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This paper analyzes the impact of increased federal regulatory enforcement from the SEC's Municipalities Continuing Disclosure Cooperation (MCDC) initiative on municipal debt issuers continuing disclosure practices.

We analyze the changes in continuing disclosure practices by estimating a series of difference-in-differences regressions based on variables representing issuers' changes in regulatory risk after the MCDC. The continuing disclosure data are hand-collected for 827 cities over a seven-year period.

The empirical findings indicate that increased regulatory enforcement has a significant impact on continuing disclosure compliance. We find increased enforcement has no impact on issuers that already have a higher probability of being monitored by federal regulators. We also find that an increase in continuing disclosure compliance does not automatically increase continuing disclosure timeliness.

The MCDC lacks monetary penalties for noncompliant bond issuers and no direct regulatory consequences exist for untimely disclosure. Our findings suggest that regulatory enforcement should be followed by adequate sanctions to emphasize the credibility of the enforcement threat and the SEC should consider requiring bond issuers to commit to the timely disclosure of significant information in offering documents.

This paper extends prior studies by analyzing regulatory risk in the market, and the ability of regulation to reduce disclosure compliance deficiencies in the municipal market. By focusing on the MCDC, this study is able to disentangle the impact of regulatory enforcement from the changes in accounting regulation.

Policymakers worldwide have proposed a new contract – the ‘social impact bond’ (SIB) – which they claim can allay the underperformance afflicting not-for-profits, by tying the private returns of (social) investors to the success of social programs. We investigate experimentally how SIBs perform in a first-best world, where investors are rational and able to obtain hard information on not-for-profits’ performance. Using a principal-agent multitasking framework, we compare SIBs to inputs-based contracts (IBs) and performance-based contracts (PBs). IBs are based on a piece-rate mechanism, PBs on a non-binding bonus mechanism, and SIBs on a mechanism that, due to the presence of an investor, offers full enforceability. Although SIBs can perfectly enforce good behaviour, they also require the principal (i.e., government) to relinquish control over the agent’s (i.e., not-for-profit’s) payoff to a self-regarding investor, which prevents the principal and agent from being reciprocal. In spite of these drawbacks, in our experiment SIBs outperformed IBs and PBs. We therefore conclude that, at least in our laboratory test-bed, SIBs can allay the underperformance of not-for-profits.

The COVID-19 pandemic has driven universities to deliver education online, making use of digital platforms for both formal and informal learning. This move has accelerated concerns regarding institutions’ capabilities to protect students from online abuse and support those who fall victim to its many forms. Empirical data drawn from UK universities prior to the pandemic highlight the lack of policy and practice across the university sector around both awareness of, and support from, online abuse among the student body. Further concerns during the pandemic, which highlight failures not just of safeguarding policy, but cybersecurity practice, demonstrate the need for universities to not only recognise their duty of care regarding student welfare but also to provide training and education for all, making use of online and hybrid higher education.

This study aims to examine current key debates on learning technologies in the everyday life of lecturers and explores their experiences of learning technologies.

The research adopted a mixed method ethnographic approach to explore the perceptions of academics at a new university in the UK. The narrative and image data was collected via 30 interviews and an online forum and then subjected to grounded theory analysis. This study presents the findings of the study and discusses aspects of quality and meaningful engagement by academic staff with learning technologies in a higher education environment.

Analysis of the data revealed the central concepts of paradigms, paradoxes and professionalism. The diversity of perspectives of staff and students, skills, motivations and capabilities is fundamental to developing, supporting and promoting the innovative use of e‐learning and learning technologies in learning, teaching and assessment.

This study examined the reality of lecturers’ relationships with learning technologies in everyday life and the diversity of those lived experiences in relation to social change and educational ideologies. This study is, therefore, significant and adds to knowledge and understanding of academics’ perspectives which Hanson claims have previously been neglected. This research also contributes to previous studies of e‐learning and Actor Network theory (ANT).

This chapter considers young people’s experiences of inequality as being unemployed in a small seaside town in the United Kingdom which has high levels of deprivation. It draws upon qualitative data from a study undertaken with 52 young people aged between 16 and 24, undertaken in 2015, to examine the impact of the economic recession on their lived experiences of seeking work and poverty. All the young people who participated in the study stated that they wanted to work but that there simply were not jobs available for them to do. What work they could find was often poorly paid, temporary and involved travel which they could not afford. The financial sanctions imposed on them by the Job Centre resulted in extreme hardship, hunger and homelessness. Often the young people talked about various forms of crime including drug-dealing and drug-taking as a way of dealing with the consequences of unemployment.