The effect of information releases on the pricing and timing of equity issues

With time-varying adverse selection in the market for new equityissues, firms will prefer to issue equity when the market ismost informed about the quality of the firm. This implies thatequity issues tend to follow credible information releases.In addition, if the asymmetric in information increases overtime between information releases, the price drop at the announcementof an equity issue should increase in the time since the lastinformation release. Using earning releases as a proxy for informativeevents, we find evidence supporting these propositions.     

Assessing the classification of work-relatedness of fatal incidents: a comparison between Australia,New Zealand and the United States

As part of a larger study comparing work-related fatal injury of workers in Australia, New Zealand and the United States, an assessment was made of the similarities and differences between the three countries in identifying fatal incidents as work-related or not. The researchers in each country independently classified 333 brief scenarios, describing a variety of fatal incidents, into one of nine categories related to work: worker, bystander, commuter, volunteer, student, suicide, other, unknown and none of the above. Complete agreement with the classification was moderate (62%), but agreement when classifying scenarios as working, not working or unknown was much higher (full agreement for 80% of scenarios; Kappa =0.71). Only 5% of scenarios were classified differently by all three countries. Other main findings of the study were that there is variation between countries in the interpretation of what is and what is not work-related, and variation in the amount or type of information required to make a definitive classification. Common circumstances described in the scenarios for which there was some disagreement in classification included domestic violence incidents at work, volunteer workers, business trips, social functions connected to work, hobby farmers and some possible bystander incidents that occurred on farms or on the road. The results suggest that, even without the use of standard definitions, comparisons between the datasets of the countries involved in this study can be made with reasonable confidence. However, they also emphasise the importance of minimising ambiguity in the definitions used, and of understanding the manner in which the definitions are applied, when comparing results between studies.     

Experimental evidence on the relationship between class meeting time compression and accounting student performance, evaluations and drop-out experience

The present paper contains experimental results concerning the effect of class meeting time compression on accounting student performance (as measured by final course grades), evaluations (of the course, the instructor, accounting as a discipline, etc.), and drop-out experience. Two experimental sections (one for each of Introductory Accounting I and Introductory Accounting II) were created and matched with two conventional (control) sections taught by the same pair of instructors at a large, northeastern university. Results indicate that the experimental treatment had little impact on student performance. While the treatment had some impact on drop-out experience and on evaluations, the impact could be explained by an instructor effect. These results suggest that, at the Introductory Accounting level, and especially for better-rated instructors, courses can be offered on a compressed meeting basis without regard for negative effects on performance, attitudes, or drop-out behavior.     

Bridging the education–profession gap: The Accounting Student–Practitioner Day (ASPD) program

This paper provides a detailed discussion of an annual (and cost-effective) professional-development event we call the Accounting Student–Practitioner Day (ASPD). This program brings together, for a single day, students, accounting faculty, and accounting professionals in a conference-like setting. The conference format provides a unique, and formal, link between the classroom environment and the professional world students will be entering. The program is attended by accounting and non-accounting students from our university, senior students from area high schools, and undergraduate students from other universities in the area. Specific objectives of the program are to help students learn what it takes to become an accounting professional, to provide students with information that facilitates their career-choice decision, and to encourage networking and community-building activities. Assessment data indicate that the ASPD program is successful in terms of its stated objectives. The relatively low cost of operating the program makes it attractive for other accounting programs. The paper includes a set of recommendations for those faculty interested in implementing an ASPD program at their own institution.     

Drivers of Teaching Effectiveness: Views from Accounting Educator Exemplars in Australia

Abstract

This paper summarizes the views, obtained via a survey instrument created by the authors and reported in studies by Stout and Wygal, of 22 accounting educator teaching exemplars from Australia. Each of these individuals has been cited for teaching excellence through receipt of one or more formal teaching awards. The paper responds to calls in Australia for increased attention to the dimensions of teaching effectiveness and to initiatives in the United States calling for a broader sharing of information among members of the academy regarding the characteristics of teaching effectiveness. Little direct evidence from the field of accounting education is available to date regarding such characteristics or antecedents of teaching effectiveness in the student learning environment. Our research therefore extends in a fundamental way the work of Stice and Stocks and Stout and Wygal. Specifically, perceptions from a sample of award-winning non-US faculties regarding the ‘drivers of teaching effectiveness’ in accounting education are recorded and analyzed. In decreasing order of perceived importance, drivers of teaching effectiveness are: having a student focus; commitment to teaching (as a profession); high levels of preparation/organization; the ability to link subject matter to the practice environment; and, instructor skills and attributes. This paper adds to our understanding of the drivers of teaching effectiveness and begins the process of creating a worldwide knowledge base in accounting education. The paper should be of interest to accounting faculty members interested in improving their teaching effectiveness and/or mentoring junior faculty members.     

Use and Abuse of Scenarios

Why do we find the future hard to think about? This article argues, first, that it is because we are inclined to try to predict instead of to suppose. Confident prediction is an impossibility because, although it often is easy to see what will be technologically feasible, what will actually develop – and how soon – is dependent on economic trade-offs and social and cultural changes that close some doors and open others. This is why the scenarios approach is so valuable. But, for scenario-building to be useful, it must be properly defined in scope, aim and process terms.     

Basis for an Industry Policy

David Stout summarises the three "Cs" that will be needed if the Foresight Programme is to achieve its aim of empowering far-sighted investment for the next generation of stakeholders in British society.