Search results

The purpose of this paper is to investigate the impact of the introduction of New Zealand's statutory‐backed continuous disclosure regime enacted in December 2002 on the differential disclosure behaviour of New Zealand firms with good and bad earnings news.

This paper examines the level of information disclosure, analyst forecast error and forecast dispersion, abnormal returns and abnormal volumes for firms with good and bad news earnings announcements in a sample period surrounding reforms to New Zealand's continuous disclosure regime.

The authors find evidence that the pre‐announcement information flow was poorer prior to the reform for bad news firms compared to good news firms, in terms of greater analysts' forecast dispersion and a larger abnormal price reaction to the actual earnings announcement. Second, the reform reduced the asymmetry of information flow between good and bad news firms, with the differences in analysts' forecast dispersion and abnormal price reaction dissipating after the reform.

The findings suggest that the reforms to New Zealand's continuous disclosure regime have reduced managers' propensity to withhold bad news and improved the quality of information provided to investors by firms with bad earnings news.

This study improves our understanding of the impact of disclosure reform on the behaviour of managers in a market with relatively low liquidity and less litigation risk in comparison to larger and more developed markets.

This paper aims to first, examine teachers' conception of e‐learning and second, is to reveal how e‐learning is applied in teaching and learning in the field of Chinese higher education.

Various issues are reviewed in the instruction part, i.e. e‐learning applications in China, research and practices of e‐learning. The methodology applied in this study is phenomenography. Twenty‐four Chinese participants were interviewed in‐depth based on a protocol developed in the planning stage. The interviews are analysed from a grounded theory perspective and a set of conceptual categories are proposed.

Five categories, i.e. the centrality of the lecture, online cooperation learning, network learning, student learning, and infrastructure and access are identified in terms of the phenomenographic study. The findings demonstrate that the traditional teaching methods that dominate in China are unlikely to present conditions for mainstreaming e‐learning in the near future.

Traditional Chinese teaching culture still dominates in higher education, and teachers' conceptions do influence their teaching behaviours. Therefore, a training programme could be developed based on the categories of teachers' conceptions of e‐learning.

This study helps us to understand how Chinese teachers understand e‐learning and how they utilise e‐learning in their teaching and learning.

This paper aims to promote an expanded two‐way dialog between Chinese and Western leaders and executives which recognizes that “wisdom” can flow in both directions.

Interviews were undertaken with three Chinese executives and analyzed against a model of performance excellence.

An understanding of some of the similarities and differences of Western and Chinese business practices and a conclusion that there are lessons for Western businesses to learn.

The work involved interviews with only three Chinese executives and thus represents a tiny sample.

Illustrates some of the practices that might be worth considering by the West as we climb out of the current economic depression and re‐focus business efforts for a longer‐term future.

The paper adopts a novel approach of analyzing interview outcomes against a reference model. The core value is, however, in highlighting the benefits that might arise from extended dialog.