Human capital theory and UK vocational training policy

Since the Industrial Training Act of 1964, the UK governmenthas adopted a variety of policies intended to redress a problemof under-investment in vocational training. In the 1960s and1970s it attempted to regulate the training provided by firms,through a levy scheme. More recently, subsidised training schemeshave been the centrepiece of policy. This paper examines theexplanations for market failure in vocational training, andexplores the rationale for such policies. Under-investment canarise from credit constraints and uncertainty facing trainees,and from imperfect competition in the labour market which createsexternal benefits for firms. Both subsidies and regulation canbe effective in dealing with these problems, although it isargued that the training levy scheme, as implemented in theUK and other countries, should be viewed mainly as a mechanismfor releasing credit constraints.     

The 1986–88 stock market: Investor sentiment or fundamentals?

This paper tests the widely held proposition that investor sentiment contributed to the stock market crash of 1987. Using weekly data during the 1986–8 period and conventional measures of stock fundamentals, changes in fundamentals are found to have a statistically significant influence on the movement of stock prices. In addition, a much-discussed measure of investor sentiment is used to test the proposition that investor sentiment contributed to the stock market crash of 1987. However, insignificant results regarding the investor sentiment index suggest that either the recently proposed sentiment index is faulty or investor sentiment did not significantly influence stock prices in the period surrounding the 1987 crash.     

Settler colonialism,Indigenous cultures,and the promotional landscape of tourism in Ontario,Canada's ‘near North’

ABSTRACT

Settler colonialism relies upon a logic of elimination that strives to dissolve Indigenous culture and title to ancestral lands. In Canada, settler colonialism has steered not only oppressive state policy directions, but also settler narratives that essentialize and displace Indigenous Peoples and cultural connections to land. Tourism is an especially potent social force through which such settler stories can be perpetuated and resisted. The purpose of this paper is to analyze how Indigenous culture is portrayed in the tourism promotional landscape of Ontario's ‘near north’, a rural leisure landscape for nature enthusiasts and second-home owners. While Anishinaabeg and Haudenosaunee First Nations have inhabited this area for generations, their cultural presence is often marginalized in development discourses, both historical and contemporary. Our study draws upon critical discourse analysis of websites produced by stakeholders associated with three case study sites – a Provincial Park, an annual cranberry Festival, and a major casino operation – to understand both the limits and opportunities of tourism in relation to maintaining and revitalizing Indigenous culture. In so doing, our paper contributes to critiques of settler colonial power relations and how these infiltrate tourism, and identifies pathways for disrupting the erasure of Indigenous cultures in tourism.     

Story and moral development in tourism education

ABSTRACT

The purpose of this reflective, conceptual, and narrative article is to illuminate the promise of story in nurturing moral development, specifically in relation to nature and cultural difference, in and through tourism education. Representing both a reflection on and extension of Zachary’s experience in a graduate level course on Indigenous Knowledges taught primarily through stories, the paper traces how story enabled Zachary to shift into, or sense, new onto-epistemological perspectives relating to nature and begin to question his assumptions, privilege, and responsibilities. We focus in on the story of Mutandum – a narrative of transformation and connection – written by Zachary, which was constructed to represent his relationship to learning during the graduate course. In telling this story, and situating and reflecting on the narrative contexts within which it was crafted, we show the enabling promise of story as a moral pedagogical and epistemological tool. We argue that learning through story has much to offer tourism curricula, especially those focused on preparing values-engaged students with the competencies to take on the multitude of ethical issues in tourism and effectively navigate the moral encounters that arise in our tourism worlds.     

An international comparison of ethical reasoning abilities: Accounting students from Ireland and the United States

Accountants are often confronted with ethical decisions. Yet, some prior research indicates that both public accountants and accounting students in the U.S. may not have as high a level of moral reasoning as other professionals. One measure of moral reasoning ability is the Principled score, or P score, as determined by the Defining Issues Test. Prior research on accounting professionals and students using this measure has largely been confined to the U.S. This study compares the ethical reasoning abilities of American and Irish accounting students. We find that the mean P scores of American and Irish students are similar. However, gender and liberal/conservative attitudes are significant explanatory variables for moral reasoning ability across countries. In addition, our results show that students do correctly self-assess their moral reasoning abilities. We also find that those students with the lowest levels of moral reasoning abilities are the least likely to favor required ethics training in accounting programs. This may imply that students most in need of ethical training are less likely to seek this training.     

Co-producing with consumers: how varying levels of control and co-production impact affect

As companies continue to utilize co-production (customer participation in product or service creation) strategies with consumers, academic researchers have expanded their study on issues related to co-production. However, research has been scant on the issue of control in such situations. The underlying belief in increasing customer participation and involvement is it increases customers’ perceived control, thereby enhancing their experience and outcomes; this belief creates the necessity for further examination of control in co-production environments. This study examines consumers’ affective responses to differing levels of three types of control (cognitive, behavioral, and decisional) in low and high co-production conditions. Using two experimental contexts and one survey study, the results show increasing cognitive control will increase affect when co-production is low. Behavioral control can negatively or positively influence affect depending on specific situational contexts and perceptions of customization in low co-production conditions. Lastly, decisional control is found to be an important positive contributor to affect regardless of co-production level. Theoretical and practical implications are discussed.