Stimulants of behavioural change: accounting education schism and gender

Abstract

Purpose This paper aims to identify differences in auditors’ behaviour who have undergone work-integrated learning (WIL) versus the classical accounting education. Design/methodology/approach In addition to the education factor, auditors’ perception is assessed in scenarios when facing time budget pressure and time deadline pressure. The gender factor is included to highlight any behavioural differences between male and female auditors. Senior auditors working at the Big Four firms in the UK have participated in this survey. Findings The results show, from an educational perspective, that traditional accounting program is perceived as a catalyst of dysfunctional audit behaviour in comparison to WIL program that demonstrated a higher degree of ethicality. Furthermore, the results identify male auditors as having more tendency to behaving dysfunctionally when compared to their female counterparts. Practical implications This paper goes beyond assessing auditors’ ethical actions under work-related stresses, to identifying the differences in their behaviour based on their academic background. It can be used as a tool for audit practitioners and accounting faculty by highlighting the factors leading to dysfunctional behaviour and trying to mitigate them. Originality/value The added value of the research paper is that it sheds light on one of the most issues faced by auditors and employees in general. Time pressures embedded in most businesses can harm organizations badly in relation to the behaviour of their employees.

Enhancing students’ understanding and performance in a distance-learning setting: evidence from an audit simulation at a GCC university

“…Several prior studies have discussed the enhancement of technical knowledge and comprehension. For instance, Nehme et al (2022) find that work-integrated learning is perceived as a catalyst of functional audit behaviour from an educational perspective. In another example, Castro et al (2021) reveal that implementing advanced learning activities (e.g.…”

“…Accounting education has been called upon to foster a practice-oriented learning environment to improve the quality of accounting graduates entering the profession (Nehme et al , 2022; Gittings et al , 2020). Many accounting educators have thus used experiential learning activities (ELAs) over the past two decades to enhance students’ learning (Chiang et al , 2021; Butler et al , 2019; Fadol et al , 2018).…”

“…Students' understanding and performance 1 (Nehme et al, 2022;Gittings et al, 2020). Many accounting educators have thus used experiential learning activities (ELAs) over the past two decades to enhance students' learning (Chiang et al, 2021;Butler et al, 2019;Fadol et al, 2018).…”