Introduction to Social and Psychological Perspectices in Collaboration Research Minitrack

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From Efficient Market Theory to Behavioral Finance

The efficient markets theory reached the height of its dominance in academic circles around the 1970s. Faith in this theory was eroded by a succession of discoveries of anomalies, many in the 1980s, and of evidence of excess volatility of returns. Finance literature in this decade and after suggests a more nuanced view of the value of the efficient markets theory, and, starting in the 1990s, a blossoming of research on behavioral finance. Some important developments in the 1990s and recently include feedback theories, models of the interaction of smart money with ordinary investors, and evidence on obstacles to smart money.Speculative markets, Rational expectations, Psychology, Anomalies, Excess volatility, Feedback, Smart money, Limits to arbitrage, Short sales

Reflections on design of active learning module for training emergency management professionals in virtual reality

Experiences gained through learning design projects can be used as the basis to build systematic knowledge of digitization and active leaning in higher education. One such project funded by the Norwegian Agency for Digital Learning in Higher Educations (Norgesuniversitetet) has explored the design and trialling of a new resource for Emergency Management education that is based on theories of Active Learning and applies an innovative use of virtual reality technologies (VR). The project de-velops an active learning module (ALM) in a specialized VR simulation. The ALM has the learning objective to aid Emergency Management and Health professional students in the training of communi-cations in management during a crisis situation. The student interactions in the virtual reality simulat-ed ALM are active learning, because they are required to make real-time decisions while (1) interact-ing with the simulated environment and (2) they are communicating with colleagues within profession and across professions. This paper is based on observed and collected data from two days of trials using the ALM, with non-professional students in April 2016 and with Emergency Management and Health professional students in March 2017. The purpose of this paper is not to report on the learning outcomes for the students participating in these particular trials. Rather, based on the experiences of the trial-runs, the educational module (ALM) designers will reflect on the educational challenges within the thematic area. We will describe and discuss the elements of the active learning design such as the learning activities, the assessment forms, and the organizational implementation within the thematic educational programs. We will discuss how technology plays a role in achieving or hindering active learning objectives. Finally, we will reflect on how future designs of ALM can be further devel-oped to better meet the learning needs of the primary target learning group. Keywords: active learning, virtual reality, emergency management trainingpublishedVersio

From Efficient Market Theory to Behavioral Finance

The efficient markets theory reached the height of its dominance in academic circles around the 1970s. Faith in this theory was eroded by a succession of discoveries of anomalies, many in the 1980s, and of evidence of excess volatility of returns. Finance literature in this decade and after suggests a more nuanced view of the value of the efficient markets theory, and, starting in the 1990s, a blossoming of research on behavioral finance. Some important developments in the 1990s and recently include feedback theories, models of the interaction of smart money with ordinary investors, and evidence on obstacles to smart money

Initial Validation of the Race-Ethnicity Supervision Scale (RESS)

In this dissertation study, the author reports on the initial psychometric evaluation of the Race-Ethnicity Supervision Scale (RESS) with data collected from three studies and 307 mental health counseling and psychology trainees. Exploratory factor analyses yielded a 29-item scale with a four factor model (a) Promoting Supervisee Racial/Ethnic Cultural Competence, (b) Development and Responsivity to Cultural Identity in Supervision, (c) Perceived Supervisor Cultural Competence, and (d) Harmful Supervisory Practices. RESS scores were internally consistent and remained stable over a 3-week period. Construct validity evidence suggested RESS scores were positively related to MSI scores and unrelated to social desirability. Limitations and recommendations for future research are also discussed

Discourses on encountering multilingual learners in Finnish schools

The study examines the narratives of Finnish lower secondary school teachers working in linguistically diverse schools by analysing their narratives’ discourses on encountering multilingual learners. The study reflects the current period when the Finnish education system is experiencing growth in linguistic diversity and a change in educational policies that require language-awareness from all teachers. In the study, 16 teachers participated in semi-structured group interviews. The teachers’ narratives were analysed by applying a framework for linguistically responsive teaching (Lucas & Villegas, 2013) in combination with discourse analytical methods. The analysis resulted in six discourses concerning agency, acceptance, and change in the school culture. The findings provide insights into the complex and multivoiced ways in which teaching multilingual learners is discussed. By revealing contradictory and overlapping voices, the study deepens the understanding of the process of developing teachers’ preparedness for linguistically diverse classrooms.</p

The lived experience of the English as a Second Language RN-BSN degree completion student integrating to an online learning environment

Enrollment in registered nurse-bachelor of science in nursing (RN-BSN) degree completion programs have increased in the last several years. Due to this increase, many programs have begun to offer their RN-BSN programs completely online or in a hybrid format. Often times, students who choose to pursue their degree online come from various cultural and ethnic backgrounds and speak English as a second language (ESL). There is limited research about the experiences of these students in this unique learning environment. The purpose of this study was to explore the lived experience of RN-BSN ESL nursing students who are engaged in learning online and understanding their process of cultural integration. Vygotsky’s sociocultural theory served as the theoretical framework and underpinning for this study. Ten individual interviews were conducted incorporating van Manen’s (1990) methodological steps for exploring the lived experience. Through phenomenological reflection, five major themes emerged: (a) understanding the online classroom, (b) expressing culture online, (c) alone but not lonely, (d) writing as a surmountable barrier, and (e) faculty role in the online journey. RN-BSN ESL nursing students who choose to pursue their degree completion completely online or in the hybrid format do so mainly for convenience and flexibility. Exploring their lived experiences offered insight into their personal challenges and triumphs with online cultural integration, writing, and obtaining the support needed to be successful

First-Generation College Students\u27 Lived Experiences in an Undergraduate Music Education Program: A Transcendental Phenomenological Study

The purpose of this transcendental phenomenological study is to describe the lived experiences of first-generation college students (FGCSs) majoring in music education at a small, private university in the southeastern United States. Through understanding FGCSs’ experiences, university faculty and administrators can make informed decisions that can help this important sub-population of students. The self-determination theory (SDT) and the relationships motivation theory (SDT mini-theory) have guided this study exploring the central research question: How do FGCSs describe their lived experiences while majoring in music education? Sub-questions include (1) how do FGCSs majoring in music education describe challenges relating to self-determination while attempting to complete an undergraduate degree, (2) how do FGCSs majoring in music education describe successes relating to self-determination while attempting to complete an undergraduate degree, and (3) how do FGCSs majoring in music education at a small, private university in the southeastern United States describe their communication relating to self-determination with faculty, staff, and administration at the students’ institution of study while attempting to complete an undergraduate degree? Criterion and purposeful sampling was used to select eight-12 participants. Data was collected through individual interviews, a focus group, and personal journals. The interview data was recorded using an audio device to provide accurate transcription. Data analysis was conducted using a transcendental phenomenological approach including the epoché, phenomenological reduction, imaginative variation, and meaning synthesizing producing themes to create implications and suggestions for future research