Board of directors' responsiveness to shareholders: Evidence from shareholder proposals

In recent years boards have become significantly more likely to implement non-binding, majority-vote (MV) shareholder proposals. Using a sample of 620 MV proposals between 1997 and 2004, we find that shareholder pressure (e.g., the voting outcome and the influence of the proponent) and the type of proposals are the main determinants of the implementation decision, while traditional governance indicators do not seem to affect the decision. We then examine the labor market consequences of the implementation decision for outside directors and find that directors implementing MV shareholder proposals experience a one-fifth reduction in the likelihood of losing their board seat as well as other directorships.     

Managers' interpretations of LCA: enlightenment and responsibility or confusion and denial?

Environmental life cycle assessment (LCA) and ‘life cycle thinking’ are popular approaches to evaluate and manage the environmental aspects of products. While LCA has been propagated as a decision‐making tool, the interest here is in LCA as a mental model, which managers may interpret and enact differently. If LCA and ‘life cycle thinking’ manage to infuse organizations with an extended sense of responsibility, this could counteract some of the ‘organized irresponsibility’ of modern markets. However, LCA use may also lead to confusion, doubt and denial. This article explores potential managerial interpretations of LCA with a small illustration from the wholesale trade, and through a conceptualization of the illustration in terms of Hatch's ( 1993 ) dynamic model of organizational culture. Copyright © 2000 John Wiley & Sons, Ltd.     

Prevalence and Persistence of High-Growth Entrepreneurship: Which Institutions Matter Most?

Journal of Industry, Competition and Trade - Which institutions encourage high-growth entrepreneurship to emerge and to be sustained? Building on institutional theory, this study exploits a sample...     

Effect of technological and digital learning resources on students' soft skills within remote learning: The mediating role of perceived efficacy

The study analyses the effects of the technological and digital learning resources (DLRs) on the development of students' soft skills (SSk) in remote learning, mediated by the perceived efficacy of students in this modality of education. The study employed a survey research method, and the data were collected through a self-administered questionnaire. Participants included 637 students experiencing remote learning during the second COVID-19 lockdown in the north of Portugal (between 1 and 15 March 2021). The structural equation modelling analysis technique tested the hypothesized model. The study showed that technological and DLRs were strongly interconnected. The results supported our hypotheses, evidencing that, in remote learning, the adequacy of DLRs had a direct effect on the development of SSk, presenting the efficacy perceived by the students as a mediator of this relationship. The study demonstrated that, with the experience of remote learning, students perceived the development of their SSk, which is consistent with the literature review we carried out. Implications of these findings are discussed, considering the literature on technology-mediated learning and the development of human resources SSk in the context of the digital transition.     

Gender preference gaps and voting for redistribution

Experimental Economics - There is substantial evidence that women tend to support different policies and political candidates than men. Many studies also document gender differences in a variety of...