The aim of this study is to investigate the organizational factors, auditor opinion and the role of internal auditor in banking industry to detect fraud in Indonesia. Observation data in this study are the years from 2013 to 2017. This study is an empirical study and the data are selected by using sampling technique. Observation data in this study are as many as 45, and are processed by using logistic regression analysis instrument. The dependent variable studied is fraud. Meanwhile, the corporate organizational factors are risk disclosure and independency of intern auditor function as well as independent auditor opinion. The testing result proofs that there is no corporate organizational variable and independent auditor opinion significantly affecting indication of fraud in banking company.

This study aims to evaluate the success of the learning process in the Accounting Study Program at UPN “Veteran” Yogyakarta. The success of the learning process can be seen from the learning outcomes. This study was conducted in order to prepare an educational curriculum using the OBE approach. This study is survey research conducted on students of the Accounting Study Program at UPN "Veteran" Yogyakarta. The number of respondents is 106. The instrument used in exploring the depth of the survey results is the Learning Outcomes (LO) which will be used in the preparation of the new curriculum “Merdeka Belajar – Kampus Merdeka”. The questionnaire instrument will be used as a basis for measuring the success of the LO which is formulated in the Curriculum Guide for Accounting Study Program of UPN "Veteran" Yogyakarta. LO is the ability to communicate and write; problem-solving skills; ethical reasoning skills; ability to work with teams; the soul of defending the country. Based on the survey results, the following results were obtained: the students' communication and writing skills are still lacking; the ability to solve the problem of the students is still lacking; students' ethical reasoning skills are quite good; the ability to work with the team is still lacking; the spirit of defending the country is still lacking. The results of this survey can be used as an input in developing the MBKM curriculum.

One of the implementations of Merdeka Belajar Kampus Merdeka (MBKM) program at UPN "Veteran" Yogyakarta, contained in the Rector's Regulation No. 13 of 2020 concerning the Implementation of MBKM Program at Universitas Pembangunan Nasional "Veteran" Yogyakarta on September 2, 2020, is the program of village project. This article is the result of applied research on the MBKM program of the Accounting Department in Maguwoharjo village, Sleman Regency. MBKM programs are designed with various financial management assistance activities with one of the partners, which is Badan Usaha Milik Desa (BUMDes) in Maguwoharjo by lecturers and an internship program for students as a form of off-campus learning activities, which is the program of village project. The purpose of the village project is to increase the achievement of the Main Performance Indicators (MPI) of Higher Education number 3 (lecturers doing activities outside campus) and MPI number 5 (performance results of lecturers and students are recognized and can be used by the community). The results of this study indicate that for the implementation of MBKM with the Village Project, among others are: 1. It has been identified early related to the implementation of learning activities outside the campus (in BUMDes), 2. Identified the potential of BUMDes that can be developed in village project of MBKM activities by students, 3. Identified the equivalent value of student internships participating in the village project.

Purpose Previous research examined the effectiveness of virtual reality (VR) in various fields including engineering (Alhalabi, 2016), the military (Webster, 2016), robotic surgery (Bric et al., 2016; Francis et al., 2020), firefighters (Çakiroglu and Gökoglu, 2019), negotiation training (Ding et al., 2020), health-care training (Chow et al., 2017) and ethics education (Sholihin et al., 2020). However, empirical research examining learning styles on the effectiveness of using VR is still scarce. VR has different characteristics from other learning media and high immersiveness in a VR environment can create a sense of presence that improves learning outcomes, except for students with certain learning styles who experience cognitive overload when exploring virtual environments (Hsu et al., 2017). Therefore, it is necessary to investigate to what extent learning styles can influence the effectiveness of VR-based learning on business ethics. This is because the effectiveness of business ethics education is indispensable along with the increasing cases of fraud and financial companies (PwC’s Global Economic Crime and Fraud, 2020). Design/methodology/approach Education must respond to the progress of information technology (IT) development by providing IT-based teaching methods to enhance the learning process. This is because the evolution of technology is changing student learning preferences from verbal to visual or even virtual (Proserpio and Gioia, 2007). VR is an IT-based learning media that creates a virtual environment which simulates the real world and provides concrete experiences, so students are able to actively explore their course material. VR technology is able to provide practical experiences without actually leaving home, so it is relevant for responding to the current situation due to the COVID-19 pandemic. Findings Compared to traditional learning, VR is a more flexible learning method as it has no limitations of time, distance and space (Yu et al., 2007). The main characteristic of VR is immersion, interaction and imagination (Zhang et al., 2017) that improve cognitive performance in engineering (Alhalabi, 2016), the military (Webster, 2016) and surgical robots (Bric et al., 2016). VR-based learning can improve students’ learning abilities compared to traditional teaching (Jena, 2016). VR has already proven effective in teaching business ethics (Sholihin et al., 2020) because VR has the ability to create a virtual world, without any impact from socially reprehensible acts. With VR, students are able to understand scenarios about ethical dilemmas that occur in business practices, observe the potential consequences and make decisions to solve concrete situations where ethical dilemmas require a response. VR allows students to simulate situations virtually and develop their long-term experience. This is crucial because there is the possibility that in the near future the society will live in a mixed world (virtual and physical space). Practical implications A virtual environment that is able to evoke a sense of presence refers to the intensity of emotional involvement. Sense of presence can actually improve the learning results, but if the user lacks the ability to explore game tasks it will cause a cognitive overload that has a negative impact on learning outcomes (Hsu et al., 2017; Huang et al., 2020). Learning style preferences cause differences in cognitive load during the learning process using VR (Hsu et al., 2017). In a VR-based learning environment, students are required to explore the virtual environment; therefore, without navigation, students with active experimental learning styles are superior to students with passive or observing learning styles (Chen et al., 2005). Therefore, it is necessary to understand the impact of adopting VR technology to improve student’s performance by considering different learning styles. Social implications In Indonesia, the shift from offline learning to e-learning has created new academic pressures for some students (Pajarianto et al., 2020). The main challenge for educators is how to improve student’s learning outcomes and overcome the problem of using e-learning technology. Originality/value In light of the scarcity of research on the effectiveness of VR for teaching business ethics during the COVID-19 pandemic, this study fills the gap by extending the study of Sholihin et al. (2020) in that the authors establish the connection between user perception of the use of VR and learning style in relation to the effectiveness of VR.

This study investigates the readiness of companies in Indonesia in conducting sustainability reporting. Variables used in this study are economic performance disclosure, environmental performance and social performance as well as variable of intellectual capital. Economic performance disclosure, environmental performance and social performance are the components of sustainability reporting. Meanwhile, intellectual capital measures the ability of company to manage its human resources. The sample in this study consists of 30 Indonesian public companies of ISRA holders in 2014-2017. The result showed that economic performance and social performance disclosure are high. Meanwhile, based on correlation analysis, economic and social performances are strongly related with the ability of company in managing its human resources.