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Article
Publication date: 18 October 2024

Dat T Nguyen and Tu Le

This study aims to investigate the interrelationships between charter value and market discipline in five Southeast Asian countries (ASEAN-5).

Abstract

Purpose

This study aims to investigate the interrelationships between charter value and market discipline in five Southeast Asian countries (ASEAN-5).

Design/methodology/approach

This research uses a simultaneous equations model with a three-stage least squares estimator for a sample of 79 listed banks from 2006 to 2019.

Findings

The findings show a negative two-way relationship between charter value and market discipline. More specifically, charter value can reduce market discipline. Meanwhile, a negative relationship between market discipline and charter value reemphasizes the significance of market discipline in the banking system to enhance bank charter value. Similar results still hold when using several robustness checks (e.g. subsamples, considering the global financial crisis, governance indicators and market structure).

Originality/value

To the best of the authors’ knowledge, this study is the first attempt to investigate the bidirectional relationship between bank risk and charter value in ASEAN-5. Therefore, this study would provide significant recommendations for policymakers and practitioners.

Details

Review of Accounting and Finance, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1475-7702

Keywords

Article
Publication date: 19 September 2024

Nurhastuti Kesumo Wardhani, Robert Faff, Lewis Liu and Zairihan Abdul Halim

This research aims to investigate the disciplinary functions of depositors and subordinated debt holders within Indonesia's dual banking system, examining the impact of regulatory…

Abstract

Purpose

This research aims to investigate the disciplinary functions of depositors and subordinated debt holders within Indonesia's dual banking system, examining the impact of regulatory changes on market discipline.

Design/methodology/approach

The study employs a comprehensive analysis of the dual banking system in Indonesia over 15 years. Utilizing a non-public dataset from the Financial Services Authority and the Indonesia Deposit Insurance Corporation, the study employs propensity score matching and difference-in-differences analysis.

Findings

The findings reveal distinct patterns in the exercise of market discipline by depositors over different regulatory regimes. During the blanket guarantee regime (2002–2005), depositors lacked the incentive to monitor banks but resumed their disciplinary role under the limited guarantee regime (2005–2017). Islamic banks faced simultaneous market and regulatory discipline, with market discipline prevailing.

Originality/value

This study contributes to the literature by providing novel insights into the interplay between regulatory changes, market discipline and depositor behavior within Indonesia's dual banking system. The utilization of a comprehensive non-public dataset from regulatory authorities adds to the originality of the research.

Details

International Journal of Managerial Finance, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1743-9132

Keywords

Book part
Publication date: 8 November 2010

Martin Davies and Marcia Devlin

In higher education, interdisciplinarity involves the design of subjects that offer the opportunity to experience ‘different ways of knowing’ from students’ core or preferred…

Abstract

In higher education, interdisciplinarity involves the design of subjects that offer the opportunity to experience ‘different ways of knowing’ from students’ core or preferred disciplines. Such an education is increasingly important in a global knowledge economy. Many universities have begun to introduce interdisciplinary studies or subjects to meet this perceived need. This chapter explores some of the issues inherent in moves towards interdisciplinary higher education. Definitional issues associated with the term ‘academic discipline’, as well as other terms, including ‘multidisciplinary’, ‘cross-disciplinary’, ‘pluridisciplinarity’, ‘transdisciplinarity’ and ‘interdisciplinary’ are examined. A new nomenclature is introduced to assist in clarifying the subtle distinctions between the various positions. The chapter also outlines some of the pedagogical and epistemological considerations which are involved in any move from a conventional form of educational delivery to an interdisciplinary higher education, and recommends caution in any implementation of an interdisciplinary curriculum.

Details

Interdisciplinary Higher Education: Perspectives and Practicalities
Type: Book
ISBN: 978-0-85724-371-3

Book part
Publication date: 11 January 2016

Ira Abdullah, Alisa G. Brink, C. Kevin Eller and Andrea Gouldman

We examine and compare current practices in teaching preparation in U.S. accounting, finance, management, and economics doctoral programs.

Abstract

Purpose

We examine and compare current practices in teaching preparation in U.S. accounting, finance, management, and economics doctoral programs.

Methodology/approach

We conduct an anonymous online survey of the pedagogical training practices experienced by Ph.D. students in accounting, finance, management, and economics programs in the United States.

Findings

Results indicate that accounting, finance, and management perform similarly with respect to providing doctoral students with first-hand teaching experience and requiring for-credit courses in teacher training. Accounting and management appear to utilize doctoral students as teaching assistants less than the other disciplines. A lower proportion of accounting doctoral students indicate that their program requires proof of English proficiency prior to teaching, and pedagogical mentoring is rare across disciplines. Accounting and management doctoral students feel more prepared to teach undergraduate courses compared to finance and economics students. However, all disciplines indicate a relative lack of perceived preparation to teach graduate courses.

Practical implications

This study provides empirical evidence of the current practices in pedagogical training of accounting, finance, management, and economics doctoral students.

Social implications

The results highlight several areas where accounting could possibly improve with regard to pedagogical training in doctoral programs. In particular we suggest (1) changes in the teaching evaluation process, (2) development of teaching mentorships, (3) implementing a teaching portfolio requirement, and (4) incorporation of additional methods of assisting non-native English speakers for teaching duties.

Originality/value

The study fills a gap in the literature regarding the pedagogical training in accounting doctoral programs.

Details

Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-78560-767-7

Keywords

Book part
Publication date: 16 July 2014

Bettie Ray Butler, Derrick Robinson and Calvin W. Walton

A vast amount of educational literature has repeatedly documented the overrepresentation of African American male students in exclusionary school punishment. However, amid the…

Abstract

A vast amount of educational literature has repeatedly documented the overrepresentation of African American male students in exclusionary school punishment. However, amid the wealth of data and statistics on the topic, a viable theoretical explanation, that helps to make sense of the disproportionately high number of suspensions for Black males, remains relatively absent. Drawing upon the Method of Theory Triangulation, this chapter uses three conceptual frames to develop a plausible, causal narrative for deconstructing how pose, perception, and threat converge create a perfect storm of conditions that perpetuate discriminatory discipline practices. Based on the theoretical considerations implicit in this account, practical recommendations are offered to educational stakeholders who might be interested in improving school discipline practices and reducing the number of Black males disproportionately targeted for disciplinary action.

Details

African American Male Students in PreK-12 Schools: Informing Research, Policy, and Practice
Type: Book
ISBN: 978-1-78350-783-2

Book part
Publication date: 22 June 2021

John N. Moye

Chapter 6 synthesizes the psychophysics of sensation into a plausible model for the design and configuration of the learning engagement dimension of a learning system. In…

Abstract

Chapter 6 synthesizes the psychophysics of sensation into a plausible model for the design and configuration of the learning engagement dimension of a learning system. In sensation, the task is to collect and review stochastic information collected from an external stimulus. In learning systems design, the task is the opposite: to design learning objects and activities that communicate the intended learning to the learner effectively and efficiently. The sensation systems focus their attention on the structure of the stimulus. Likewise, a psychophysical learning system emphasizes the interconnections within categories of content to configure the learning experiences. The curriculum embeds this information into a learning plan.

Details

The Psychophysics of Learning
Type: Book
ISBN: 978-1-80117-113-7

Article
Publication date: 24 April 2024

Arushi Jain

This study empirically demonstrates a contradiction between pillar 3 of Basel norms III and the designation of Systemically Important Banks (SIBs), also known as Too Big to Fail…

Abstract

Purpose

This study empirically demonstrates a contradiction between pillar 3 of Basel norms III and the designation of Systemically Important Banks (SIBs), also known as Too Big to Fail (TBTF). The objective of this study is threefold, which has been approached in a phased manner. The first is to determine the systemic importance of the banks under study; second, to examine if market discipline exists at different levels of systemic importance of banks and lastly, to examine if the strength of market discipline varies at different levels of systemic importance.

Design/methodology/approach

This study is based on all the public and private sector banks operating in the Indian banking sector. The Gaussian Mixture Model algorithm has been utilized to classify banks into distinct levels of systemic importance. Thereafter, market discipline has been observed by analyzing depositors' sentiments toward banks' risk (CAMEL indicators). The analysis has been performed by employing the system Generalized Method of Moments (GMM) to estimate models with different dependent variables.

Findings

The findings affirm the existence of market discipline across all levels of systemic importance. However, the strength of market discipline varies with the systemic importance of the banks, with weak market discipline being a negative externality of the SIBs designation.

Originality/value

By employing the Gaussian Mixture Model algorithm to develop a framework for categorizing banks on the basis of their systemic importance, this study is the first to go beyond the conventional method as outlined by the Reserve Bank of India (RBI).

Book part
Publication date: 30 October 2024

Conor L. Scott and Melinda M. Mangin

In recent decades, school discipline has become increasingly characterized by zero-tolerance policies that mandate predetermined punitive consequences for specific offenses…

Abstract

In recent decades, school discipline has become increasingly characterized by zero-tolerance policies that mandate predetermined punitive consequences for specific offenses. Zero-tolerance policies have not been shown to improve student behavioral outcomes or school climate. Further, these disciplinary policies are applied unevenly across schools and student populations. Despite the well-documented research base that demonstrates that these practices are ineffective, they remain commonplace in K-12 school across the United States. Transformative and culturally responsive educational leadership requires school leaders to examine the historical, societal, and institutional factors that contribute to the racial-discipline gap within their particular schools. This process requires committing to leading for racial justice, self-reflexive practice, and having the courage to boldly name and dismantle practices that do not create equitable outcomes for students on the margins. Drawing on tenets of Critical Race Theory and Culturally Responsive School Leadership to situate the history and proliferation of harmful disciplinary practices, this chapter discusses how critically reflexive school leaders can mobilize restorative practices to dismantle the systems, structures, and practices that reproduce inequities in schools. The chapter provides aspiring and practicing school leaders with the knowledge needed to reform existing school discipline policies and implement practices that support racial justice.

Book part
Publication date: 20 October 2017

Basil P. Tucker and Matthew Leach

Purpose: The current study aims to cast light on the divide between academic research in management accounting and its applicability to practice by examining, from the standpoint…

Abstract

Purpose: The current study aims to cast light on the divide between academic research in management accounting and its applicability to practice by examining, from the standpoint of nursing, how this gap is perceived and what challenges may be involved in bridging it.

Design/Methodology/Approach: The current study compares the findings of Tucker and Parker (2014) with both quantitative as well as qualitative evidence from an international sample of nursing academics.

Findings: The findings of this study point to the differing tradition and historical development in framing and addressing the research–practice gap between management accounting and nursing contexts and the rationale for practice engagement as instrumental in explaining disciplinary differences in addressing the research–practice gap.

Research Implications Despite disciplinary differences, we suggest that a closer engagement of academic research in management accounting with practice “can work,” “will work,” and “is worth it.” Central to a closer relationship with practice, however, is the need for management accounting academics to follow their nursing counterparts and understand the incentives that exist in undertaking research of relevance.

Originality/value: The current study is one of the few that has sought to look to the experience of other disciplines in bridging the gap. Moreover, to our knowledge, it is the first study in management accounting to attempt this comparison. In so doing, our findings provide a platform for further considering how management accounting researchers, and management accounting as a discipline might, in the spirit of this study’s title, “Learn from the Experience of Others.”

Details

Advances in Management Accounting
Type: Book
ISBN: 978-1-78743-297-0

Keywords

Book part
Publication date: 25 November 2021

María Reina Santiago-Rosario and Kent McIntosh

Racial/ethnic inequities in school discipline are a widespread problem in education. A promising intervention approach is to focus on discipline decisions as an adult behavior and…

Abstract

Racial/ethnic inequities in school discipline are a widespread problem in education. A promising intervention approach is to focus on discipline decisions as an adult behavior and use data to identify situations in which discipline decisions show the greatest disparities for underserved students (e.g., Black, Latinx, Indigenous, students with disabilities). Following a three-step process educators (1) work to identify situations and/or personal states conducive to biased decision-making, (2) develop self-management routines to be used in real time when facing those moments, and (3) teach these strategies to students. By engaging in this work, educators learn to become self-aware of moments when decisions are likely influenced by personal biases known as vulnerable decision points (VDPs). VDP identification helps educators identify actions that may not align with personal values (developing educator self-awareness). Once aware of VDP characteristics, educators can map a neutralizing routine or self-management strategies that slow down decision-making and automatic responses during VDPs. This chapter describes a school-wide approach used to support educators with identification of VDPs, the development of neutralizing routines for themselves, and then teaching these strategies to students.

Details

Motivating the SEL Field Forward Through Equity
Type: Book
ISBN: 978-1-80043-464-6

Keywords

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