Lender learning and entry under demand uncertainty

This paper examines the effect of demand uncertainty on the properties of the first period contract between a lender and the incumbent, when there is a threat of entry. The main findings are that unlike the cost uncertainty case, entry has no effect on the incumbent's incentives and it leads the lender to learn less.

Debt, Managerial Incentives and Learning.

Using a dynamic model with uncertainty and asymmetric information, we study the impact of debt on managerial compensation and performance targets. In this model, compensation has two roles to play – providing incentives to the manager and learning about his type. We show that debt acts as a substitute of compensation in both dimensions. If uncertainty is not too low, the incentive role of debt dominates the learning role. Thus in the presence of debt, compensation contracts can be more effective in learning about the manager. As debt increases, the pay-performance sensitivity falls and learning increases. We also examine the choice of debt and derive conditions under which a positive level of debt is optimal. We also conduct comparative statistics with respect to the degree of asymmetric information and uncertainty.

Teaching effective communication through e-Learning

To meet the needs of a globalized world, a university curriculum needs to address theoretical and practical skills which emphasise versatility, adaptability and flexibility for a more creative workforce, adaptive in knowledge and well-equipped with a range of skills to actively contribute to the new economy. These skills include people management, problem analysis, communication skills, as well as technical skills for presentation, aspects of delivery and modes of enquiry. The greatest challenge faced by SIM University (UniSIM), Singapore’s only university for working adults, is how to respond innovatively to the demand for new and dynamic skills competencies,lifelong learning and e-technologies. In recognition of this demand, UniSIM employs an eclectic pedagogical approach in delivering its courses such as the university core module entitled Effective Communication which uses the “blended learning” model, defined as "the effective combination of different modes of delivery, models of teaching and styles of learning" (Procter, 2003). This paper examines the development process of this course and its blended learning approach which combines modern technology using interactive learning on e-platforms such as Blackboard with traditional methods using textbooks, face-to-face lectures and tutorials to enable working adults to optimize their learning experience at the tertiary level

Media practioners engaging with higher education.

This Case Study focuses on teacher-practitioners in higher education (HE) and the benefits and challenges that they have encountered through this type of engagement. Its aim is to explore whether practitioners’ engagement with HE has made a significant impact on lifestyle and work practices. Most importantly, though, this case study will qualify what HE has given to teacher-practitioners and how they will look to apply their experiences to future achievements and aspirations