Susan Hoadley

Competitiveness and workforce performance: Asia vis-à-vis the “West”

Purpose The purpose of this eight-country study is to examine what drives performance at the individual worker’s level and compare the explanatory power of such drivers between emerging, newly developed and developed markets around the globe. Design/methodology/approach The study combines established behavioural theory developed in a Western context with three factors anticipated to be most relevant in Asia (competitive attitude, willingness to serve and speed) as drivers of workforce performance. Four thousand working and middle-class respondents from eight countries were sampled. The associations were tested using structural equation modelling, and workforce performance was measured using univariate analysis. Findings Three country clusters emerged from the research: emerging economies in Asia (Indonesia, India), where the three factors powerfully explain performance; “Confucian orbit countries” (China, Japan, Korea), where the factors explain 81-93 per cent; and highly developed Western countries (the USA, the UK, Germany), where the factors account for only 20-29 per cent. Practical implications As well as providing a framework for modelling workforce performance, particularly in Asian countries, the findings indicate that workforce performance should be incorporated in performance indexes. The findings as to which drivers best explain workforce performance in each country can inform workforce recruitment and management, as well as the location of businesses and outsourcing. Originality/value For the first time, the study addresses the anomaly between economic growth and development experienced by Asian countries and their relatively low rankings in global competitiveness indexes by making the link between workforce performance and country performance.

Customers’ savings rate and share of wallet: the moderating role of religion and ethnicity/immigrant generation vis-à-vis attitude as mediator

Abstract This study explores the role of attitude toward money, religion and ethnicity in the relationship between income and consumer behavior. The three-country (Australia, Canada and China) study sampled 755 consumers and uses structural equation modeling and multivariate analysis to test for mediating effects of attitude toward money and moderating effects of religion and ethnicity/immigrant generation. Religion is found to be a moderating variable for savings rate and share of wallet, while ethnicity/immigrant generation only moderates the association between income and savings rate. We also demonstrate the interaction effects of religion and ethnicity/immigrant generation with income as determinants of savings rate and share of wallet. This research provides the foundation for modeling savings rate and share of wallet, incorporating attitude, religion, and ethnicity/immigrant generation, as well as income, demonstrating the need to include other factors (i.e. demographic factors in addition to attitudinal/satisfaction measures) to better identify, understand and strategically target consumer segments with potential for profitability and growth.

Threshold concepts in finance: conceptualizing the curriculum

Graduates with well-developed capabilities in finance are invaluable to our society and in increasing demand. Universities face the challenge of designing finance programmes to develop these capabilities and the essential knowledge that underpins them. Our research responds to this challenge by identifying threshold concepts that are central to the mastery of finance and by exploring their potential for informing curriculum design and pedagogical practices to improve student outcomes. In this paper, we report the results of an online survey of finance academics at multiple institutions in Australia, Canada, New Zealand, South Africa and the United Kingdom. The outcomes of our research are recommendations for threshold concepts in finance endorsed by quantitative evidence, as well as a model of the finance curriculum incorporating finance, modelling and statistics threshold concepts. In addition, we draw conclusions about the application of threshold concept theory supported by both quantitative and qualitative evidence. Our methodology and findings have general relevance to the application of threshold concept theory as a means to investigate and inform curriculum design and delivery in higher education.

Threshold concepts in finance: student perspectives

Finance threshold concepts are the essential conceptual knowledge that underpin well-developed financial capabilities and are central to the mastery of finance. In this paper we investigate threshold concepts in finance from the point of view of students, by establishing the extent to which students are aware of threshold concepts identified by finance academics. In addition, we investigate the potential of a framework of different types of knowledge to differentiate the delivery of the finance curriculum and the role of modelling in finance. Our purpose is to identify ways to improve curriculum design and delivery, leading to better student outcomes. Whilst we find that there is significant overlap between what students identify as important in finance and the threshold concepts identified by academics, much of this overlap is expressed by indirect reference to the concepts. Further, whilst different types of knowledge are apparent in the student data, there is evidence that students do not necessarily distinguish conceptual from other types of knowledge. As well as investigating the finance curriculum, the research demonstrates the use of threshold concepts to compare and contrast student and academic perceptions of a discipline and, as such, is of interest to researchers in education and other disciplines.

Program Curriculum Alignment: Designing for Success

For students, success is completing their degree, graduating and getting a job! In this chapter, we discuss the role of program curriculum alignment in ensuring students achieve success in these terms. We describe the increasing expectations of higher education programs to develop graduate outcomes that are valued in the workplace, as well as how these expectations manifest at different institutional levels. In doing so, we argue that programs should be the focus of our (learning and) teaching efforts and demonstrate that program curriculum design needs to incorporate two dimensions of alignment: vertical as well as horizontal. As such, program curriculum alignment and management involve collaboration within and beyond universities, and we describe the program curriculum management process as a cycle consisting of four stages.

Applying Threshold Concepts to Finance Education.

Purpose – The purpose of this paper is to investigate and identify threshold concepts that are the essential conceptual content of finance programmes. Design/methodology/approach – Conducted in three stages with finance academics and students, the study uses threshold concepts as both a theoretical framework and a research methodology. Findings – The study identifies ten threshold concepts in finance that are clearly endorsed by finance academics. However, the extent to which students are explicitly aware of the threshold concepts in finance is limited. Research limitations/implications – As well as informing further research into the design and delivery of finance programmes, the findings of the study inform the use of threshold concepts as a theoretical framework and a research methodology. The study does not explore the bounded, discursive, reconstitutive and liminal aspects of threshold concepts. Implications include the lack of recognition of more modern concepts in finance, and the need for input fr...

Creating examinations for a linguistically and culturally diverse student cohort

Assessments have a significant influence on what and how students learn. While there has been debate as to the merits of examinations as an assessment tool, they will form a major component of assessment in many disciplines for the foreseeable future. To ensure examinations fulfil the dual roles of an assessment tool and motivation for student learning, we undertook a linguistic analysis of examination papers. This research enabled us to develop a guide to creating examination papers with an emphasis on the wording of questions. In particular, our concern is the creation of examinations that are relevant to the learning outcomes and easily understood by a linguistically and culturally diverse student cohort. In this paper, we present the outcomes of the analysis and guidance for implementing change.