Diminishing Returns and the Limit of Athletic Performance

The purpose of this paper is to estimate athletic performance profiles over time, to establish that diminishing returns is a characteristic of performance functions, to measure the rate of the marginal decline, and to measure the upper (lower) bound or limit of performance. The empirical results yield estimates of the limiting value of athletic performance and the frontier maximum (minimum) record. Since lower bounds in the running events have been shown to be sensitive to choice of the nonlinear model, logistic and an exponential model for the men's running and distance events are estimated as a cross-check on my differential equation model. The issue of the gender gap (whether women will ever catch men) in athletic performance is also explored.     

How Monetary Policy can have Permanent Real Effects with Only Temporary Nominal Rigidity

A macroeconomic model is developed in which the psychological concept of loss aversion is incorporated into workers' preferences. The impact of monetary policy in the presence of loss aversion depends on the specification of the reference wage. The plausible specification that a worker's reference wage is the real wage she was paid in the previous period is considered in detail. Specifying the reference wage in this way, we show that an unanticipated change in monetary policy has a permanent, real effect when short term labour contracts are written in nominal wages.     

The Growth-maximizing Tax Rate

This note is a reply to Professor Kennedy's criticism of the specification of my model on taxation and economic growth and my testing of the degree of homogeneity of the growth-generating function in an earlier paper in this journal. I find that the model relating the pattern in the growth rate to the pattern in the division of the share of output is not affected by incorporating factor inputs into the model, that the function is homogeneous of degree one, and that the growth-maximizing tax rate of about 20 percent of GDP stands, as in the original paper.     

Student Workload and Assessment: Strategies to Manage Expectations and Inform Curriculum Development

Abstract

This study reports the results of a survey of student study times and perceptions of workload in undergraduate and graduate accounting courses at a large Australian public university. The study was in response to student feedback expressing concerns about workload in courses. The presage factors of student workload and assessment in Biggs’ 3P model are used because these factors can influence students' approaches to learning and therefore course improvements based on these factors could bring the greatest benefits. The findings suggest that the workload is not too heavy but that student perceptions of workload can be improved by clearer communication of teacher expectations and targeted course review to implement constructively aligned curricula. Initiatives implemented in assessment and to better match workload expectations between student and teacher are discussed and could be generalized to most courses. Areas for further research in student workload management are proposed.     

The impact of cumulative pressure on accounting students’ propensity to commit plagiarism: an experimental approach

Adopting aspects of Jones, T.M., 1991, Academy of Management Review 16 , 366–395 issue‐contingent model of ethical decision‐making to guide our choice of variables, we investigate perceptions of factors that affect student plagiarism. In an experimental setting, time pressure and assessment weighting are manipulated between‐subjects, whilst the severity of plagiarism is examined within‐subjects. Our findings confirm that time pressure and assessment weighting are positively related to perceptions of the likelihood of plagiarism and that plagiarism is perceived as more likely for less severe acts. Further, the likelihood of plagiarism increases as the cumulative pressure of both time deadline and assessment weighting increases.     

Can Anticipating Time Pressure Reduce the Likelihood of Unethical Behaviour Occurring?

Academic integrity (AI) violations on college campuses continue to be a significant concern that draws public attention. Even though AI has been the subject of numerous studies offering explanations and recommendations, academic dishonesty persists. Consequently, this has rekindled interest in understanding AI behavior and its influencers. This paper focuses on the AI violations of plagiarism and sharing homework for freshman business students, examining the factors that influence a student’s intention to plagiarize or share homework with others. Using a sample of more than 1300 freshman business students over 2 years, we modeled intent to plagiarize and intent to share homework using factors in the Theory of Planned Behavior in addition to past violation behavior and moral obligation (feelings of guilt). Based on the results of this study, attitude, perceived behavioral control, subjective norm, and in addition past behavior and moral obligation, were found to significantly influence an individual’s intention to violate academic integrity (for plagiarism and sharing homework when asked not to do so), explaining 33 and 35 % of the variance in intention to commit an AI violation for sharing homework and plagiarism, respectively. These results contribute to a better understanding of individuals’ motivations for plagiarizing and sharing homework, which is a necessary step toward reducing academic integrity violations.