The impact of product diversification strategy on the corporate performance of large Spanish firms

We analyze the impact of product diversification on performance. This topic has been discussed in the literature, and there is no consensus so far as to the significance or the direction of the impact. Performance is measured using Tobin's q for a sample of 103 large, non-financial Spanish firms (1992–1995). Diversification is measured by means of a categorical variable, as suggested by Varadarajan. The principal results indicate that the firms with intermediate levels of product diversification have the highest performance, while the firms with low and high levels of diversification show significantly lower performance, which performance is not significantly different between them.     

Sources of gains from international portfolio diversification

This paper looks at the determinants of country and industry specific factors in international portfolio returns using a sample of forty eight countries and thirty nine industries over the last three decades. Country factors have remained relatively stable over the sample period while industry factors have significantly increased during the last decade and dropped again since 2000. The importance of industry and country factors is correlated with measures of economic and financial international integration and development. We find that financial market globalization is the main driving force behind the changes in relative magnitude of the different shocks. Country factors are smaller for countries integrated in world financial markets and have declined as the degree of financial integration and the number of countries pursuing financial liberalization has increased. Higher international financial integration within an industry increases the importance of industry factors in explaining returns. Economic integration of production also helps in explaining returns. Countries with a more specialized production activity have higher country shocks.     

Skill transferability and the earnings of immigrants

Using data on immigrants from the Canadian Census, we compare immigrants who received a bachelor's degree from a Canadian university to immigrants who receive a bachelor's degree in their home country, in order to investigate the returns to skills acquired in Canada versus skills acquired abroad. Our measure of skill is based on postsecondary fields of study linked to the O*NET matrix of skills and competencies. We find that immigrants educated in Canada receive higher returns to their communication skills than those educated abroad. To a lesser degree, they also receive higher returns to their logical and technical skills. These gaps in skill returns explain the entirety of Canadian-educated immigrant's 10% earnings advantage. Our results are robust to controlling for the quality of universities in the immigrant's country of study and for occupation and industry choice. The gaps are stable across time and across quantiles of the immigrant earnings distribution.     

Institutional environment and firms' sources of financial capital in Central and Eastern Europe

The external business environment is a major determinant of which sources firms select to obtain financial capital. We examine how the regulatory, political, and financial dimensions of the institutional environment influence the extent to which firms rely on informal sources of financial capital. The analyses of data from 2869 firms in twenty-six transition economies in Central and Eastern Europe (CEE) indicate that ineffective regulatory system, underdeveloped financial system, and government corruption are strong determinants of firms' reliance on informal channels for financial capital. We also find that smaller firms are more vulnerable when the local financial system is underdeveloped and the regulatory institutions are less effective in these transition economies. A subgroup analysis of firms' forms of establishment shows that private firms are sensitive to the level of development of the local financial system and state-owned enterprises are particularly sensitive to the degree of corruption.     

Pedagogical and technological replanning: a successful case study on integration and transversal skills for engineering freshmen

Replanning is often used to optimize results of an activity in an ever changing world. To address the challenge of preparing future engineers for success, a special course was created for all engineering freshmen of the Faculty of Engineering of the University of Porto, in Portugal. Presented as a case study, this special course underwent a careful replanning as a result of several years of experience in teaching practice alongside with a theoretical deepening in pedagogical and technological issues, under the aegis of the action-research methodology. Within the context of the case study course, the mentioned replanning was also based on a theoretical approach that clearly identifies teaching–learning-assessment methodologies that promote regulation from those that foster emancipation, using a specific instrument: a taxonomy of educational processes. The replanning was designed to globally boost results regarding the educational aims of the course such as furthering freshmen’s integration into work environment and preparing them for success by fostering transversal skills (needed for study and work). Technology is seen as a mean of education enrichment as well as a productivity tool. The introduced innovations include fun-but-educational activities, several types of assessment over time and specific technological tools which were critical for the educational impact/achievement of this course. Success is demonstrated by encouraging feedback from the stakeholders, high students’ classifications and a steady reduction in retention. It is advocated that large portions of the reasoning behind the replanning can be extrapolated to other courses.