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Article
Publication date: 3 December 2018

Paul Manning

The global financial crisis (GFC) has undermined the legitimacy of orthodox neo-classical economic assumptions, which nevertheless continue to frame the philosophical assumptions…

Abstract

Purpose

The global financial crisis (GFC) has undermined the legitimacy of orthodox neo-classical economic assumptions, which nevertheless continue to frame the philosophical assumptions of teaching in business schools. The purpose of this paper is to make a case in favour of an expansion of the business school curriculum to incorporate behavioural economics. The paper will also contend that behavioural economics can be connected to social economics, as they are both heterodox in this study and analyse economic phenomenon outside of a neo-classical framework. The aim is to contribute to arguments for an expanded curriculum, beyond the framing assumptions of neo-classical rationalism. This paper will also support its case by reviewing behavioural economics to make the case that this literature can be connected to social economics. This assertion is based on shared connections, including the importance of Kantianism in behavioural economics and in social economics. These connections will be discussed as a common point of reference points, or ties that can serve to broker links between these two economic paradigms. Practical implications (if applicable) the GFC presents an opportunity to re-shape the business school curriculum to acknowledge the centrality of socio-economics and behavioural economics, and consequently to offer an alternative to the dominant ontological assumptions – taken from the economic understanding of rationality – that have previously underpinned business school pedagogy.

Design/methodology/approach

The paper presents an inter-disciplinary teaching case, which incorporates socio-economic and behavioural economics perspectives. The teaching case concerned a socio-economic understanding of corruption and white-collar crime. It was also inter-disciplinary to include inputs from business history and criminology. The teaching case developed an appreciation among students that corruption, white-collar crime and entrepreneurship can be analysed within a social economics and behavioural economics lens.

Findings

The teaching case example discussed an alternative socio-economic and behavioural economics understanding to core areas of the MBA curriculum with the potential to be included in other academic disciplines. This enabled students to apply a behavioural economic approach to white-collar crime. The findings derived from this case study are that behavioural economics has the potential to enhance the teaching of socio-economics.

Originality/value

The originality of this paper is to apply behavioural economics to a socio-economic teaching case, in core subject areas of the MBA curriculum.

Details

International Journal of Social Economics, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0306-8293

Keywords

Article
Publication date: 22 March 2024

Rachana Jaiswal, Shashank Gupta and Aviral Kumar Tiwari

Grounded in the stakeholder theory and signaling theory, this study aims to broaden the research agenda on environmental, social and governance (ESG) investing by uncovering…

Abstract

Purpose

Grounded in the stakeholder theory and signaling theory, this study aims to broaden the research agenda on environmental, social and governance (ESG) investing by uncovering public sentiments and key themes using Twitter data spanning from 2009 to 2022.

Design/methodology/approach

Using various machine learning models for text tonality analysis and topic modeling, this research scrutinizes 1,842,985 Twitter texts to extract prevalent ESG investing trends and gauge their sentiment.

Findings

Gibbs Sampling Dirichlet Multinomial Mixture emerges as the optimal topic modeling method, unveiling significant topics such as “Physical risk of climate change,” “Employee Health, Safety and well-being” and “Water management and Scarcity.” RoBERTa, an attention-based model, outperforms other machine learning models in sentiment analysis, revealing a predominantly positive shift in public sentiment toward ESG investing over the past five years.

Research limitations/implications

This study establishes a framework for sentiment analysis and topic modeling on alternative data, offering a foundation for future research. Prospective studies can enhance insights by incorporating data from additional social media platforms like LinkedIn and Facebook.

Practical implications

Leveraging unstructured data on ESG from platforms like Twitter provides a novel avenue to capture company-related information, supplementing traditional self-reported sustainability disclosures. This approach opens new possibilities for understanding a company’s ESG standing.

Social implications

By shedding light on public perceptions of ESG investing, this research uncovers influential factors that often elude traditional corporate reporting. The findings empower both investors and the general public, aiding managers in refining ESG and management strategies.

Originality/value

This study marks a groundbreaking contribution to scholarly exploration, to the best of the authors’ knowledge, by being the first to analyze unstructured Twitter data in the context of ESG investing, offering unique insights and advancing the understanding of this emerging field.

Details

Management Research Review, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2040-8269

Keywords

Article
Publication date: 22 December 2023

Corina Sheerin and Jonathan Brittain

Set within the context of International Financial Services (IFS), this research aims to considers the demographic profile of IFS apprenticeship candidates in relation to gender…

Abstract

Purpose

Set within the context of International Financial Services (IFS), this research aims to considers the demographic profile of IFS apprenticeship candidates in relation to gender equality and social mobility in Ireland. This study also offers valuable insights as to the gendered nature of these “new” apprenticeships and examine whether these programmes provide opportunities for social mobility.

Design/methodology/approach

Implementing a quantitative approach, underpinned by a positivist stance, this study analyses Irish national apprenticeship data relating to IFS programmes (n = 1118). Non-parametric tests were applied in the analysis of the gender dimension, while to analyse social mobility, the socio-economic status and spatial profile of candidates were compiled and analysed using the Pobal HP Deprivation Index (SA).

Findings

The findings revealed more women are undertaking non-traditional apprenticeship programmes as compared with traditional craft apprenticeships. Within the IFS context, while female participation was seen to be growing, gender divergence was observed in terms of programme level, with a greater number of men, as compared with women, engaging in higher-level degree apprenticeship programmes. The findings also show that IFS apprentices are primarily from socio-economic areas that are above average. This trend indicates a distinctive candidate who is more aligned with the sectoral profile of IFS than that of traditional apprenticeship programmes. Such findings reveal that the “widening participation” aim of IFS apprenticeships is not yet fully realised with issues of gender inequality and social mobility persistent within the wider IFS sector.

Originality/value

This study provides an important dimension to both academic and practitioner literature concerning apprenticeships. To date, there has been a proliferation of publications concerning the beneficial impact of skills and vocational-led apprenticeships. However, limited attention has been directed to non-traditional apprenticeships and even less still within the setting of IFS. This research initiates the process of addressing that gap within an Irish context. This study also adds to the existing apprenticeship discourse regarding issues of gender and social mobility by examining the gendered nature of IFS apprenticeships and well as assessing whether these apprenticeships aid social mobility.

Details

Higher Education, Skills and Work-Based Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 31 January 2024

J. Luke Wood and Frank Harris III

This article provides an overviews of the concept of racelighting. Racelighting is “is an act of psychological manipulation where Black, Indigenous, and People of Color (BIPOC…

Abstract

Purpose

This article provides an overviews of the concept of racelighting. Racelighting is “is an act of psychological manipulation where Black, Indigenous, and People of Color (BIPOC) receive racial messages that lead them to second-guess their lived experiences with racism”

Design/methodology/approach

This conceptual paper articulates four primary ways that racelighting manifests in the lives and experiences of Black, Indigenous and People of Color (BIPOC).

Findings

There are four common messages that often lead to racelighting: stereotype advancement, resistive actions, inauthentic allyship and misrepresenting the past.

Originality/value

While much has been written about gaslighting, few frameworks articulate how gaslighting occurs in a racialized context.

Details

Equality, Diversity and Inclusion: An International Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2040-7149

Keywords

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