Degree

Master of Science in Management

Faculty / School

School of Business Studies (SBS)

Department

Department of Management

Date of Submission

Fall 2024-11-5

Supervisor

Dr. Amer Iqbal Awan, Assistant Professor and Director Undergraduate Program SBS, Department of Management

Committee Member 1

Dr. Muhammad Ayaz, Examiner - I, Department of Management

Committee Member 2

Dr. Ashar Saleem, Program Director MS Management

Project Type

MS Management Research Project

Access Type

Restricted Access

Keywords

Social Identity Theory, Organisatinal Identity, Professional Identity, Decision Making, Internal Auditor, Experimental Design

Abstract

The domain of the internal audit function has expanded to being management consultants along with a continuation of their traditional task of being assurance providers for their organizations. Given the inherent duality in their expanded role, contradictions may arise between audit oversight and management consultation, leading to a role conflict, i.e., demands of the management and the directive of their profession may differ. This can put internal auditors in a decision-making dilemma. This study seeks to broaden the current understanding of the effect of role conflict on the decision-making of internal auditors in light of social identity theory. We demonstrated through an experimental design, by priming one of two identities, that internal auditors with a stronger organizational identity take decisions based on the management’s preference and internal auditors with a stronger professional identity, make their decision keeping an objective and independent view. To ensure a broad spectrum of decision making, the decisions in the experimental setting relate to the three core roles of the internal audit function in an organisation i.e., internal control, risk management, and governance on students and practitioners. Findings show that social identity affects decision making of internal auditors differently in all the three core functions. Additionally, the findings also show that students show a higher degree of professional identity than the practitioners.

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