Organizational communication and information processes in an internet‐enabled environment

A model integrating rationally and socially oriented theories of computer‐mediated communication (CMC) is developed. It was proposed that technology characteristics, individual differences, job position and function, various situational determinants and organizational factors would positively influence employees' Internet use and attitudes. It was further hypothesized that the Internet would substitute for more traditional forms of media (telephone, printed matter) during individual's external search behavior. This model was tested quantitatively and qualitatively with the use of a quasi‐experimental, pretest–posttest design during the facilitated introduction of an Internet‐based CMC system into an organization. A particular focus of the study was an examination of the communication and information channel choices, use, satisfaction and adoption of the Internet‐based CMC system by the employees. Qualitative and/or quantitative support was found for all propositions, except Internet substitutability. Key contributions and recommendations for future research are discussed. © 2000 John Wiley & Sons, Inc.     

Improving consistency in interpreting SFAS 5 probability phrases

Statement of Financial Accounting Standard No. 5, Accounting for Contingencies (SFAS No. 5), relies on verbal probability phrases to guide recognition or disclosure decisions for loss contingencies. One of the challenges facing accountants is that verbal probability terms are vague and may have multiple meanings; thus, different accountants may interpret the same probability phrase differently. Given this background, our study addresses the difficulty of interpreting verbal probability phrases and explores a simple way to improve judgment quality. Evidence from our experiment suggests that supplementing verbal probabilities with their corresponding numerical values reduces interpersonal variability in interpreting SFAS No. 5 terms.     

Misfortunes or mistakes? : Cultural sensemaking of entrepreneurial failure

This study examines cultural views of venture failure through the lens of sensemaking, which includes attributions of causality. Specifically, we explore failure accounts that are attributed to mistakes made by entrepreneurs, and those attributed to misfortunes outside the control of the entrepreneur. Reports of entrepreneurial failures from 1999 to 2001 were collected from seven major US newspapers, and 389 accounts of failure were analyzed for statements identifying the failure's cause. The data suggest that cultural sensemaking of failure varies by the geographical area where failure occurs. In addition, 331 accounts of the consequences of failure were analyzed which suggest that failure has a large impact on the stigmatization of the entrepreneur and entrepreneurship within the local area, as well as on the individual entrepreneur's view of themselves following failure.     

Does a Student’s Personality Influence Global Attentiveness and Internationalism in an International Business Course?

Learning outcomes for international business (IB) courses are designed to do more than simply impart IB knowledge. However, past studies have had mixed results on the impact of learning in IB courses. This study examines whether a student’s personality may affect learning outcomes. The results suggest that after completing an IB course, students become more interested in keeping up with important international issues (i.e., global attentiveness) and also benefit from a stronger global outlook (i.e., internationalism). The Big Five personality trait, openness to experience, partially affected these learning outcomes. Students in our study with a high degree of openness to experience were the most global attentive before and after taking the IB course. However, openness to experience levels did not significantly influence levels of internationalism. Implications of this study and suggestions for future research are also discussed.     

Testing the efficiency of the futures market for crude oil in the presence of a structural break

The efficiency of the futures market for crude oil has been the subject of significant study, with the basis regression representing a popular methodology. However, the parameters of this model are subject to a structural break, casting doubt on any conclusion regarding the efficiency of the futures market. To address this problem, this article employs a simple generalization which is capable of testing the efficiency of a futures market in the presence of a structural break. Using this approach, strong evidence of inefficiency is found in the one month futures contract for West Texas Intermediate for the period between 1985 and 2013, which is otherwise not detected.     

Identification problems in Granger causality tests based on the net oil price increase

The net oil price increase is one of the most popular models used to study the relationship between changes in the price of oil and macroeconomic activity. The model postulates that an increase in the price of oil has negative consequences for the economy if the new price exceeds the maximum price observed over a reference period of arbitrary length. The relationship between the net oil price increase and other economic variables is often evaluated with Granger causality tests, the results of which are sensitive to the choice of the reference period. If the reference price is chosen to best fit the data, it becomes an unidentified nuisance parameter under the null hypothesis, causing standard tests to over-reject the null. This article proposes a simple method to obtain correct critical values. Using US data for the period 1954 to 2012, it is found that these corrected critical values reduce, but do not eliminate support for the proposition that the net oil price increase Granger causes real USGDP growth.     

The Assessment: Education

Research on the economics of education increasingly influencesthe design of education policy. The framework for the analysisis provided by human capital theory, in which education is interpretedas an investment, raising the future productivity of the individualand bringing other private and social benefits. Estimates ofthe private and social returns to education, and of the effectivenessof schools and teachers, can be used to guide the allocationof resources within the public sector; in addition, policy reformsin the UK have attempted to make public providers of educationmore responsive to the preferences of parents and students.There is evidence that pupil attainment has risen in recentyears, but that the education system fails to provide equalityof access or opportunity and may reinforce social and economicinequality.