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The purpose of this paper is to provide a case study of a service learning project focusing on financial literacy. In response to the global financial crisis there has been increasing emphasis on improving financial literacy skills and education. In this paper, the author argues for service learning as a means of integrating the finance curricula with real-world applications.

Initially, the author surveys the growing importance of a financial literacy education as well as integrating service learning with a business education. The author then describes the implementation of a service-learning program at a private university that provides financial literacy workshops to community partners.

The paper concludes with a discussion of the effectiveness of the financial literacy workshops and reflections of the service-learning experience.

It is an opportunity for learning among culturally diverse groups and has also helped international students become more culturally involved on campus.

The undergraduate service-learning program is placed in an intermediate finance class. It is also an opportunity for cultural and financial institutional learning among international students.

Given the diversity of community service partners in this project, the service-learning experience has become an opportunity to teach all students on international cultural differences and social justice themes.

This is one of the few pedagogical examples in financial literacy with an international dimension.

This paper aims to analyse the effect of financial learning quality (FLQ) and parental socioeconomic status (SES) on the financial self-efficacy (FSE) of undergraduate Accounting students in Bali with students’ financial literacy (FL) serving a mediator.

This research used a quantitative design with ex post facto approach and path analysis technique. Research data were collected by administering a financial literacy test on, and questionnaires distributed to, the sample selected using a purposive random sampling technique. The research sample consisted of undergraduate Accounting students in Bali who were in their fourth or sixth semesters, numbering 518.

The research results show that financial learning quality and parental socioeconomic status directly influenced financial literacy. Financial learning quality and socioeconomic status did not have any direct influence on financial self-efficacy, but financial literacy directly affected financial self-efficacy. Additionally, the results also show that financial literacy was able to mediate learning quality’s and socioeconomic status’ relationships with financial self-efficacy.

The research results indicate that financial learning quality had a significant effect on financial literacy but lacked any direct influence on financial self-efficacy. This suggests that it is important to improve financial learning quality in not only cognitive aspect (knowledge) but also practical aspect, which will contribute to the improvement in students’ financial self-efficacy. In the future, research can be continued by finding other variables that are more dominant in influencing financial self efficacy. In addition, research and development approach can be done to find a learning model that can improve financial self-efficacy among accounting students.

Previous studies predominantly investigated the factors that affect financial literacy in students. There has been a small body of research that addresses financial self-efficacy, especially in Accounting students. Therefore, this research makes a contribution to the knowledge on factors that influence, either directly or indirectly, FSE in students with financial literacy serving as a mediator.

This chapter describes three active learning activities developed for use in the introductory financial accounting class: an interview with a financial statement user, an internal control paper, and a financial statement project where students analyze two competing businesses. We gathered student surveys and direct assessment data to see if these activities add value to the introductory accounting course.

The learning activities were originally developed using Fink’s (2003) Taxonomy of Significant Learning, aligning the activities with Fink’s learning dimensions, which also support the higher order learning skills in Bloom’s revised taxonomy. Students completed surveys by comparing how well traditional class activities (i.e., homework and tests) and the new activities support the core competencies of the American Institute for Certified Public Accountants (AICPA). We also asked students open-ended questions on how they felt about these new activities. Researchers then compared pre- and postadoption assessment data to investigate the impact of the new learning activities on class completion rates and grades.

Based on faculty comments and student survey results, the three active learning assignments appear to be more effective in developing many of the AICPA’s core competencies and real world skill sets valued by professionals, providing more value than traditional teaching methods. In addition, the passing rates in the course at the Youngstown State University increased by 12% after adopting the learning innovations.

There has been little research that includes reliable deductions about the positive influence of learning capability on business performance. For this reason, the main objective of the present study is to empirically explore the link between learning capability in organizations and business performance evaluated in both financial and non‐financial terms.

Using data from 111 Spanish companies, research was conducted through a structural equation modelling. In doing so, a measurement model was conducted for the main constructs – learning capability, financial performance and non‐financial performance‐ and examine the paths between them.

The analysis shows the positive link existing between: learning capability and non‐financial performance; and non‐financial performance and financial performance.

This is a detailed empirical examination of learning capability as a source of performance in organizations. It should be of value to all those who think about the role of learning processes and knowledge in organizations, and who care about their effects on competitiveness.

The purpose of this paper is to collect new evidence about the efficacy of the pedagogical principles derived from our earlier study on boosting students’ financial literacy, with the aim of providing a theoretically and practically powerful account of how generative learning in the domain of financial literacy can be enhanced.

This is an example of learning study consisting of a design experiment, which aims to test the conjectures of the variation theory of learning. A total of 156 students who were aged from 14 to 16 years were taught under the three learning conditions which embedded the test criteria, and a total of seven lessons were used by the two participating teachers for each of the classes. To assess students’ appropriation of the object of learning, four tests were conducted, i.e. a pre-test, post-test immediately after the lessons, delayed post-test after six weeks and second delayed post-test after six months.

This study shows that a systematic use of the pattern of “contrast-fusion-generalization” to deal with the individual core economic concepts identified can help students lay a solid conceptual foundation for developing financial literacy. Furthermore, with the use of the meta-level pattern of “contrast-fusion-generalization” through complex everyday financial problems or situations which transcend the specific concepts, students can make effective use of the core economic concepts learned and transform them organically into one’s analytical framework. This enables students to discern and focus upon the critical aspects of novel financial situations and have a greater likelihood of making well-reasoned and sound financial decisions.

This paper sheds light on the ways in which students’ generative learning in the domain of financial literacy can be enhanced through the conceptual approach grounded in the variation theory of learning.

This study aims to determine the contribution effect of learning experience on the financial well-being of government retirees in North-Central Nigeria. Special emphasis was placed on the contribution effect of the elements of the learning experience.

This study used correlational and cross-sectional research designs based on a questionnaire survey of 376 retirees drawn from North-Central Nigeria. A confirmatory factor analysis was used to identify the factors of learning experience using the Analysis of Moments of Structures (AMOS) software, version 23. The contributory effect of the confirmed sub-domains of learning experience on the financial well-being of retirees was established using hierarchical regression.

Confirmatory factor analysis results confirmed that financial knowledge, financial planning and financial self-efficacy are factors of learning experience. Although the sub-domains of the learning experience are significant predictors of financial well-being, financial knowledge has a significant effect on financial well-being, followed by financial planning and financial self-efficacy. The sub-domains of learning experience collectively explain about 46.5% of the variance in the financial well-being of retirees in North-Central Nigeria.

Unlike most other documentation on financial well-being, which has focused on the general effect of the learning experience as a global variable, this study explores the role played by the three dimensions of learning experience and methodologically isolates the contribution of each dimension with respect to retirees in developing countries. As such, we uncover the reality that all the sub-domains of the learning experience are significant for the financial well-being of retirees in a developing country context, though in varying effects.

Corporate financial communications concern public and private disclosure (Holland, 2005). This paper aims to explain how banks developed financial communications and how problems emerged in the global financial crisis. It explores policy responses.

Bank cases reveal construction and destruction of the social, knowledge and economic world of financial communications over two periods.

In the 1990s, learning about financial communications by a “dominant coalition” (Cyert, March, 1963) in bank top management was stimulated by gradual change. The management learnt how to accumulate social and cultural capital and developed “habitus” for disclosure (Bourdieu, 1986). From 2000, rapid change and secrecy factors accelerated bank internalisation of shareholder wealth maximising values, turning “habitus” in “market for information” (MFI) (Barker, 1998) into a “psychic prison” (Morgan,1986), creating riskier bank cultures (Schein, 2004) and constraining learning.

The paper introduces sociological concepts to banking research and financial disclosures to increase the understanding about financial information and bank culture and about how regulation can avoid crises. Limitations reflect the small number of banks and range of qualitative data.

Regulators will have to make visible the change processes, new contexts and knowledge and connections to bank risk and performance through improved regulator action and bank public disclosure.

“Masking” and rituals (Andon and Free, 2012) restricted bank disclosure and weakened governance and market pressures on banks. These factors mediated bank failure and survival in 2008, as “psychic prisons” “fell apart”. Bank and MFI agents experienced a “cosmology episode” (Weick, 1988). Financial communications structures failed but were reconstructed by regulators.

The paper shows how citizens require transparency and contested accountability to democratise finance capitalism. Otherwise, problems will recur.

There is an assumption that inadequate financial management practices are contributors to turbulence in the small firm sector; yet there have been few investigations into the factors that influence an owner‐manager’s approach and the processes involved in the evolution of strategy and associated learning in this area. Previous studies have adopted a comparative static approach that is survey‐based; we argue that these studies can only give limited insights. We adopt a comparative case study methodology to develop an evolutionary process view of financial management in small firms. Despite the increased attention paid to owner‐managers in the small firms sector, we know comparatively little about the process of financial management and how small firms learn and adjust strategy and decision‐making in this area. In this paper, we attempt to shed some light on the process issues within small firms from qualitative evidence collected as part of a programme of case study research with entrepreneurs and owner‐managers. We discuss case evidence and focus on how owner‐managers reach financial management decisions, how they learn and adjust behaviour within the entrepreneurship process.

This study aims to systematically review empirical research on the relationship between organizational learning (OL) and firm performance (FP) to evaluate how far the field has come.

This study follows a systematic, transparent and replicable approach suggested by Vom Brocke et al. (2009) to conduct a systematic review. A total of 52 empirical studies published over the years 1999–2019 was retrieved and analyzed.

Three key themes related to the OL–FP relationship have emerged from the review. First, research on OL and FP has been quantitatively conducted in a variety of countries and sectors. Second, dimensions of OL foster both financial and non-financial performance of firms through their combinations and interactions. Third, the relationship between OL and FP is mediated by organizational innovation.

The literature search returned only quantitative studies on OL and FP, which was accepted within the scope of this review. Future studies are encouraged to systematically examine case studies and qualitative research on OL and FP.

This review demonstrates that FP can be improved through different dimensions of OL. Based on our findings, managers wanting to enhance the performance of their firms can analyze the demand for OL and develop those OL dimensions.

This is among the first systematic literature reviews on OL and FP. The findings of this study also contribute to the previously scattered understanding of OL and FP.

The purpose of this paper is to examine new product development (NPD) financial performance enablers through examining the roles of NPD capabilities improvement, NPD knowledge sharing and NPD internal learning in manufacturing organisations in Jordan.

Based on relevant literature review on NPD performance, a structured questionnaire was developed to collect data related to NPD performance measures. Questionnaires were distributed to a sample of 558 manufacturing organisations in Jordan, out of which 355 were returned and valid for the analysis. Exploratory and confirmatory factor analyses were applied to reveal NPD performance success dimensions that manufacturing organisations use to assess NPD performance success. Then, path analysis was employed to examine the research model and test its hypotheses.

The study’s findings reveal that manufacturing organisations use a multidimensional construct for assessing NPD performance success, which consists of NPD financial performance, NPD internal learning, NPD capabilities improvement, NPD knowledge sharing, and NPD marketing performance. NPD capabilities improvement exerted a positive and significant effect on each of NPD internal learning, NPD knowledge sharing, and NPD marketing performance, respectively. NPD knowledge sharing exerted a positive and significant effect on each of NPD internal learning NPD marketing performance. Each of NPD internal learning and NPD marketing performance exerted a positive and significant effect on NPD financial performance. The structural findings also indicate that 38.1 per cent (R2 is 0.381) of NPD financial performance is explained by the path of NPD capabilities improvement, NPD knowledge sharing and NPD marketing performance, which is the strongest path in the empirical model.

The paper’s focus on manufacturing organisations limits its contribution to the manufacturing sector only. The services sector is a rich field for understanding NPD financial performance enablers in various service industries. Further, the paper focusses on only five dimensions of NPD performance success, other dimensions of NPD performance success might add more insights to their effect on NPD performance success measures especially their effect on organisational performance.

The findings of this study provide managers of manufacturing organisations with empirical insights related to the multidimensionality of NPD and their complex relationships to enhance NPD financial performance. The empirical findings assist managers to assess their NPD strategies, processes and implementation based on a results-oriented approach. The major contribution of the study is identifying the strongest paths of NPD financial performance enablers which reveals the complexity and criticality of NPD capabilities improvement, NPD knowledge sharing and NPD marketing performance on NPD financial performance. The rationale is NPD financial performance is still the most important NPD performance success dimension amongst manufacturing organisations.

The originality of this paper stems from developing and testing a multidimensional model of NPD financial performance enablers for the first time in emerging markets, Jordan. NPD financial performance is a function of other areas of NPD performance dimensions, namely; NPD capabilities improvement, NPD knowledge sharing and NPD marketing performance. This empirical evidence is provided to managers for the first time by this study.