An exploration of student failure on an undergraduate accounting programme of study

Academic failure creates financial and emotional issues for students, with associated resource and performance implications for higher education institutions. The literature reveals that much of the work on student performance is quantitative, restricting understanding of the deeper feelings and perceptions of students towards their studies. This paper explores undergraduate student performance from an experiential perspective, recognising the complexity and subjectivity of academic performance. Findings appear to highlight: the negative focus of reasoning underlying the choice of study; the impact of affect; the importance of the role of the tutor; the tutor expectations gap; levels of control and personal responsibility for learning; and patterns of participation as possible significant and important factors in understanding academic performance. Finally, the implications of the findings are discussed and further research outlined in terms of developing a predictive model that could offer early identification of students who are susceptible to academic failure and establishing appropriate, proactive support strategies for such students.     

The investment value of the value premium

Value investment strategies are premised on research that value stocks outperform growth stocks. However, the research findings are dependent on the portfolio classification method that is used to sort stocks using the attributes of size and book-to-market ratios. Different stock markets contain different distributions of stocks, and in many markets, illiquidity concerns combined with a lack of investment scale, effectively create barriers to practical portfolio formations that align with the research. This study conducts a case study on one such market (Australia) and demonstrates that different methods of portfolio formation lead to different conclusions. For example, previous studies in Australia find evidence of the value premium only being present in the largest stocks, in contrast to the results from the US market. However, we find a value premium that is systematic across all size categories and generally increases inversely with size. Further, we find the well-documented size premium largely disappears once portfolios are formed that better represent feasible investment sets and once ‘penny dreadfuls’ are removed. Finally, asset pricing tests support the existence of a value premium in Australian stock returns when a more appropriate portfolio formation method is employed.     

Measuring the Foreign Exchange Premium and the Premium for Non‐Tradable Outlays for 20 Countries in Africa

In this paper, we develop an analytical general equilibrium framework to measure the foreign exchange premium and the premium for non‐tradable outlays for a country. The framework allows us to capture in a consistent manner the impacts of the sourcing of funds and their expenditure on tradable and non‐tradable goods and services of investment projects. An application of the model is carried out for 20 countries in Africa. The results show that the foreign exchange premiums range from 2.4% to 9.0% and the premium for non‐tradable outlays from ?0.7% to 2.9%. The empirical values depend on a number of factors, including the indirect taxes, production subsidies and international trade distortions of a country. These premiums should be incorporated into the economic evaluation of investment projects.     

Some Ethical Dilemmas in the Handling of Police Informers

Decision-making by police officers often involves complex problems and this is particularly so in the recruitment and management of informers—and area of policing generally shrouded in mystery and secrecy. Drawing on research conducted in two police force areas, this article identifies and discusses some of the concerns of officers involved in this activity and concludes they are ill-prepared to deal with the ethical dilemmas they are confronted with.     

Elementary School Basal Readers and Work Mode Bias

“Students are in constant contact with textbooks and, through these materials, are perhaps influenced by implicit values that eulogize professional and paraprofessional work activities and derogate technical-vocational work activities.” This statement expresses the concern of the authors about the treatment of technical and vocational workers in textbooks used by elementary school children. The study not only gives evidence of bias in the books, but suggests an objective means of analyzing textbooks to determine whether or not bias exists.