Ruin Problems for Phase-Type(2) Risk Processes

In this paper we consider a risk process in which claim inter-arrival times have a phase-type(2) distribution, a distribution with a density satisfying a second order linear differential equation. We consider some ruin related problems. In particular, we consider the compound geometric representation of the infinite time survival probability, as well as the (defective) distributions of the surplus immediately prior to ruin and of the deficit at ruin. We also consider explicit solutions for the infinite time ruin probability in the case where the individual claim amount distribution is phase-type.     

Comparison of Methods for Evaluation of the Convolution of Two Compound R 1 Distributions

In the present paper we compare four methods for evaluating the convolution of two compound R 1 distributions by counting the numbers of elementary algebraic operations required. Two of the methods are applicable in general, whereas the remaining two are restricted to the case when the two compound distributions have the same severity distribution. This case is discussed separately. We consider in particular the special case when this common severity distribution is concentrated in one, that is, evaluation of the convolution of two R 1 distributions.     

The density of the time to ruin for a Sparre Andersen process with Erlang arrivals and exponential claims

We derive expressions for the density of the time to ruin given that ruin occurs in a Sparre Andersen model in which individual claim amounts are exponentially distributed and inter-arrival times are distributed as Erlang(n,?β). We provide numerical illustrations of finite time ruin probabilities, as well as illustrating features of the density functions.     

On composite lognormal-Pareto models

Recently, Cooray & Ananda (2005) proposed a composite lognormal-Pareto model for use with loss payments data of the sort arising in the actuarial and insurance industries. Their model is based on a lognormal density up to an unknown threshold value and a two-parameter Pareto density thereafter. Here we identify and discuss limitations of this composite lognormal-Pareto model which are likely to severely curtail its potential for practical application to real world data sets. In addition, we present two different composite models based on lognormal and Pareto models in order to address these concerns. The performance of all three composite models is discussed and compared in the context of an example based upon a well-known fire insurance data set.     

Community care in England,Scotland and Wales

How far does the writ of Whitehall and Westminster really run? An analysis of community care shows that a policy common to successive Governments has been interpreted in radically different ways in England, Scotland and Wales. Can this lack of uniformity be turned to advantage?     

Education

A great deal has been written about mergers in industry, but those in the public sector have received much less attention. This article sets out to redress the balance, analysing 30 recent merger examples in the higher education (HE) sector. It draws parallels with the wider literature, and includes recommendations for practitioners.     

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.