Eduardo Montiel

The stock market’s reaction to accounting information: the cases of Chile and Peru

Purpose – The purpose of this paper is to analyze the stock price and volume reactions around firms’ earnings announcement dates in two Latin American stock markets: Chile and Peru. Design/methodology/approach – This study uses multivariate regression analysis to determine the impact of accounting information on stock prices and volume traded around the firms’ earnings announcement dates. Findings – The authors find that quarterly earnings surprises explain stock abnormal returns and abnormal trading volumes around the earnings announcement dates in the Santiago (Chile) and Lima (Peru) stock exchanges. The authors also find that these two effects are driven by small firms. Originality/value – This is one of the first articles to study the price and volume reactions to accounting information in Latin American stock markets.

Online Learning and Case Teaching: Implications in an Informing Systems Framework

As business schools move more of the learning process online, new challenges arise particularly for case method facilitators, students, and researchers. Based on a review of the recent literature and experiences from the field, this article argues that while the learning process and the informing pathways resulting from case studies or discussion based teaching online can appear quite similar, the form and speed of the informing systems might be quite different and the complexities much greater. This article addresses some of the opportunities, advantages, and challenges, particularly for facilitators and researchers, in bringing the real world to the online discussion based “classroom.”

Informing Systems, Online Learning, Case Studies, Discussion Based Teaching, Participant Centered Learning, Informing Pathways

As business schools move more of the learning process online, new challenges arise particularly for case method facilitators, students, and researchers. Based on a review of the recent literature and experiences from the field, this article argues that while the learning process and the informing pathways resulting from case studies or discussion based teaching online can appearquite similar, the form and speed of the informing systems might be quite different and the complexities much greater. This article addresses some of the opportunities, advantages and challenges, particularly for facilitators and researchers, in bringing the real world to the online discussion based “classroom”. Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistribution permission.