A Comparative Analysis of the Role of Audit Partners in Preventing Material Misstatements Arising from Fraud in Financial Statements: A Grounded Theory Study in Iran and Iraq

Authors

    Anwar Sabah khudhair Department of Accounting, Isf.C., Islamic Azad University, Isfahan, Iran
    Meysam Doaei * Department of Finance, Esf.C., Islamic Azad University, Esfarayen, Iran me.doaei@iau.ac.ir
    Ibrahim Abed Mousa Alsabary Department of Accounting, College of Administrative Sciences, Al-Mustaqbal University, Babylon, Hillah, Iraq
    Mohammad Alimoradi Department of Accounting, Isf.C., Islamic Azad University, Isfahan, Iran

Keywords:

Audit partners, material misstatement, financial statement fraud

Abstract

The purpose of this article is to provide a comparative analysis of the role of audit partners in preventing material misstatements arising from fraud in financial statements, with a specific focus on Iran and Iraq. Adopting a qualitative approach and employing the grounded theory methodology, this study seeks to address an existing gap in the literature through in-depth semi-structured interviews with experienced audit partners in Iran and Iraq. The findings indicate that audit partners in both countries face a set of common challenges—albeit with differing intensity and manifestations. The most significant factors undermining their independence and effectiveness include: (1) managerial pressures and occupational threats, (2) financial dependence and concentration within the audit market, (3) weaknesses in regulatory and legal oversight structures, (4) shortages of technological infrastructure and auditing tools, and (5) the lack of effective inter-organizational communication and continuous professional training. In Iran, the supervisory system exhibits relatively greater coherence but is influenced by institutional and economic relationships; whereas in Iraq, severe infrastructural deficiencies, political instability, and the absence of independent oversight bodies substantially amplify both the scope and intensity of these threats. The conceptual model derived from data analysis identifies six principal threats to the independence and performance quality of audit partners. In addition to the five classical threats recognized in the IFAC/IESBA framework, the model introduces “technological threat” as an emerging dimension in environments characterized by low levels of digital maturity. The results demonstrate that without reforming oversight structures, investing in advanced auditing technologies, and strengthening a professional culture grounded in independence, the role of audit partners in preventing fraud-related misstatements will be seriously constrained. The innovation of this study lies in its focus on gaps in the existing literature and in developing, for the first time, a localized model of threats and influencing mechanisms affecting audit partner performance in two countries with differing institutional and technological contexts. This model can serve as a foundation for designing policies aimed at enhancing audit quality and reducing the risk of financial fraud at the regional level.

References

N. Teig, J. Veletic, H. Price, R. Moore, and W. Ye, "Navigating resilient schools: examining principals' characteristics and leadership practices in eleven countries," 2024, doi: 10.54676/JZEG2765.

J. Agarwal, R. Parajuli, M. Xanthou, and A. Sextos, "Safer and resilient schools in seismic regions: a systems perspective," Civil Engineering and Environmental Systems, vol. 40, no. 3, pp. 129-149, 2024, doi: 10.1080/10286608.2023.2289568.

E. Men and D. T. Hargrove, "Deficient or resilient: A critical review of Black male academic success and persistence in higher education," The Journal of Negro Education, vol. 82, no. 3, pp. 300-311, 2013. [Online]. Available: https://www.jstor.org/stable/10.7709/jnegroeducation.82.3.0300.

S. Overstreet and T. Mathews, "Challenges Associated With Exposure to Chronic Trauma:Using a Public Health Framework to Foster Resilient Outcomes Among Youth," Psychology in the Schools, vol. 48, no. 7, pp. 738-754, 2011, doi: 10.1002/pits.20584.

L. C. Heron and A. M. C. Theron, "Education services and resilience processes: Resilient Black South African students' experiences," Children and Youth Services Review, vol. 47, no. 3, pp. 297-306, 2014, doi: 10.1016/j.childyouth.2014.10.003.

T. Agasisti and S. Longobardi, "Equality of Educational Opportunities, Schools’ Characteristics and Resilient Students: An Empirical Study of EU-15 Countries Using OECD-PISA 2009 Data," Social Indicators Research, vol. 134, no. 3, pp. 917-953, 2016, doi: 10.1007/s11205-016-1464-5.

M. Pinskaya, S. Kosaretsky, R. Zvyagintsev, and N. Derbishire, "Building resilient schools in Russia: effective policy strategies," School Leadership & Management, vol. 39, no. 2, pp. 127-144, 2019, doi: 10.1080/13632434.2018.1470501.

N. Hadijah, "Building Resilient Educational Leaders," Roje, vol. 5, no. 1, pp. 5-8, 2025, doi: 10.59298/roje/2025/5158.

C. Day and Q. Gu, Resilient teachers, resilient schools. Routledge, 2014.

O. A. Ajuwon, E. S. Animashaun, and N. R. Chiekezie, "Crisis Intervention, Mediation, Counseling, and Mentoring in Schools: Building Resilient Educational Communities," International Journal of Applied Research in Social Sciences, vol. 6, no. 8, pp. 1593-1611, 2024, doi: 10.51594/ijarss.v6i8.1372.

R. Zvyagintsev, "Personality Traits of Students in Resilient and Struggling Schools: Different Children or Different Schools," Voprosy Obrazovaniya/ Educational Studies Moscow, no. 3, pp. 33-61, 2021, doi: 10.17323/1814-9545-2021-3-33-61.

M. Gull, S. Parveen, and A. R. Sridadi, "Resilient higher educational institutions in a world of digital transformation," Foresight, vol. 26, no. 5, pp. 755-774, 2024, doi: 10.1108/FS-12-2022-0186.

Z. Khodayari, E. Kavyani, S. Lai, and M. Eslam Panah, "Identifying and Prioritizing Components of Resilient Schools with Emphasis on Students' Academic Performance," Studies in Adolescent and Youth Psychology, vol. 3, no. 6, pp. 363-375, 2022, doi: 10.61838/kman.jayps.3.3.27.

F. Sanaei, R. a.-S. Jazayeri, and M. Fatehizadeh, "Developing an Educational Model for Student Resilience Based on the Lived Experiences of Resilient Students: A Qualitative Study," Clinical Psychology Studies, vol. 13, no. 52, pp. 77-116, 2023. [Online]. Available: https://www.sciencedirect.com/science/article/pii/S1471595318303998.

L. Afzali, S. Hosseinian, and Z. Naghl, "Identifying Contextual Components in Resilient Schools: A Systematic Review," Journal of Applied Psychological Research, vol. 14, no. 1, pp. 15-30, 2023. [Online]. Available: https://japr.ut.ac.ir/article_92146_en.html?lang=fa.

Downloads

Published

2026-07-01

Submitted

2025-10-01

Revised

2026-02-01

Accepted

2026-02-08

Issue

Section

Articles

How to Cite

Sabah khudhair, A., Doaei, M., Abed Mousa Alsabary, I., & Alimoradi, M. (2026). A Comparative Analysis of the Role of Audit Partners in Preventing Material Misstatements Arising from Fraud in Financial Statements: A Grounded Theory Study in Iran and Iraq. Business, Marketing, and Finance Open, 1-16. https://www.bmfopen.com/index.php/bmfopen/article/view/380

Most read articles by the same author(s)

Similar Articles

11-20 of 145

You may also start an advanced similarity search for this article.