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The purpose of this paper is to analyze the impact of financial penalties on the stability of the banking sector.

A unique database of 671 financial penalties imposed on 68 international listed banks between 2007 and 2014 and a fixed-effects panel data approach were used.

The results show that financial penalties increase banks’ systemic risk exposure but do not significantly affect banks’ contribution to systemic risk. Additionally, the link between financial penalties and systemic risk exposure is weaker in regulatory and supervisory systems with more prompt corrective power among national authorities. By contrast, supervisory authorities’ stronger power to declare insolvency and a greater external monitoring culture exacerbate the positive effects of financial penalties on systemic risk exposure.

The punishment of misconduct should correct the social harm and prevent future misconduct while ensuring the banking system’s stability. Therefore, authorities should punish misconduct by implementing penalties against the financial institutions at a specific amount that offsets the damages of misconduct but does not threaten systemic stability. Penalties against institutions may be complemented by financial penalties against upper management to induce a more responsible culture in banks.

This paper is the first to study the effect of financial penalties on the stability of the financial system. The results contribute to the ongoing debate on the appropriateness of financial penalties and address the question of whether bank regulators reduce or contribute to banks’ systemic risk.

Investigations of food-borne outbreaks are complex and require multidisciplinary collaboration. The purpose of this paper is to help food technologists face this challenge and be competent members of a multidisciplinary team, a study module on the investigation of a “real-life” food-borne outbreak was developed.

The module design was based on the principles of inquiry-based learning with the purpose to motivate and activate students with challenging assignments. The didactic impact of the module was evaluated as a qualitative case study with questionnaires, reflection assignments and interviews of students and lecturers.

A teaching module developed by an external professional taking part in the academic environment provides a learning environment well adapted to the curriculum, as well as bringing first-hand realism and enthusiasm into the classroom. The external lecturer’s dedication to the subject was appreciated by the students. A majority of the students believed that the outbreak investigation simulation play gave a better understanding of how food-borne outbreaks are investigated. A majority of the students 68 per cent (2011) and 82 per cent (2012) believed that what they learned in this module would be useful in a future work situation.

There are some limitations to the study, the most important one being the small sample size, and as the classes rarely exceeds 30 students, the use of a control group was not logistically feasible.

Teaching food technologists to become knowledgeable professionals in this field will constitute a valuable contribution to the multidisciplinary food-borne outbreak investigation team. In turn, this may increase confidence among the general public in the food industry.

The study directs attention to the psychological conditions experienced and knowledge management practices leveraged by faculty in higher education institutes (HEIs) to cope with the shift to emergency remote teaching caused by the COVID-19 pandemic. By focusing attention on faculty experiences during this transition, this study aims to examine an under-investigated effect of the pandemic in the Indian context.

Interpretative phenomenological analysis is used to analyze the data gathered in two waves through 40 in-depth interviews with 20 faculty members based in India over a year. The data were analyzed deductively using Kahn’s framework of engagement and robust coding protocols.

Eight subthemes across three psychological conditions (meaningfulness, availability and safety) were developed to discourse faculty experiences and challenges with emergency remote teaching related to their learning, identity, leveraged resources and support received from their employing educational institutes. The findings also present the coping strategies and knowledge management-related practices that the faculty used to adjust to each discussed challenge.

The study uses a longitudinal design and phenomenology as the analytical method, which offers a significant methodological contribution to the extant literature. Further, the study’s use of Kahn’s model to examine the faculty members’ transitions to emergency remote teaching in India offers novel insights into the COVID-19 pandemic’s effect on educational institutes in an under-investigated context.