(4), 242-259. https://doi.org/10.1016/j.aos.2012.04.002

Wolfe, D. T., & Hermanson, D. R. (2004). The fraud diamond: Considering the four elements of fraud. The CPA Journal, 74(12), 38-42.

What the ACCT 654 Week 1 instructions ask

The first forum of ACCT 654 opens in Module/Week 1, while students also finish the Course Requirements Checklist, introduce themselves and read Hopwood et al.'s first two chapters with a presentation and three websites. Each of the course's five forums spans two modules/weeks. The thread comes first and must answer the prompt directly in 500 to 800 words, drawing on at least three credible, peer-reviewed sources and integrating at least one biblical principle; it is also pasted into a SafeAssign link that checks its originality. A reply of 275 to 400 words with one more peer-reviewed source follows in Module/Week 2. Every source is cited in current APA style.

How this ACCT 654 Week 1 example is built

The sample begins by stating its answer: the fraud triangle explains most cases but leaves out who is able to act. Cressey's original study supplies the three elements and the idea of a problem the person feels unable to share. The fraud diamond adds capability and shows why position and personality matter. A review of fraud theory places both models in a longer line of thinking, and an experiment on misreporting shows rationalization at work in a measurable way. The biblical paragraph uses Jeremiah's description of the deceitful heart to explain why people believe their own excuses. A short closing turns the theory into two prevention questions for managers.

ACCT 654 Week 1 grading rubric: where the points go

Graders of ACCT 654 threads check four things: a direct answer to the prompt, three or more peer-reviewed sources that carry real weight, Scripture that shapes the argument instead of trailing it, and a length between 500 and 800 words in current APA style. Instructors reading a fraud theory thread want each model described accurately and attributed to the right author, and they reward a thread that evaluates a model instead of just defining it. Websites and practitioner summaries do not count toward the peer-reviewed minimum. The SafeAssign check means the wording must be the student's own, so definitions copied from the textbook or a website lower the originality score as well as the grade.

ACCT 654 Week 1 help: mistakes that cost points

Answer the prompt in your opening sentence instead of building up to it. Define pressure, opportunity and rationalization in your own words and credit Cressey for them, then show that you know the later models, such as the fraud diamond, and what each one adds. Use studies that tested an idea, not only articles that restate it. Make sure all three required sources come from peer-reviewed journals or scholarly books. Choose a biblical principle that explains something about the theory, for example how people convince themselves that wrong is acceptable, and connect it to prevention. Keep under 800 words, and paste the final thread into SafeAssign before the deadline.

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ACCT 654 Week 1 questions, answered

What is the ACCT 654 Forum 1 Thread?

The 75-point opening thread of ACCT 654, due in Module/Week 1: a 500-800 word answer to the prompt with three peer-reviewed sources and a biblical principle, checked in SafeAssign.

Where can I find a free ACCT 654 Week 1 sample paper?

A complete ACCT 654 Week 1 thread is on this page, weighing the fraud triangle against the fraud diamond and research on rationalization.

What are the three parts of the fraud triangle?

Pressure, opportunity and rationalization: a need the person feels unable to share, a position of trust that allows the theft, and a story that makes the act acceptable to the person.

What does the fraud diamond add to the fraud triangle?

Wolfe and Hermanson added capability, the traits and position that let a person see and exploit an opportunity, such as authority, intelligence, confidence and skill at deceiving others.

What else is due in ACCT 654 Module/Week 1?

Students complete the 10-point Course Requirements Checklist, post a class introduction, and read Hopwood et al.'s first two chapters with one presentation and three websites.

Use it as a model, or ask for your own

This paper is an original model written by our desk for study. It is not a submitted student paper and not an official Liberty University document. Read it for structure and reasoning, then write your own to the instructions in your Canvas course. If you want a version built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.