The Effect of Performance on the Decision to Major in Accounting

Abstract

Prior research (Cohen & Hanno, 1993) posits that performing well in the introductory accounting course makes it more likely that a student will select accounting as a major. Using survey and classroom performance data, this study measured the influence of performance on the decision to major in accounting of a smaller, more relevant group of students—those who, by meeting a minimum grade requirement, are eligible to major in accounting. We found, contrary to prior research, that better classroom performance did not proportionally influence the student's intent to major in accounting. Rather, once students passed through the performance screen, other factors affected their decision to major. This article proposes that accounting programs view their initial accounting principles course as both a screening and a recruiting device for the accounting major.

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