6 research outputs found
Embedding Employability: Insights and Outcomes
No full textSpeakers: Dr Sayjda Talib (lead author), Teaching Fellow, Lancaster University with Dr Stacey Noble Senior Teaching Associate, Lancaster University Talib and Noble (2018) Abstract - “This paper details the experiences of embedding bespoke employability modules within the accounting and finance curriculum at Lancaster Unviersity and also provides a take on the role of the Academic Employability Champion, a new departmental ‘curriculum facing’ post for academic staff. The paper begins by outlining the pedagogical gaps faced by the department with increasing anecdotal employer feedback that graduates were not ‘desk ready’. The paper then outlines the consultation process with the faculty/central careers team and the initial provision of AcF.150 and AcF.350, the employability modules. Changes to the module in the five years which it has been operational include greater involvement with employers, intensive student conferences and workshops, integration of cutting edge technology (e.g. video interview simulations and business games).The paper ends with a discussion on the feedback from students, staff and employers and the potential applicability of the bespoke modules in other Higher Education (HE) institutions
My Senior Fellowship Journey
No full textAfter completing my PhD in 2006 from Lancaster University, I took up a full time lectureship post in the Accounting and Finance department. Due to a change in personal circumstances, and a strong interest in enhancing my pedagogical practice, I moved to a ‘Teaching Fellow’ contract. Last year when I started to prepare my promotion case for ‘Senior Teaching Fellow’, it became apparent that having SFHEA status would help support my case. I had already gained Fellowship status through completing a Postgraduate Certificate in Academic Practice (PGCAP). I have always embraced opportunities to develop my knowledge and professional skills in teaching and leadership. The Senior Fellowship journey allowed me to review of my own educational practice and how it has shaped the way I lead and influence others in relation to teaching and learning. The thirst to learn and then share innovations has been with me since my doctoral days. Fundamental to my progression has been continuous critical reflection of my practice, including ways to use those insights to become a better educator, leader and colleague. By critically reflecting has enabled me to position myself as an individual teacher within the wider frames and concerns of my department, discipline and institution, and to advance my professional achievements and aspirations. Having invested in my academic and professional development, I believe this will consequently enhance the experience of my students and colleagues in Higher Education. Although I have reflected on my teaching approach in previous developmental courses, I never previously had to articulate the principles or values that underpin my teaching approach. However, having had the time to reflect, I found they were congruent to the values of my institution, which probably explains why I have happily worked here for as long as I have. These values have evolved organically through personal experience and cascade down into all my approaches to teaching. Through my reflection, it was also interesting to note how the type of challenges I face in my teaching have evolved over the years. In my early years as an educator, I struggled in dealing with disruptive students, dealing with negative feedback, over-investing in my preparation for teaching, feeling overwhelmed and the pacing of my lectures. Through experience and appropriate training, I have been able to address these challenges and guide others on good practice. I would admit that I still find it difficult to take a strict approach to students who fail to engage in their academic studies. I feel as an educator, there is only so much we can do and students must take responsibility for their actions. An observation - in previous developmental courses there is a normally a dynamic forum for a group of ‘educators’ who share ideas and develop a discourse through which to reflect upon their teaching, learning and practice and to challenge each other’s thinking in a supportive and committed environment. During this journey I felt the reflection was more ‘closed’ with more emphasis on introspective reflection. I am extremely grateful to the reviewers of my case and the extremely detailed and constructive feedback I received from them. Not only did their splendid acknowledgement of my contribution leave me blushing, but their thoughtful advice on how I take my professional development forward was extremely encouraging and inspiring. Dr Sayjda Talib is a Senior Teaching Fellow in the Accounting and Finance Department at Lancaster University. She is also the Programme Director on the Business Management Degree and Dean of Graduate College. Find out more about becoming a Senior Fellow or use our Fellowship Category Tool to find out which category of Fellowship your practice is most closely aligned to
The role and implications of 'award winning' investor relations practices
No full textThis thesis investigates the concept of Investor Relations (IR), its role within organisations and its capital market implications. The thesis consists of two independent but related empirical chapters. First~ I examine whether IR is successful in insulating firms from negative market shocks. The wave of high profile accounting and corporate governance scandals that occurred in the US during 2001 and 2002 placed corporate credibility under the microscope and led to both a crisis in investor confidence and increased investor scepticism towards the capital market (Allen, 2002; Asthana et aI., 2003; Bratton, 2003; Eduardo et al., 2003; Smith, 2003). Against this backdrop, I find no evidence in support of the prediction that an established reputation for effective IR helped shield firms from the general market fallout during several event windows that fall within this crisis period, October 2001 through September 2002. On the contrary, results suggest that firms with established i:R reputations actually fared worse on a series of market-related dimensions, including more negative returns to news ~ssociated with financial credibility issues, and a significant decline in press coverage, trading volume, and analyst coverage. These results suggest the overall reputation of the IR industry may have been tarnished during this period. Second, I analyse the association b~tween the effectiv~ness of firms' IR practices and various properties of analysts' quarterly earnings forecasts. I find that analysts are able to forecast earnings at the end of a quarter more accurately for effective IR firms compared to other firms, suggesting that IR helps firms increase the total amount of infonnation available to the market about the firm. !Ii addition, I find that analysts are able to forecast earnings at the beginning of the quarter more accurately for effective IR firms compared to other firms, suggesting that IR facilitates the flow of information to investors in a timelier manner. Moreover, I find evidence that finns recognised for their effective IR practices guide analyst's forecasts downwards in order to meet or beat expectations more frequently compared to other firms. Similarly, I fmd that when initial forecasts in a quarter are pessimistic, effective IR finns have a greater walk up of earnings expectations over the quarter compared to other finns. Similarly, I fmd that when initial forecasts in the quarter are optimistic, effective IR firms have a greater walk down of earnings expectations compared to other finns. This suggests that managing analysts' expectations so that they do not diverge .significantly from reality is a very important aspect of investor relations. Finally, there is evidence to show that forecasts for effective IR finns become more accurate and less dispersed over the quarter compared to other firms.EThOS - Electronic Theses Online ServiceGBUnited Kingdo
Embedding Employability Insights and Outcomes
No full textICAEW Education Conference, Invited Panellist/Speake
