Undergraduate business students’ perception of auditing: Knowledge and proximity impacts on auditor stereotypes

Résumé

This study investigates the perceptions of Ghanaian undergraduate business students toward the auditing profession, focusing on how knowledge sources and proximity contribute to the development of auditor-related stereotypes. The research is theoretically anchored in attribution theory and stereotype theory. The study adopts a positivist paradigm and utilizes a cross-sectional survey design to gather quantitative data. The target population comprised approximately 26,000 undergraduate business students across seven public universities in Ghana offering business and economics programs. Using probability sampling, a representative sample of 374 students was selected. The sample included students studying accounting, auditing, and economics. A structured questionnaire was used to collect data on students' audit knowledge sources, satisfaction with their introductory accounting course, and impressions of auditors' work, careers, and image. Data were analyzed using both descriptive and inferential statistics. Exploratory Factor Analysis (EFA) was performed using SPSS version 28 (4.0.4) to identify latent dimensions of auditor stereotypes. Regression analysis was then employed to examine the effect of covariates such as knowledge acquisition, course enrollment type, and course satisfaction on students’ perceptions of auditors. The results show that students who chose to take auditing courses had much better opinions of auditors' careers, job roles, and professional image than students who were required to take the course or didn't take it at all. Academic training, family and social exposure, and satisfaction with their first accounting course also influenced their perceptions. The study concludes that improving students' exposure to auditing, especially through voluntary and engaging course designs, can enhance their perceptions of the audit profession. It recommends that educational authorities, accounting educators, and professional auditing bodies design targeted interventions that address negative stereotypes and promote positive career awareness, potentially increasing interest in the auditing field.