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The “experience is the best teacher” model assumes that acquiring expertise in a given domain reduces biases. Research in expert knowledge in investment decisions has shown better ability to produce improved results in asset selection or portfolio returns. Universities created student-managed investment funds (SMIFs) to train students in portfolio management as fiduciaries. However, analyses of the effectiveness of the SMIF as a medium for expert knowledge transfer have not been done.

The authors’ analyze an SMIF's structure against established models of expert knowledge transfer, using the voting patterns of the trustees of the fund from the recorded minutes of the fund's meetings to show the fund's structure and outcomes demonstrate effective knowledge transfer. Voter consensus between faculty and student trustees is one proxy the authors use for knowledge transfer.

Consensus between faculty and students was uniformly high across all recommendations. Chi-square tests were employed to test for independence between approval of recommendation and level of consensus, showing dependence in most cases. Analysis of sale returns over the 12-year sample period showed significantly better performance of asset sales over relevant benchmarks for both equity and fixed income portfolios.

Most analyses of SMIF structure concentrate on well-known issues with things like student turnover, summers or other structural issues. Performance is evaluated based on returns. This study looks at the SMIF as an expert knowledge transfer medium and examines expert/novice decision approval in terms of knowledge transfer.

In recent years, student-managed investment funds (SMIFs), experiential learning programs at an increasing number of universities, have attracted significant scholarly interest. In this article, we review the academic literature on this pedagogy.

We use the systematic review method to assess a sample of 85 articles published in 30 journals during the period 1975 to 2020.

Our literature review reveals four streams of research: best practices and challenges, investment management, innovation and trends and SMIFs in a research setting. We also propose future research directions, including specific gaps in the literature, a focus on innovations to traditional programs, systematic investment performance and expansion into behavioral finance issues.

We contribute a comprehensive view of the body of scholarship on SMIFs, identifying existing streams of research and future research directions that will help guide the development of SMIF research into a cohesive and productive space.

Empirical studies reveal Black male student-athletes have both positive and negative experiences on predominantly White college and university campuses. Mindful also of race-based stereotypic beliefs about Black male student-athletes in collegiate sports, these phenomena warrant further discourse and scrutiny. Critical race theory is a race-centered theoretical and analytical framework that has shaped discourse on race and racism in intercollegiate athletics in recent years. Discourse in this chapter is therefore grounded in the narrative of critical race theory and focuses primarily on the academic and athletic plight of Black male student-athletes matriculating at predominantly White colleges and universities with National Collegiate Athletic Association affiliation.

This chapter explores the potential of African American male faculty and staff members to serve as mentors to high-profile African American male student-athletes at large, predominantly White institutions (PWIs) of higher education. These students are a large and very visible subset of the African American male student population at these institutions and often influence how African American male students are viewed and treated by other faculty, students, and the university communities at large. Based on empirical research and combined classroom and administrative experience of over 35 years, this chapter will present the issues that African American male student-athletes face as they transition into these institutions utilizing the athletic identity, transition, and mentoring frameworks and provide solutions for administrators and faculty members to use in their efforts to help guide these students toward achieving athletic, academic, and personal success.

A key challenge for higher education institutions around the world is to provide active and engaging learning encounters for a new generation of students to develop their skills for work in a rapidly changing environment. Typically, these students are accustomed to being digitally connected 24/7 and they have real-time access to truly global learning resources. The challenge facing higher education providers is how to create active and engaging learning encounters within an aging stock of infrastructure by a generation of traditional academics, both of which generally foster teacher-led instruction.

In considering this conundrum, this chapter is viewed through two lenses: (1) a teacher practising problem-based learning (PBL) for more than 20 years and (2) an educational planner who designs learning spaces. Together the paper explores the challenges of pedagogy and design, some disruptors that are making change imperative and, specifically, the opportunities available in both pedagogy and design to create new learning activities and spaces. The paper argues that curricula need to be dominated by collaborative investigation and problem solving in spaces that encourage and afford such activity.

An important process for teachers is shaping professional identity. Using narrative approaches to examine complexities of teaching and learning can be beneficial in both performing and understanding this shaping process. For teachers to develop a positive professional identity, they need to perceive that others view them as possessing those characteristics of a quality teacher and need to perceive that others view them as embodying the characteristics (Korthagen, 2004). Researching identity development of Health/Physical Education (HPE) preservice teachers as well as HPE teachers with various years of experience may provide insight regarding shaping teacher identity.

One key aspect is to look at how history has influenced Physical Education status and what can be done to increase PE status as an academic core discipline. By looking at how and why PE has been marginalized, as well as what can be done to decrease marginalization, is key to avoiding further devaluation of PE and its potential removal from the curriculum.

This chapter focuses on learning space design for students’ technology-rich lifestyles, in particular the evolution and future of learning spaces in the United States. JISC design principles – bold, supportive, future proof, creative, and enterprising – frame discussion in the chapter’s first section, “Planning for the learning spaces of tomorrow.” The section begins with pioneering work in the field and follows with recent learning spaces (both classrooms and informal learning environments) that seek new and innovative ways for students to collaborate. Examples clearly point to students’ need for continual access to flexible, tech-rich spaces that support their work and study habits.

The chapter’s second section, “The future of learning spaces: On-demand apps and Bring Your Own Technology (BYOT),” is a case study focused on software virtualization’s influence on learning space design at Indiana University. The section brings in examples from the University of South Florida and the University of Iowa, asserting that physical and virtual learning spaces must be designed to come together seamlessly, echoing students’ on-the-go lifestyles and constant connectedness. Ultimately, the section makes a bold contention about the evolution of learning spaces: Any space can become a tech-rich learning environment, if students have access to virtualized software.

Throughout, the chapter touches on compelling questions about meeting the learning needs of digital natives: How do we challenge traditional educational paradigms? Can we flip the classroom to further the potential of all learners? What is the role of collaboration in learning? Which models will energize and inspire learners and instructors of the future?

Strong evidence has shown that increased agricultural productivity and opened international trade are required to maintain and enhance food security. The multilateral trading system has been unable to keep trade open for one subset of agricultural products – those that use biotechnology in production. This chapter assesses whether preferential trade agreements can represent potential alternative sources of trade rules for dealing with trade in the products of biotechnology. This chapter analyzes and compares three case studies of preferential trade agreements (Canada-EU Comprehensive Economic and Trade Agreement, EU-US Transatlantic Trade and Investment Partnership, and Trans-Pacific Partnership), by focusing on negotiations pertaining to products of biotechnology. The three preferential trade agreements have shown little inventiveness in their attempts to put in place rules of trade for the products of modern agricultural biotechnology and have established forums where only issues can be discussed. They are forums to talk and talk without any means to force closure on negotiations. Given the inability to deal with the issue of biotechnology at the WTO or other multilateral forums, the recent and current negotiations of major preferential agreements represent the second best alternative which still needs to be analyzed and still needs to be understood by policy makers, academics, and the population at large. This chapter represents a first step in that direction.

The purpose of this paper is to describe how a student-managed investment fund (SMIF) moved from an idea to an operational program over the period of a year at Memorial University in Newfoundland, Canada. The aim is to provide insight to other institutions on how to build capacity when developing their own SMIF.

I summarize the choices made with respect to funding source, governance structure, faculty involvement, recruitment, investment activities and integration into curriculum.

Underlying these choices were challenges pertaining to capacity, student competencies, the existing finance program and ties to industry. Through the development of the SMIF, efforts ensured that capacity was suitably developed in each of these areas.

This paper provides insight to other institutions on how to build capacity while developing their own SMIF.

This account provides the field with a unique perspective. It is written following a year spent developing a SMIF that is about to launch.

This account provides the field with a unique perspective. It is written by a new faculty member following a year spent developing a SMIF that is about to launch.