Jüngst haben sich mehrere Publikumsgesellschaften entschieden, ihre Rechnungslegung von International Financial Reporting Standards (IFRS) auf Swiss GAAP FER umzustellen. Zudem hat die Debatte zum Entwurf für ein Rechnungslegungsgesetz das Interesse an Swiss GAAP FER neu entfacht. Auch öffentlich-rechtliche Körperschaften beschäftigen sich zunehmend mit Swiss GAAP FER. Der Artikel zeigt auf, wie bei einer Umstellung vorzugehen ist.
To date, little is known about the effects of the composition of skills on academic entrepreneurship. Therefore, in this paper, following Lazear’s (2005) jack-of-all-trades approach, we study how his or her composition of skills affects a scientist’s intention of becoming an entrepreneur. Extending Lazear, we examine how the effect of balanced entrepreneurial skills is moderated by a balanced working time allocations and peer effects. Using unique data collected from 480 life sciences researchers, we provide the first evidence that scientists with more balanced skills are more likely to have higher entrepreneurial intentions, particularly when they are in contact with entrepreneurial peers. Furthermore, we find even higher entrepreneurial intentions when balanced skill sets are combined with balanced working time allocations. Thus, to encourage the entrepreneurial intentions of life scientists, one has to ensure that they are exposed to diverse work experiences, have balanced working time allocations across different activities and work with entrepreneurial peers; i.e., collaborating with colleagues or academic scientists who have started new ventures in the past is important.
Although studies of student employment (‘earning while learning’) mostly find positive wage effects, they do not adequately consider the relation of the employment to the field of study. We investigate how different types of student employment during tertiary education affect short- and long-term labour market returns. Beyond examining differences between non-working and part-time working students, we distinguish between student employment related and unrelated to the field of study. Our results show significant positive labour market returns of ‘earning while learning’ only for student employment related to the field of study. These returns consist of a lower unemployment risk, shorter job-search duration, higher wage effects, and greater job responsibility.
In our paper, we explore the diversity-performance link in knowledge production and argue it to be the result of two countervailing effects (resource vs. process perspective). Theoretically, we show that the relative strength of the two effects crucially depends on moderating factors that relate to specificities of the knowledge production process, the type of diversity and group interaction. We empirically test our hypotheses based on an original data set of 45 university research groups from different disciplinary fields which are by nature expected to produce new knowledge and are faced with complex tasks. Employing traditional OLS regressions as well as non-parametric LOWESS analyses, our hypotheses are largely born out by the data. In particular, we find a U-shaped relation between cultural diversity and performance in research groups from the humanities & social sciences and a negative link between functional diversity and per-formance in research groups from the natural sciences. As the disciplinary fields proxy different underlying knowledge production processes, the implications of our study can be generalized to other settings and help derive general conclusions for the management of diversity and future competitiveness strategies in knowledge intensive economies.
This paper investigates the effect of financial incentives on student performance and analyzes for the first time how the incentive effect in education is moderated by students’ risk and time preferences. To examine this interaction we use a natural experiment that we combine with data from surveys and economic experiments on risk and time preferences. We not only find that students who are offered financial incentives for better grades have on average better first- and second-year grade point averages, but more importantly, we find that highly impatient students respond more strongly to financial incentives than less impatient students. This finding suggests that financial incentives are most effective if they solve educational problems of myopic students.
Drawing on an unusually large set of employer-employee data, we examine how workers’ pay is related to the educational composition within their occupational group. We find that educational composition as measured by the educational diversity and the educational level of an occupational group is positively related to its workers’ pay within that group. In addition, our findings suggest that the educational level moderates the positive effect of educational diversity, i.e. that pay increases related to diversity are higher in occupational groups with higher levels of education. We also discuss implications for management practice and possible further theoretical developments.
