When I start a new lecture series, I always tell my students to pay close attention when following the news in the coming weeks. I ask them to be alert to news items that deal with the topics I will take my students through in the coming term: fraud, money laundering and other integrity breaches. I then ask if they happened to catch anything about current affairs on those topics that week. It usually yields little response. So I tell them what I noticed in the news that week. Not infrequently, this costs me fifteen minutes of teaching time. But then I often get their attention very quickly. Students quickly become aware that the topics mentioned are the rule rather than the exception. That the lesson cycle is about a major social problem. A problem that leads to annoyance, fear, inconvenience, considerable damage and huge enforcement costs.
Many enter the classroom enthusiastically in the weeks after the first lecture, and some students cannot wait to talk about 'the fraud news of the week'. This often involves topics that are close to the youth: rumoured transfers at sports clubs, crypto fraud, cybercrime, identity fraud and greenwashing. Accountancy students are keen to discover what their profession should and can do to detect and prevent fraud, while criminology students are more interested in, for example, the various manifestations and offences, the characteristics of offenders and the role of whistleblowers.