Academic Knowledge Dissemination in the MutualFund Industry: Can Mutual Funds Successfully Adopt Factor Investing Strategies?

2014 ◽  
Vol 40 (4) ◽  
pp. 157-167 ◽  
Author(s):  
Eduard van Gelderen ◽  
Joop Huij
Keyword(s):  
Mutual Funds ◽  
Knowledge Dissemination ◽  
Academic Knowledge ◽  
Factor Investing

Een pleidooi voor valorisatie van de Arbeids- en Organisatiepsychologie

2012 ◽  
Vol 25 (3) ◽  
Author(s):  
Aukje Nauta ◽  
Carsten de Dreu
Keyword(s):  
Organizational Psychology ◽  
Knowledge Utilization ◽  
Knowledge Dissemination ◽  
Knowledge Use ◽  
Academic Knowledge ◽  
Funding Sources ◽  
Psychological Knowledge ◽  
Competitive Products ◽  
Forms Of Knowledge

A plea for the utilization of organizational psychology A plea for the utilization of organizational psychology This article is a plea for the utilization of organizational psychology. Knowledge utilization is the process of creating value from knowledge, by making knowledge suitable and/or available for economic and/or societal use, and translating knowledge into competitive products, services, processes and new businesses. We describe two forms of knowledge utilization – knowledge dissemination and knowledge use – and illustrate how organizational psychologists working at universities are already engaged in spreading their academic knowledge and collaborating with practitioners, as to put organizational psychological knowledge into practice. However, utilization could be improved, by making deals that benefit both practice and academia (so-called integrative or ‘win-win’ deals). Knowledge utilization is not only a means to tap new funding sources in economically tough times, but also an ideal way to contribute to society and (people in) organizations.

Factor Investing from Concept to Implementation

2019 ◽  
Keyword(s):  
Asset Pricing ◽  
Mutual Funds ◽  
Mutual Fund ◽  
Fund Flows ◽  
Sample Period ◽  
Random Factor ◽  
Asset Pricing Anomalies ◽  
Pricing Anomalies ◽  
Factor Investing

Mutual funds following factor investing strategies based on equity asset pricing anomalies, such as the small-cap, value, and momentum effects, earn significantly higher alphas than traditional actively managed mutual funds. The authors report that a buy-and-hold strategy for a random factor fund yields 110 basis points per annum in excess of the return earned by the average traditional actively managed mutual fund. However, they find that the actual returns that investors earn by investing in factor mutual funds are significantly lower because investors dynamically reallocate their funds both across factors and factor managers. Although factor funds have attracted significant fund flows over their sample period, it appears that fund flows have been driven by factor funds earning high past returns and not by the funds providing factor exposures. The authors argue that, rather than timing factors and factor managers, investors would be better off by using a buy-and-hold strategy and selecting a multifactor manager.

The Study of the Determinants Affecting the Performance of Mutual Funds in Indiaequity Mutual Fund

2019 ◽  
Vol 54 (5) ◽  
pp. 58
Author(s):  
Preeta Sinha ◽  
Tamal Taru Roy ◽  
Debi Prasad Lahiri
Keyword(s):  
Mutual Funds ◽  
Mutual Fund

PHASAL REALIZATIONS IN CLASSROOM DISCOURSE A Systemic-Functional Analysis

TABULARASA ◽  
2014 ◽  
Vol 11 (2) ◽  
Author(s):  
Lasyuli Simbolon
Keyword(s):  
Functional Analysis ◽  
Strong Evidence ◽  
Classroom Discourse ◽  
Social Values ◽  
Classroom Interactions ◽  
Classification Schemes ◽  
Complementary Method ◽  
Academic Knowledge ◽  
Primary Instrument

This article examines the phasal realizations characteristic of the classroom discourse. The data are collected by means of audio-visual recordings and transcriptions, and they are analyzed by employing a complementary method of analysis of Young’s model. The primary instrument of this study is the researcher herself, whereas the secondary instruments are (1) classification schemes of the semiotic aspect in focus, (2) data sheets that contain 4 classroom discourse-in-texts, and (3) notes on each classroom discourse-in-text. The findings reveal that the CD-in-text as a whole is typically realized and characterized by the following: (1) Substantiation (SU) as the most prominent macro-function and the Conclusion (CO) as the least prominent, (2) the Interchange (IC) as the most prominent micro-function and the Apology (AP) as the least prominent. Based on the main findings, there is strong evidence to suggest that the ‘semiotic behavior’ of the CD-in-text as a whole is motivated by the goal-oriented need, and the goal to achieve has tended to be more academic-oriented than social-oriented. In this, the teachers as the primary speakers of the classroom interactions have tended to focus on the transformation of intellectual values (academic knowledge/skills) with the least social values involved therein. The most prominently occurring SU macro-function and IC micro-function are clear indicators of this endeavor. The scope and the objectives of this study have been delimited to investigate CD phenomena at the levels of phase and sub-phase.

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