Multimarket trading and liquidity: a transaction data analysis of Canada–US interlistings

We use transaction data for Toronto Stock Exchange (TSE) listed stocks to examine the impact on trading costs of the decision to interlist on a US exchange. We measure trading costs using both ‘posted’ bid-ask spreads and ‘effective’ bid-ask spreads that measure actual transaction prices relative to standing bid-ask quotes. After controlling for price level, trade size and trading volume effects, we find that overall posted and effective spreads in the domestic (TSE) market decrease subsequent to the interlisting. However, the decrease in trading costs is concentrated in those TSE stocks that experience a significant shift of total trading volume (TSE and US) to the US exchange after listing. We interpret this result in the context of theories of multimarket trading as a competitive response by TSE market makers to the additional presence of US market makers.     

Designing and managing employer-sponsored long-term care plans

Due to prevalent demographic factors, long-term care is an issue of increasing concern to American workers. The cost and time involved in ever-expanding long-term care responsibilities for many employees has resulted in increased indirect employer costs. The authors argue that providing' long-term care as part of the employee benefit plan is an efficient and effective way to manage these increasing costs for both the employer and the employee. The article offers discussion of plan design for long-term care, including issues to be considered and strategy for plan management.     

An empirical comparison of bankruptcy models

Four types of bankruptcy prediction models based on financial statement ratios, cash flows, stock returns, and return standard deviations are compared. Based on a sample of bankruptcies from 1980 to 1991, results indicate that no existing model of bankruptcy adequately captures the data. During the last fiscal year preceding bankruptcy, none of the individual models may be excluded without a loss in explanatory power. If considered in isolation, the cash flow model discriminates most consistently two to three years before bankruptcy. By comparison, the ratio model is the best single model during the year immediately preceding bankruptcy. Quasi-jack-knifing procedures suggest that none of the models can reliably predict bankruptcy more than two years in advance.     

Intercultural Competency Development in Conjunction With a Short Term Study Away Experience： Changes in Undergraduate Students

The purpose of this research was to examine whether undergraduate business students who participated in a short term study abroad course and intercultural competence building coursework demonstrated a significant increase in intercultural competence over those who only enrolled in the study abroad course. The 20 participants attended a small liberal arts College in Midwestern United States. The Intercultural Development Inventory （IDI） was administered to the participating students before and after their study away experience. The IDI （v.3） is based on the theoretical framework of the Developmental Model of Intercultural Sensitivity （DMIS） introduced by Milton Bennett. The DMIS is based on the assumption that intercultural competence can be strengthen through the development of intercultural knowledge and experience with people from other cultures. The IDI has been used in numerous scholarly studies and has demonstrated valid and reliable results. It is a self-administered 50-item series of statements in which participants are asked to rate the level of their agreement with statements that address their relationship to and evaluation of cultural difference. In the model, people progress in a linear developmental fashion through six stages： defense, denial, polarization, minimization, acceptance, and adaptation. This study was designed to determine if students who studied away and completed intercultural coursework （prior intercultural knowledge and an intercultural experience） would increase their level of intercultural competency more than those students who just studied away （intercultural experience only） as measured by the change in their IDI scores. The results of this small sample show that intercultural coursework in conjunction with a short term study away experience can have a positive impact on individual intercultural development.     

Hardening soft accounting information: Games for planning organizational change

This study provides theory and field evidence on the social process of hardening soft accounting information to make it persuasive for planning organizational change. Accounting information intended to support organizational change is often soft, that is, there is lack of interpersonal agreement about its quality. For example, employees can lack agreement about the quality of accounting information (e.g., activity-based costing) because the information is constructed from subjective information obtained from interviews and surveys. This information can contain unintentional errors as well as intentional distortions that are intended to avoid revealing embarrassing inefficiencies and/or to resist painful organizational change. We use concepts from applied game theory and social psychology to identify from the accounting literature four multi-person games that may be played to harden soft accounting information. These hardening games are characterized in terms of payoffs, players, the comparability of soft accounting information, and the rules of the games that are expected to emerge. We interpret the field evidence as indicating that the hardening games that emerge depend on who the players are and the comparability of their soft accounting information. In addition, we provide evidence on how the rules of the games that harden the information emerge from the players’ social interactions. Finally, we provide evidence on how an organization learns by trial-and-error how to harden soft accounting information by changing the players and the comparability of the soft accounting information.     

On the stability of value added indicators

This paper shows how relevant concepts in educational effectiveness can support public policy in order to improve the performance of educational systems. Specifically, value-added indicators and the property of their stability over time is addressed with reference to application to school/teacher improvement. Findings of a longitudinal study developed in Portugal concerning primary education in mathematics are presented. Variance component models are fitted in order to obtain those indicators yearly to class-school units. Results of this study reveal that value-added indicators can be a useful instrument for progressive improvement in education, particularly in countries with high rates of student retention and evasion. The novelty of this paper is to measure value added over a single year rather than all stage of schooling that refers to more than 1 year.