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The purpose of this paper is to test the impact of a rule that affects tertiary students progressing from an introductory level finance course to intermediate level. The rule restricted students from progressing until they achieved a higher grade than just a “pass” mark.

Archival data were gathered from 11 semesters regarding student performance pre and post the rule being introduced.

Results show that the rule was associated with an increase in the chances of success at intermediate level for those students enrolled after the rule was introduced.

This paper’s main contribution regards the evidence that increasing prior learning at an introductory level has a positive follow-on effect for students learning at intermediate level. This has a practical implication for educators, as the rule has shown to increase the chance of success for knowledge development in the first year of studies.

The setting for this paper is unique and could potentially be replicated elsewhere. In 1980, Schaffer and Calkins called for an evaluation of the pre-requisites necessary for finance education at the tertiary level, and this paper answer this call stating that pre-requisites can contribute to the academic success of finance students.

The purpose of this study is to investigate failure in an introductory accounting course. Failure rates are often hard to explain and have a cost to both the individual and to the university. This paper offers insight into this complex matter.

This paper uses data gathered from a survey instrument on self-efficacy beliefs and personal written reflections from students who had previously failed the introductory accounting course to diagnose why students may have failed.

The key finding in this paper is that students are individuals and there can be multiple reasons for failure.

One limitation in this paper is the sample size of six-student reflections. This in itself speaks to the difficultly in researching this area, as students are often not willing to face failure and discuss it.

The main contribution from this paper is an awareness for educators, as failure can occur for multiple reasons. This paper both adds to the literature on failure in accounting courses and helps inform educators of why their students may fail.

It is very challenging to research failure and therefore there is very little work on this area. At this time, the authors have no knowledge of any papers, which address the failure rates in introductory accounting courses from the individual perspective. Therefore, this paper has a unique contribution to the field of accounting education.

Purpose – With an acknowledgement to Benedict Anderson's seminal writings on “imagined communities,” this paper examines several meanings and uses of the concept of imagination: theoretical, methodological, and substantive.

Methodology/approach – Application of these meanings are illustrated from eight qualitative researches, combining direct observations, interviews, participant observation, and document analysis.

Findings – Data are drawn from diverse settings, such as undocumented migrant communities, terrorism, Native American communities, collaborative divorce, nationalism, mass killers, players of video games, and genocide, to illustrate the potential uses and meanings of imagination.

Originality – These diverse researches illustrate the potential empirical and research contributions of these ideas.

The purpose of this paper is to examine whether the impact of persistent racial bias, discrimination and racial violence is facilitated by otherwise well-intentioned individuals who fail to act or intercede. Utilizing the aversive racism framework, the need to move beyond awareness raising to facilitate behavioral changes is discussed. Examining the unique lens provided by the aversive racism framework and existing research, the bystander effect provides important insights on recent acts of racial violence such as the murder of Mr. George Floyd. Some promise is shown by the work on effective bystander behavior training and highlights the need for shared responsibility in preventing the outcomes of racial violence and discrimination to create meaningful and long-lasting social change.

This paper uses literature based on the aversive racism framework together with the literature on the bystander effect to understand the factors, conditions and consequences for lack of intervention when the victim is African American. This paper also provides evidence and theory-based recommendations for strategies to change passive bystanders into active allies.

The use of the aversive racism framework provides a powerful lens to help explain the inconsistencies in the bystander effect based on the race of the victim. The implications for intervention models point to the need for behavioral and competency-based approaches that have been shown to provide meaningful change.

Several different approaches to address incidents of racial aggression and violence have been developed in the past. However, given the principles of aversive racism, a unique approach that considers the inconsistencies between self-perceptions and actions is needed. This sets a new agenda for future research and meaningful behavioral intervention programs that seek to equip bystanders to intercede in the future.

The need to address and provide effective strategies to reduce the incidence of racial aggression and violence have wide-ranging benefits for individuals, communities and society.

By connecting the aversive racism framework to the bystander effect, the need for different models for developing responsive and active bystanders can be more effectively outlined.

Early paradox research in organization theory contained a remarkable breadth of inspirations from outside disciplines. We wanted to know more about where early scholarship found inspiration to create what has since become paradox theory. To shed light on this, we engaged seminal paradox scholars in conversations: asking about their past experiences drawing from outside disciplines and their views on the future of paradox theory. These conversations surfaced several themes of past and future inspirations: (1) understanding complex phenomena; (2) drawing from related disciplines; (3) combining interdisciplinary insights; and (4) bridging discourses in organization theory. We end the piece with suggestions for future paradox research inspired by these conversations.

Beginning in January 2001, investment advisers registered with the Securities and Exchange Commission (“SEC”) will begin filing their registration forms electronically through the new Investment Adviser Registration Depository (IARD). The IARD is a Web‐based filing system operated by NASD Regulation (the NASD‐R), that will enable advisers and their representatives to submit their filings with the SEC and state regulators electronically similar to the current method used by broker‐dealers to submit filings on the Web CRDSM system. Other significant aspects of the new system include the ability for investors to search the IARD database to get current information about advisers, including the services they provide, fees they charge, their conflicts of interest, and disciplinary history. To finance the development and operation of the IARD, advisers will now be required to pay initial and annual filing fees to the NASD‐R.

This chapter addresses Bangladeshi female students’ experiences of higher education in the United Kingdom through the race/gender trajectory. Research shows that although minority ethnic women invest heavily in education, they go on to face obstacles in the labour market. However, there is a strong desire to study which is evident in the increasing numbers of Bangladeshi women applying to university since 1994. The chapter draws on empirical research with women who have claimed a kind of ‘agentic autonomy’ to pursue education in the face of structural inequalities.

The chapter is based on research conducted with a sample of Bangladeshi women studying at or recently graduated from university. Qualitative research was carried out in the form of semi-structured interviews with 13 participants.

The study finds that Bangladeshi women are undeterred by structural inequalities in higher education and employment. Although they expect to face some difficulty finding suitable employment, they are optimistic about the future. They represent a group of women who have been able to achieve their objectives to study at degree level and show aspirations towards achieving similar objectives after graduation.

Bangladeshi women show agency and agentic behaviour to negotiate access to higher education institutions. This will, in the future have a knock-on effect in employment.

Despite the existence of a variety of approaches to the understanding of behavioral and managerial ethics in organizations and business relationships generally, knowledge of organizing systems for fidelity remains in its infancy. We use halakha, or Jewish law, as a model, together with the literature in sociology, economic anthropology, and economics on what it termed “middleman minorities,” and on what we have termed the Landa Problem, the problem of identifying a trustworthy economic exchange partner, to explore this issue.

The article contrasts the differing explanations for trustworthy behavior in these literatures, focusing on the widely referenced work of Avner Greif on the Jewish Maghribi merchants of the eleventh century. We challenge Greif’s argument that cheating among the Magribi was managed chiefly via a rational, self-interested reputational sanctioning system in the closed group of traders. Greif largely ignores a more compelling if potentially complementary argument, which we believe also finds support among the documentary evidence of the Cairo Geniza as reported by Goitein: that the behavior of the Maghribi reflected their deep beliefs and commitment to Jewish law, halakha.

Applying insights from this analysis, we present an explicit theory of heroic marginality, the production of extreme precautionary behaviors to ensure service to the principal.

Generalizing from the case of halakha, the article proposes the construct of a deep code, identifying five defining characteristics of such a code, and suggests that deep codes may act as facilitators of compliance. We also offer speculation on design features employing deep codes that may increase the likelihood of production of behaviors consistent with terminal values of the community.

Defines racial harassment and the forms in which it generally appears. Looks at the issue from the employer’s perspective, advising liabilities. Continues by putting the employee’s point of view. Expels some common myths and lists some useful recent case law.