Search results

Basel III and the capital stress testing introduced new requirements and new definitions while retaining the structure of the pre-2010 requirements. The total number of requirements increased, making it difficult to determine which and how many constraints are binding. The purpose of this paper is to discuss the new financial regulations in the post-financial crisis period, focusing on the capital and liquidity regulations.

The authors explore the impact of financial regulations using various data sources – financial and accounting data from Y-9C Reports. Market data such as daily bond trading from TRACE through the Wharton Data Research Services and Treasury yield from the Bloomberg. The authors use regression analysis to examine the roles of capital adequacy and liquidity regulations.

The authors’ analysis in this paper suggest that Basel III, CET1 and Level 1 HQLAs requirements post-financial crisis have reshaped the balance sheets of large financial institutions, with some differential impacts on traditional versus capital markets banks. These changes appear to respond to the binding constraints (CET1 being a preponderance of required regulatory capital, Level 1 HQLAs a majority of required HQLAs and the expense of both) created by these new requirements, which also appear to have constrained asset growth at such institutions. Consistent with the authors’ view, their results suggest that the new requirements are less constraining for large traditional banks (such institutions show a rapid increase in CET1 capital to steady-state levels by 2012 and strong retail deposit rebuilding resulting in a relatively low required HQLA) and much more so, particularly the liquidity requirement, for the capital markets banks (such institutions show continuous building of CET1 capital over the post-crisis observation period, declines in the share of trading assets and increases in the share of HQLAs combined with efforts to increase retail deposits). Credit risk spreads rose dramatically during the financial crisis of 2008-2009. Although decreased, they remain higher and with greater dispersion (for both groups of banks) than pre-crisis. Preliminary regression analysis suggests that the market responds to changes in measured liquidity, rather than the regulatory capital ratios, when pricing bank risk (as reflected on bond spreads).

The estimation is based on historical relationship in the data. We must be cautious in extrapolating the results in a different environment.

There appears to be an arbitrage between HQLA and retail deposits. Capital markets banks and traditional banks follow different business models as evident in the analysis in this paper.

Market pricing suggests that the liquidity measures are more transparent and easier to understand. Capital ratios are not as easy to interpret.

Original research. To the authors’ knowledge, there is no paper that examines impacts of capital and liquidity regulations after the crisis at capital markets banks vs traditional banks – using both accounting data and market data.

Interprofessional education (IPE) is a method to create an environment that fosters interprofessional communication, understanding the roles and responsibilities of each profession, learning the skills to organize and communicate information for patients, families and members of the health care team. Providing IPE to health professional students can prepare them in the workforce to have the necessary skills to function in a collaborative practice ready environment. The purpose of this paper is to demonstrate the methods used in developing IPE curriculum, faculty training as debriefers/facilitators, identify learning objectives and outcomes.

The faculty and student surveys utilized a Likert scale. Learning objectives for the student survey assessed learning objective including communication of roles and responsibilities, communication and organization of information, engagement of other health professions (HP) in shared patient-centered problem solving, interprofessional assessment of patient status, and preparation of patients from transition of care to home. The faculty survey assessed faculty experience levels in IPE, role as facilitator/debriefer, and future needs for sustainability of the program.

Student evaluation of IPE simulation experience revealed students believed they improved their interprofessional communication skills and had a better understanding of health professional roles and responsibilities. Faculty feedback indicated that HP students achieved learning objectives and their continued commitment to IPE however additional training and development were identified as areas of need.

This paper can assist other educational institutions in developing IPE and structuring IPE assessment particularly in the HPs.

The public health care will be impacted positively by having health care providers specifically trained to work in teams and understand collaborative care. Student graduates in the HPs will be better prepared to function as a team in real clinical care following their participation in interprofessional simulation.

This interprofessional simulation curriculum involves student learners from eight different HPs and participation of over 30 faculty from differing professions. This curriculum is unique in its bread and depth of collaboration and true teamwork across disciplines.

Even as sites for higher education work to transform curricula and strive for greater diversity among students and faculties, little is done to create safe, inviting environments for people to openly discuss the contradictions and challenges in teaching about differences. The authors' purpose is to examine multiple and intersecting systems of power and privilege that deny marginalized voices a forum to challenge conventional hegemonic discourses of differences and stereotypical representations within learning. The recognition of contradictory subjective locations occupied by all the participants in the classroom, including the teacher, is accounted for in critical feminist pedagogies that challenge who speaks, who listens and why. As such, bridging the gaps, cracks, holes or crevices from which commonalities and differences emerge is part of the process required in understanding the differences.

This paper provides suggestions for college faculty who want to critically challenge their students to explore their beliefs about persons deemed “different” in society, and examine the nature of stereotypical perceptions embedded in the representations of the “other”.

The authors maintain that faculty must provide opportunities for discussion while creating a safe environment free of judgment during this time of exploration and discovery for all participants.

Multiple strategies for exposing college students/teacher candidates to differing views on cultural perceptions and misconceptions are provided. The authors challenge college faculty to not only expose students to an array of views but also encourage students to voice their own views by interrogating the inherent systemic power of inequity in society.

The purpose of this paper is to use survey data to examine the impact of culture on current and future accounting and auditing professionals' intent to be whistle‐blowers in a Chinese cultural society.

The paper examines intent to whistle‐blow and factors influencing whistle‐blowing, using survey data collected by the authors.

It was found that a majority of respondents believe that a general sense of morality was the most important factor to encourage whistle‐blowing, with abiding by the policy of their organization as the second; it was also found that guanxi, fear of retaliation, and fear of media coverage may discourage whistle‐blowing in a Chinese society.

The data are all from Confucian societies, which perhaps limits its usefulness elsewhere.

The paper will help auditors, accountants, and policy makers to design policies that encourage whistle‐blowing.

The paper uses original survey data collected by the authors, and the analysis will enable policy makers and professional accountants to anticipate and predict whistle‐blowing, a key factor in improving financial management and reporting, and possibly undermining auditor independence, audit quality, and the quality of financial reporting.

Building leadership skills among faculty in academic medicine is essential, yet professional development programs focused on leadership are not always attentive to the needs of faculty on diverse career pathways or at differing career stages—nor are they often rigorously assessed. Evaluations commonly focus on participant satisfaction and short-term learning but not behavior change and institutional impact, which are difficult to assess but arguably more meaningful. Given the substantial time and money invested in these programs, more rigorous evaluation is critical.

The authors evaluated an intensive, shared leadership-focused training program for early-career and mid-career faculty, offered by the University of Pittsburgh’s School of Medicine over the course of a year. They administered a pre/post-program assessment of confidence in key skill areas, and conducted semi-structured interviews with 21 participants between 1–4 years after program completion.

Participants in both programs showed statistically significant improvement (p < 0.001) on every item measured in the pre/post-test. Analysis of the interviews revealed indications of substantial behavior change as well as institutional impact. The evaluation also suggested particular benefits for female professionals.

The authors conducted a long-term assessment of leadership training focused on career pathway and career stage and found that it (a) prompted both positive behavioral change and institutional impact and (b) suggested benefits for female faculty in particular, which could potentially help to eliminate gender-based disparities in leadership in academic medical centers.

Argues that the aim of marketers should be to build positive relationships with customers. However, the nature of such relationships is unclear. Examines the one‐to‐one relationship between customers and individual employees and highlights key implications for managers.

The purpose of this paper is to ask how the academic library may better position itself to assist with the demonstrated need for improved research ability in doctoral students. The paper examines the literature on doctoral student retention, which demonstrates problems with research self‐efficacy in students, and connects this issue to the library literature demonstrating the impact of library instruction.

The main approach is the review of the literatures in library science on the impact of instruction, and in the wider education literature on student retention and doctoral student attrition.

It was found that library instruction does demonstrably improve student research skills, and that doctoral students are generally underprepared to conduct dissertation level research. There is a case for partnering doctoral students with academic librarians to improve dissertation completion rates and lower attrition due to lack of research skill.

The paper demonstrates an obvious need for focus of library instruction on graduate students, and doctoral students in particular. The paper poses a number of research agendas that can be taken up by practitioners in the field, including various models for implementing instruction for doctoral students.

Attrition from doctoral programs has a burdensome impact on academic institutions, and has been demonstrated to have adverse social, psychological and financial impacts on the doctoral students themselves. The ability of library intervention to alleviate the problem has wide‐ranging implications.

The paper brings a wider literature base to bear on the practice of library instruction, and raises important questions relevant to librarians and graduate faculty about the value of the library to more advanced research students and the current focus of most library instruction programs at the undergraduate levels.

This study presents an original empirically based conceptual framework representing mobile microbusiness founders' experiences when converting to a franchise business model that links individual-level variables to a sociomaterial process.

An exploratory interpretive research design produced this framework using data from the enterprise development narratives of mobile franchisors who had recently converted their mobile microbusinesses to a franchise business model.

The emergent framework proposes that franchisor’s conversion experience involves substantial identity work prompted by an identity dilemma originating in a conflict between role expectations and franchising operational demands. This dilemma materializes during franchise document creation and requires some degree of “identity undoing” to ensure business continuity. By acting as boundary-objects-in-use in the conversion process, the franchise documents provide a sociomaterial foundation for the business transition and the development of a viable franchisor identity.

There is scant literature addressing the startup experiences of mobile microbusiness franchisors. The study was therefore exploratory, producing a substantive conceptual framework that will require further confirmatory studies.

By proposing that conversion to a franchise business model is experienced as an identity transformation coupled to a sociomaterial process centred on system documentation, this original empirically based conceptual framework not only addresses a gap in the individual-level literature on franchise development but also provides a framework to direct new research and discussions between intending franchisors and their professional advisors about person–enterprise fit.

The conceptual framework is the first to address franchisors' experience of transitioning any type of microbusiness to a franchise business model.