bluuebunny/crossref_metadata_2025_split huggingface dataset:
The efficacy of Regulation SHO in resolving naked shorts
Authors: Moffett Clay M. , Brooks Robert , Jeon Jin Q. 
Published: February 2012

PurposeOn January 3, 2005, Regulation SHO was implemented by the Securities and Exchange Commission, with the express purpose of updating short sale regulation by seeking to limit an abusive short selling practice known as naked short selling. The purpose of this paper is to examine the efficacy and impact of Regulation SHO in achieving this goal of reducing naked shorting.Design/methodology/approachTime series analysis using fixed effects regression, Fama‐French‐Carhart model, various parametric and non‐parametric tests. The paper tests a number of hypotheses regarding the effectiveness of Regulation SHO in controlling naked shorts/fails‐to‐deliver in the American stock markets.FindingsUtilizing several models, the authors find strong evidence in the first 30 to 60 days after being identified by Regulation SHO as having excessive naked short positions, those securities on average experienced further significant negative abnormal returns, indicating the regulation was at best ineffective. This result is robust for a number of parametric and non‐parametric tests. Models also show a security identified by Regulation SHO as having an excessive short position may actually suggest a profitable trading strategy of continuing to short those stocks. The regulation was largely ineffective/insignificant in reducing naked shorting. In addition, results revealed that a profitable investment could be made by shorting stocks as they were identified by Regulation SHO as already having excessive outstanding failure positions.Originality/valueThis is the first paper, to the authors' knowledge, that considers whether SHO was effective and offers intuition as to reasons why it was not.
The relationship between networking behaviors and the Big Five personality dimensions
Authors: Wolff Hans‐Georg , Kim Sowon 
Published: February 2012

PurposeThe purpose of this paper is to suggest a comprehensive framework to elucidate the relationship between personality and networking. Using the Five Factor Model as a framework, the paper aims to argue that traits tapping into social (i.e. extraversion, agreeableness) and informational (i.e. openness to experience) features are relevant in explaining how individual dispositions facilitate networking behaviors. Moreover, it aims to delineate structural and functional differences in networking (i.e. building, maintaining, and using contacts within and outside the organization) and to theorize how these differences yield differential relationships of personality traits with networking dimensions.Design/methodology/approachOnline surveys were administered to two samples, from Germany and the UK, respectively (n=351). Structural equation modeling is used to test the hypotheses.FindingsPersonality traits reflecting social (extraversion) and informational aspects (openness to experience) are broadly related to networking in general. The paper also finds support for differential relationships, for example, agreeableness is related to internal, but not external networking. Both conscientiousness and emotional stability are not related to networking behaviors.Practical implicationsThe findings help explain why some individuals experience more barriers to networking than others and can be used in networking trainings. Practitioners should also note that there is more than extraversion to accurately predict networking skills in selection assessments.Originality/valueThe paper provides further insights into determinants of networking, which is an important career self‐management strategy. It also offers an integrative framework on the personality‐networking relationship as prior research has been fragmentary. Establishing differential relations also furthers understanding on core differences between networking dimensions.
The influence of general beliefs on the formation of justice expectations
Authors: Geenen Brigitte , Proost Karin , Schreurs Bert , van Dijke Marius , Derous Eva , De Witte Karel , von Grumbkow Jasper 
Published: February 2012

PurposeThe purpose of this paper was to investigate the influence of applicants' justice beliefs (i.e. belief in a just world and belief in tests) on justice expectations with respect to a forthcoming application for the job of prison guard. Further, it aims to study the moderating role of direct experiences on the relationship between beliefs and justice expectations.Design/methodology/approachA written survey was administered to 803 applicants, just before the start of the selection procedure. Data were self‐reported and collected at one point in time.FindingsSignificant positive relationships were found between both beliefs (i.e. belief in a just world and belief in tests) on procedural and distributive justice expectations. Moreover, the relationship between belief in tests and both types of justice expectations was stronger among experienced applicants. Conversely, the relationship between belief in a just world and distributive justice expectations was stronger among inexperienced applicants. This moderation was not found with respect to procedural justice expectations.Originality/valueInsight into how justice expectations are formed in selection contexts, and consequently, how organizations can influence these expectations, is largely missing. Bell, Ryan, and Wiechmann provided a conceptual model on antecedents of justice expectations but its theoretical underpinning is rather weak and not well‐understood. Construal level theory was used in this study as a theoretical basis to predict how applicants might form justice expectations with respect to future selection procedures.
Recognising workplace learning: the emerging practices of e‐RPL and e‐PR
Authors: Cameron Roslyn 
Published: February 2012

PurposeThe use of e‐portfolios in recognition of prior learning (RPL) processes in workplace and professional practice contexts has attracted little attention in the literature due to its emergent nature. This study seeks to explore the growing incidence of e‐portfolio‐based RPL (e‐RPL) and professional recognition (e‐PR) processes in Australia and the implications this has for recognising workplace learning.Design/methodology/approachThe paper utilises an exploratory study and involves a content analysis of a selected sample of data sources. The sample includes the abstracts and papers presented at the 2009 VET E‐portfolios Showcase and the 2010 ePortfolios Australia conference and the Australian Flexible Learning Framework (AFLF) funded E‐portfolio implementation trials 2009 and 2010.FindingsThe paper finds an array of e‐RPL and e‐PR operationalised across multiple fields/disciplines and contexts. The incidence of e‐PR is more dominant than that of e‐RPL. The findings result in the development of a framework that provides the conceptual scaffolding for recognition systems in the workplace.Research limitations/implicationsThe study is limited to Australian based data sources. Further analysis could be expanded to international contexts to increase the data and evidence on e‐RPL and e‐PR processes and the implications these have for recognising workplace. The framework developed from the study provides a conceptual launch pad into future lines of inquiry which can critically explore the underlying pedagogies and knowledge paradigms which have dominated in formal learning systems.Practical implicationsThe paper includes implications for the correct matching of practices and tasks to appropriate types of e‐portfolio based RPL and PR along a continuum of formal to informal learning and varying degrees of learner control.Originality/valueThis paper presents an analytical framework for exploring e‐RPL and e‐PR as distinct processes of recognition through a synthesis of RPL and e‐portfolio research and theoretical constructs. The framework includes a typology of e‐RPL and e‐PR based on Smith and Tillema's typology of portfolios and Cameron's models of RPL. The framework will assist in analysing recognition processes undertaken in workplace contexts.
Academic perspectives on college‐level learning
Authors: Travers Nan L. 
Published: February 2012

PurposeThe purpose of this study is to explore faculty definitions of college‐level learning in order to develop a universal definition to assist employers, career counselors, and academic institutions in assessing college‐level workplace learning.Design/methodology/approachFaculty were administered an electronic survey to gather definitions of below college‐level, undergraduate level and graduate level learning at a USA university.FindingsA total of 20 per cent of the faculty completed the survey, representing an even distribution across disciplines offered at the university. Data were analysed using qualitative methods to determine themes arising from the faculty definitions; member checking occurred through a representative faculty group. The resulting framework had commonalities to other current college‐level learning schemas (e.g. American Association of Colleges and Universities). Terminology used by the faculty indicated students must understand and utilise different relationships across knowledge.Research limitations/implicationsThe framework shifts the perspective from assessing skills and competencies to assessing the ways in which individuals relate knowledge to different ideas, perspectives and global issues. Future research is needed to verify these themes across multiple institutions.Practical implicationsThis framework could assist employers, career counselors, students and educators in determining if an individual's workplace knowledge can be assessed at a college‐level. This could be advantageous to know prior to investing in higher education.Originality/valueThe results imply that simply assessing workplace skills is insufficient to determine college‐level learning. Rather, the ways in which individuals relate their knowledge to different issues and solve problems is critical.
Assessing prior experiential learning: issues of authority, authorship and identity
Authors: Pokorny Helen 
Published: February 2012

PurposeThe purpose of this study is to examine how students with workplace learning experience the process of the assessment of prior experiential learning (APEL) in higher education.Design/methodology/approachThis is an inductive and exploratory study drawing on methodology from the field of academic literacies. It addresses two questions: “How do different tutors and students approach the APEL process?” and “How do students with workplace learning experience the APEL process?”. Interviews were undertaken with students and tutors around the students' assessment documents. The data werre analysed according to Lillis' and Ivanič's concept of “addressivity”. This type of analysis indicates how students and tutors are positioning one another, and facilitates the drawing out of similarities and differences in these positionings between the different participants.FindingsThe paper finds that, although all students had been successful in their APEL claims, their narratives were quite polarised. Using a heuristic developed by Lillis the data clearly demonstrate the impact on the student experience of two different tutor approaches, that of monologic teaching and dialogic mediation.Research limitations/implicationsThis is a small scale, single institution study. Replicating the study in different contexts may further explain the differences between APEL processes that learners find empowering and those which they do not.Originality/valueThe original perspective afforded by the theoretical lens of academic literacies suggests a valuable re‐conceptualisation of the traditional assessor‐candidate relationship with implications for assessment practice. The paper also provides a student perspective on the process that is largely absent in the research literature.
Accreditation of experiential learning at doctoral level
Authors: Armsby Pauline 
Published: February 2012

PurposeThe purpose of this paper is to outline some of the issues related to enabling the accreditation of prior experiential learning (APEL) in doctoral level awards, and illustrate the effects for candidates, others involved in the process and higher education (HE).Design/methodology/approachThe paper is a mainly qualitative evaluation study of those involved with 12 graduates from a professional doctorate that uses an in‐depth reflective and critical analysis of prior high level work based learning as its main product for assessment. In‐depth semi‐structured telephone interviews, focus group and questionnaires were used to gather data from candidates, their advisers and consultants, internal and external examiners, and chairs of their presentation.FindingsFindings included the development of understanding about work‐based epistemologies by all the participants and changes in the candidates' understanding of their professional identity. The recognition of scholarliness and the evaluation and accreditation of professional knowledge was a key issue for external examiners.Research limitations/implicationsAs a small‐scale evaluation case study the results are indicative and presented alongside experience of facilitating and assessing prior learning in this UK‐based professional doctorate, in order to stimulate further discussion.Practical implicationsAPEL is a valuable and valued, student‐centred learning and teaching method for experienced professionals that could provide a useful entrée to other pedagogies that develop a personal understanding of professional knowledge production and ability to reflect on practice.Originality/valueThe paper provides some evidence for claims in the current literature that there is an important place for work‐based knowledge in contemporary HE. The pedagogic processes described in this paper appear to work effectively with doctoral level candidates.
KM governance: the mechanisms for guiding and controlling KM programs
Authors: Schroeder Andreas , Pauleen David , Huff Sid 
Published: February 2012

PurposeTo establish and sustain their KM programs organisations need to establish mechanisms to ensure their governance. KM programs require business integration, senior management involvement and decision making authority. The present research aims to investigate the KM governance mechanisms organisations use to guide and control their KM programs. The research seeks to contribute to a better understanding of the governance of KM and to support organisations in the development of their KM programs.Design/methodology/approachThe study employs multiple case research methodology to analyse the KM governance arrangements of 12 international organisations and identify patterns in their governance configurations.FindingsThe analysis identifies a range of structural, process and relational mechanisms that are critical for governing an organisational KM program. Different patterns among the KM governance mechanisms are identified which lead to the development of generic KM governance typologies.Research limitations/implicationsThe development of the KM governance framework allows future research to systematically investigate the KM governance phenomenon. As the present study is based on a configurational analysis, future research should particularly target the performance implications of different KM governance configurations.Practical implicationsThe research provides insights into the diversity of KM governance mechanisms and their impact on a KM program. The KM governance framework can assist managers in reviewing their present and prospective KM programs and thereby support benchmarking or re‐organisation efforts.Originality/valueBuilding on prior research that has focused on individual KM governance aspects, the present study adopts a comprehensive perspective integrating structural, process and relational governance mechanisms.
A new approach to the concept of knowledge strategy
Authors: Donate Mario J. , Canales J. Ignacio 
Published: February 2012

PurposeThis paper aims to present a novel way to conceive knowledge strategy (KS). It suggests that a firm could outperform another by establishing a coherent and integrated KS depending on the objectives pursued and the understanding of knowledge management (KM) by managers, the use of KM tools, and organizational aspects to support KS implementation.Design/methodology/approachA cluster analysis was used to study the effect of KS on business performance and innovation based on a cross‐sectional sample of Spanish firms. Additional statistical analyses were used in order to develop a taxonomy of KSs.FindingsThe paper shows that the way an organization approaches knowledge management has major implications on the development of their strategy and the outcomes of KS application. Four types of KS are thus described based on the empirical analysis, i.e. proactive, moderate, passive and inconsistent, each of them having different effects on business performance and innovation.Research limitations/implicationsThe research is limited to high rate innovation industries. Future studies could include other industries and a more diverse sample of firms.Practical implicationsThe conception of KS presented here is a powerful approach that can lead an organization to achieve further innovation and higher levels of business performance.Originality/valueAn integrated and coherent KS has the potential to produce optimal results in terms of technological innovation and business performance.
Leadership transitions, tacit knowledge sharing and organizational generativity
Authors: Peet Melissa 
Published: February 2012

PurposeThe purpose of this paper is to present results from a two‐part study that tests the efficacy of a methodology for tacit knowledge retrieval, validation and sharing known as generative knowledge interviewing with a group of senior leaders in a non‐profit organization, and then assesses the impact of that process on leaders, managers and knowledge creation efforts across the organization two years later.Design/methodology/approachResearchers triangulated several different types of qualitative data collection and methods of analysis during a 30‐month period.FindingsEarlier results showed the retiring leader's tacit “core capacities” were successfully retrieved, validated and shared with the new leaders in just four interviews. Two years later, these core capacities and aspects of the generative knowledge interviewing methodology were being used across the organization to improve knowledge sharing as well as recruitment, mentoring, coaching and training processes. The changes that emerged focused talent management and human resource efforts, leading to considerable cost reductions.Practical implicationsResults are applicable to leadership development, succession planning, talent management and knowledge creation efforts within public, non‐profit and private sectors.Originality/valueThe author proposes the concept of “organizational generativity” to describe the dynamics that facilitated positive organizational change. Although there is growing evidence regarding the types of conditions that enable knowledge creation, these conditions often take years to create. This paper demonstrates how a specific methodology can be used to identify, document and transfer senior leaders' tacit knowledge during the short period of time that often accompanies leadership transitions, and then use this knowledge to leverage long‐term talent management gains.
Knowledge acquisition's mediation of social capital‐firm innovation
Authors: Martínez‐Cañas Ricardo , Sáez‐Martínez Francisco J. , Ruiz‐Palomino Pablo 
Published: February 2012

PurposeThis paper aims to empirically examine the mediating role of knowledge acquisition between social capital and innovation for firms located in science and technology parks (STPs).Design/methodology/approachPartial least squares offers the primary statistic technique for assessing survey data collected from 214 Spanish tenants.FindingsKnowledge acquisition fully mediates the relationship between social capital and firm innovation. Moreover, social capital at the firm level has a significant influence on both knowledge acquisition and innovation.Research limitations/implicationsFurther research should include more independent variables to understand the complex phenomenon of firm innovation.Practical implicationsTenant firms in STPs must develop strategic management tactics for their interfirm relations to acquire and exploit key resources such as knowledge. For specialized firms, close social interactions in specific contexts can enhance both knowledge acquisition and innovation to compensate for their resource constraints.Originality/valueBy demonstrating the impact of social capital on knowledge acquisition and innovation in the specific context of STPs, whose artificial environment encourages and promotes close social interactions among tenants, this article overcomes previous and contradictory findings regarding the relationship between social capital and innovation. A key element is the contingent and mediating role of knowledge acquisition. Finally, this study considers social capital at the firm level as a multidimensional, second‐order latent construct that includes structural, relational and cognitive aspects simultaneously.
Knowledge sharing in the Dubai Police Force
Authors: Seba Ibrahim , Rowley Jennifer , Delbridge Rachel 
Published: February 2012

PurposeThis study aims to contribute to understanding of knowledge management and sharing in the public sector in the Middle East through a case study based investigation of knowledge management initiatives and associated challenges and barriers.Design/methodology/approachSemi‐structured interviews were conducted with 15 police officers of different rank and position. Questions focussed on knowledge management strategies and approaches to encouraging employees to exchange and share knowledge, and difficulties associated with encouraging officers to share knowledge. Interviews were either recorded and transcripts created, or notes were taken. A three‐stage thematic analysis of the interview transcripts was undertaken.FindingsThe Dubai Police Force has made a strategic commitment to the development of knowledge management to enhance performance. It established a Skills Investment Programme in 2003, a Knowledge Management Department in 2005, and more recently, in 2009, a Curriculum Department. However, the evidence from interviews suggests that the force has yet to succeed in embedding a knowledge culture. Four key factors were identified repeatedly as potential barriers to knowledge sharing: organizational structure, leadership, time allocation, and trust.Originality/valueThis article demonstrates the importance of leadership, time allocation, and trust in promoting a knowledge culture and encouraging knowledge sharing. In Arab cultures, leadership and trust, and associated rewards such as respect have a particular role to play.