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The purpose of this paper is to describe lessons learned from integrating student-managed investment funds (SMIFs) in finance education systems based on the case of the Raymond Rebsamen Investment Fund at the Sam M. Walton College of Business, University of Arkansas.

The paper has three main parts. First, it describes how the Rebsamen Fund operates as an integral part of undergraduate and graduate finance education at the Walton College. Second, it explains how the Fund spawned creation of sister funds, an institute, a 62-seat trading center, and coordinates with other agencies and stakeholders. Third, it lists strengths, weaknesses, opportunities and threats facing future SMIF integration into finance education.

The use of innovative experiential learning solutions like SMIFs bridging theory and practice can be enhanced by integrating them into effective systems of finance education.

Lessons learned include benefits of SMIF management by class, licensing and professional certification, trading centers, use of SMIF finances to support other components of education, proliferation of SMIFs, SMIF stimulation of academic units like centers/institutes, SMIF facilitation of collaboration, importance of tying SMIFs to student finance clubs, coordination of industry speaker visits between SMIF classes and clubs, and use of SMIFs in addressing cutting-edge challenges.

This paper discusses how SMIFs can be integrated in finance education.

In order to teach science effectively, teachers need a strong background in science content as well as an understanding of productive methods of teaching. This includes inquiry-based learning that will cultivate conceptual development of science concepts with their students. Furthermore, it is imperative to use student-focused activities in high-needs schools to engage all students, particularly students of color, in the learning process. As a result, faculty from the teachHOUSTON Program and the Department of Physics at the University of Houston produced a Physics by Inquiry course to engage middle school and high school preservice teachers in interactive, inquiry-based teaching pedagogies for physics. This chapter provides an overview of the course. It also highlights the benefits of including such a course in a STEM teacher education program.

teachHOUSTON is a university-based secondary STEM teacher preparation program that addresses the critical need for highly qualified STEM teachers in Texas and across the country. STEM teachers are prepared through early and ongoing field-based teaching experiences and rigorous research-based instruction that integrates content and pedagogy provided by faculty members who have extensive teaching experience in public schools. teachHOUSTON serves the fourth largest city in the United States, along with its satellite communities and has many noteworthy features which are mapped in this chapter. Particular attention is paid to inquiry-based learning, student-centered instruction, and culturally responsive pedagogy as well as the improvements in the program based on the collaboration between physics and teachHOUSTON faculty.

This chapter illuminates the impact of providing informal learning experiences for students pursuing Science, Technology, Engineering, and Mathematics (STEM) teaching careers at a time when there is a considerable shortage of qualified teachers in America's urban centers. Preservice STEM teachers were provided with the opportunity to participate in a National Science Foundation (NSF) grant funded Noyce Internship Program prior to serving as counselors and teaching assistants in a STEM camp for underrepresented middle school students. Through the Noyce Internship Institute, participants were introduced to interactive sessions that model promising teaching practices including inquiry-based and project-based learning. This narrative inquiry examines the impact of these experiences on preservice STEM teachers' self-efficacy and highlights outcomes in three areas: increase of preservice teachers' confidence, classroom management, and strengthening their desire to teach STEM.

Accounts manipulation has been the subject of research, discussion and even controversy in several countries including the USA, Canada, the U.K., Australia, Finland and France. The objective of this paper is to provide a comprehensive review of the literature and propose a conceptual framework for accounts manipulation. This framework is based on the possibility of wealth transfer between the different stake‐holders, and in practice, the target of the manipulation appears generally to be the earnings per share and the debt/equity ratio. The paper also describes the different actors involved and their potential gains and losses. We review the literature on the various techniques of accounts manipulation: earnings management, income smoothing, big bath accounting, creative accounting, and window‐dressing. The various definitions of all these, the main motivations behind their application and the research methodologies used are all examined. This study reveals that all the above techniques have common elements, but there are also important differences between them.

The authors speculate only about relatively short-term advances in special education for students with emotional and behavioral disorders. Speculation is confined to the overlapping areas of core values, technologies, neuroscience, and law/policy. In core values, the authors hope to see a resurgence of commitment to special, effective instruction and to practice aligned with scientific evidence. It is hoped that technologies will advance practices in instruction, improve the uses of artificial intelligence in teacher training and teaching, and encourage the appropriate use of artificial reproduction to avoid disorders. Neuroscience, it is hoped, will yield more reliable and helpful classification of disorders, better and more useful imaging, and more effective treatment of a variety of emotional, behavioral, and academic problems. In law and policy, the authors hope the Supreme Court's Endrew case will result in greater focus on challenging, appropriate education. Law and policy should also encourage trauma sensitivity in education, make whole-school approaches to trauma sensitivity the priority, and avoid universal trauma screening. Students' and families' legitimate interests in confidentiality and data privacy should be protected in newly constructed information-sharing infrastructures.

Companies that internationalise at or near their founding, “born globals,” are emerging in great numbers world‐wide. Characterised by a specific Gestalt of marketing‐related competencies, they are playing an increasing role in international trade. Born globals are investigated using data from case and survey‐based studies in Denmark and the USA. First introduces and describes the born‐global phenomenon. Then, hypotheses are developed and tested via a structural model that represents key factors in the international success of this important breed of firm. Results suggest that born‐global international performance is enhanced in the wake of managerial emphasis on foreign customer focus and marketing competence. Product quality and differentiation strategy also play important roles, particularly in the US firms. These and additional findings are discussed in light of their theoretical and practical implications.

This investigation set out to uncover whether CSR appeals – socially and/or environmentally oriented efforts promoted as part of a corporation’s advertising campaign – present a fruitful strategy for pharmaceutical manufacturers. This study investigates whether consumers in the two countries are similar with regards to (1) attitudes toward CSR engagement (2) perception of the social engagement of a company (3) perceived product/cause fit and (4) evaluation of CSR versus non-CSR appeals in OTC pharma ads. A field study was conducted (483 subjects; non-student sample) to explore how a standardized promotional message with or without a CSR appeal is perceived in a cross-cultural setting. Results indicate that consumers’ response (with regard to attitudes toward CSR, perceived social engagement by a company, perceived product-cause fit, as well as ad evaluation) all varied by country. Consumer responses were only tested with regard to a fictitious product as well as for one product category. Overall results suggest that CSR messages resonated more with some consumers than with others and, thus, may need to be tailored by market. Apart from a very small number of investigations, neither consumer evaluations of over-the-counter (OTC) drug ads in general, nor responses to CSR ad appeals in particular, have been explored. Thus, this investigation’s primary goal is to explore responses toward CSR messages in non-prescription drug ads in the United States and Brazil.

The chapter shows how globalization and the IFRSs have affected the development of financial accounting and reporting in Estonia. This is interpreted through institutional theory.

The theoretical framework takes into account the prior papers published using institutional theory for defining pressures affecting the development of financial reporting model. The discussion part is presented in three sub-sections. Coercive institutional pressure is analyzed using Estonian accounting legislation from 1990–2012 and normative pressure by focusing on the impact of Big 4 audit companies in the Estonian context. The authors also give an overview of mimetic institutional pressures. As a methodological technique literature review and document analysis are used.

In the context of coercive institutional pressure the development of accounting legislation in Estonia has been mostly influenced by the IFRSs and European Union. In the light of recent events it seems that Estonia has the opportunity to follow its own way deciding which accounting principles should be applied to SMEs. Mimetic institutional pressure affecting Estonian accounting system is International Accounting Standards Board (IASB), which practices Estonian Accounting Standards Board (EASB) copies. Normative institutional pressures influencing the development of the Estonian accounting system are the Big 4 audit firms.

Although using institutional theory to interpret the development of financial reporting framework is not new its application is underexplored in the context of post-Soviet countries such as Estonia. The chapter potentially contributes to the accounting reforms evidence in emerging economies.