Teaching And Research Interests In Real Estate

This paper presents the findings of an investigation aimed at determining teaching and research interests of U.S. finance faculty regarding the academic discipline of real estate.  The paper focuses on two groups of finance faculty from six academic years spanning the 1994-2005 period.  While one group consists of an exhaustive roster of titled professors of finance as per the Hasselback directories, the other consists of randomly selected samples of finance educators from over 800 U.S. colleges and universities.  On average, about 1 in 14 titled professors and 1 and 13 randomly selected finance professors had noted real estate as an area of teaching interest.  Approximately 5 percent of all reported teaching interests were in real estate for both groups of faculty.  The study also reveals that about 1 in 11 titled professors and 1 in 12 sampled faculty had an interest in conducting research in the real estate field.  Among the randomly selected finance faculty who wanted to teach or perform research in real estate, less than 20 percent were assistant professors, 30 percent were associate professors and more than 40 percent were full professors

The Price-Volume Relationship In The Chilean Stock Market

This study focuses on the econometric relations between daily returns and daily trading volume changes on the Santiago Stock Exchange of Chile. To meet this task, the study utilizes the data of the Selective Stock Price Index, IPSA, from January, 2003 through October, 2006. A significant contemporaneous relation is found between volume and returns. The evidence also indicates that the said relation is asymmetric. Moreover, the results support the notion that the trading volume makes the market move. The causality test results provide a clear evidence of daily returns Granger causing daily trading volume changes in the Chilean equity market

Examining A Decade Of Named Marketing Chairs In The United States

Named chairs in the academic field of marketing are examined for ten years providing time series and cross-sectional analysis to determine a profile of their personal characteristics and their schools

Characteristics of Accounting Faculty in the U.S.

In this article, the academic and personal characteristics of Accounting faculty members at Colleges and Universities in the United States are analyzed to determine the demographics of the Accounting Professorate. Data on 12 variables were collected for the 2004-2005 academic year as a means of constructing a professional profile of the typical accounting professor teaching at today’s universities. Given that there are anticipated shortages of accounting faculty, this information should be of interest to students who are considering accounting as a major, those contemplating entering the profession, and those faculty members who are engaged in educating the next generation of accounting faculty members

Characteristics Of Accounting Faculty In The U.S.

In this article, the academic and personal characteristics of Accounting faculty members at Colleges and Universities in the United States are analyzed to determine the demographics of the Accounting Professorate. Data on 12 variables were collected for the 2004-2005 academic year as a means of constructing a professional profile of the typical accounting professor teaching at todays universities. Given that there are anticipated shortages of accounting faculty, this information should be of interest to students who are considering accounting as a major, those contemplating entering the profession, and those faculty members who are engaged in educating the next generation of accounting faculty members

Courses On Forensics And Fraud Examination In The Accounting Curriculum

Following the frauds of Enron and MCI and the legislation of Sarbanes-Oxley, critics turned their attention toward universities to determine how accounting programs were preparing students to prevent and detect frauds in the future. The American Accounting Association (AAA) called on educators to develop courses in forensic accounting and fraud examination to enhance curriculum and assist students to pursue careers in these areas. This article reviews the curricula of AACSB Accredited Accounting programs to determine how they responded to these concerns and whether programs of study in the areas of forensic accounting and fraud examination are readily available and accessible

Courses On Forensics And Fraud Examination In The Accounting Curriculum

Following the frauds of Enron and MCI and the legislation of Sarbanes-Oxley, critics turned their attention toward universities to determine how accounting programs were preparing students to prevent and detect frauds in the future. The American Accounting Association (AAA) called on educators to develop courses in forensic accounting and fraud examination to enhance curriculum and assist students to pursue careers in these areas. This article reviews the curricula of AACSB Accredited Accounting programs to determine how they responded to these concerns and whether programs of study in the areas of forensic accounting and fraud examination are readily available and accessible