Texas Christian University

About: Texas Christian University is a education organization based out in Fort Worth, Texas, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 3245 authors who have published 8258 publications receiving 282216 citations. The organization is also known as: TCU & Texas Christian University, TCU.

Founder/Chief Executive Officer Exit: A Social Capital Perspective of New Ventures

Abstract: Several studies have examined the impact of aCEO's exit from the firm on the firm's performance. However, the findingsof these studies are mixed and inconclusive.This research seeks tounderstand the impact on social capital of CEO/founder departure among bothmature and new ventures. The role of social capital within new ventures is explored via pastliterature, as is the impact of social capital losses on new ventureperformance and the ways in which top management teams (TMTs) mitigate theselosses.The researchers propose five hypotheses related to the influenceof founder/CEO departure on new venture performance.Employing data fromthe Sheshunoff BankSearch Database that was compiled from 1996 to 2000, asample (n=798) of performance data from U.S. startup banks iscompiled. The findings of the study indicate significant support for the followingthree hypotheses:(1) firm performance is negatively impacted byfounder/CEO departure; (2) firm performance is negatively influenced byrepeated exits in the CEO position; and (3) the relationship between firmperformance and CEO/founder exit is regulated as the size of the TMTincreases.No support is foundfor the following hypotheses:(1)firm performance will improve if the founder/CEO maintains that position forthe first three years of firm existence, and (2) firm performance will beregulated by the presence of an additional TMT member plus the founder/CEO.(AKP)

Does Tax Risk Affect Investor Valuation of Tax Avoidance

Abstract: We examine how investors value tax avoidance (measured as the level of cash ETRs) and tax risk (measured as the volatility of cash ETRs), and how these constructs interact to influence firm value. Our results suggest that investors positively value tax avoidance but negatively value tax risk and, most importantly, that greater tax risk moderates the positive valuation of tax avoidance. Results of tests in the post-FIN 48 period suggest that while disclosures of uncertain tax positions are informative to investors, they are generally associated with firm value incremental to (rather than as a substitute for) cash ETR-based measures of tax avoidance and tax risk. In additional analyses, we find that contemporaneous measures of tax avoidance and tax risk provide insight into future tax cash flows and that our results hold using GAAP ETR-based measures of tax avoidance and tax risk. Broadly, our findings provide new evidence on how taxes affect firm value and suggest that tax avoidance and tax risk should be considered jointly rather than in isolation.

On Lie Detection “Wizards”

Abstract: M. O’Sullivan and P. Ekman (2004) claim to have discovered 29 wizards of deception detection. The present commentary offers a statistical critique of the evidence for this claim. Analyses reveal that chance can explain results that the authors attribute to wizardry. Thus, by the usual statistical logic of psychological research, O’Sullivan and Ekman's claims about wizardry are gratuitous. Even so, there may be individuals whose wizardry remains to be uncovered. Thus, the commentary outlines forms of evidence that are (and are not) capable of diagnosing lie detection wizardry.

On Students’ (Mis)judgments of Learning and Teaching Effectiveness

Abstract: Students’ judgments of their own learning are often misled by intuitive yet false ideas about how people learn. In educational settings, learning experiences that minimize effort and increase the appearance of fluency, engagement, and enthusiasm often inflate students’ estimates of their own learning, but do not always enhance their actual learning. We review the research on these “illusions of learning,” how they can mislead students’ evaluations of the effectiveness of their instructors, and how students’ evaluations of teaching effectiveness can be biased by factors unrelated to teaching. We argue that the heavy reliance on student evaluations of teaching in decisions about faculty hiring and promotion might encourage teaching practices that boost students’ subjective ratings of teaching effectiveness, but do not enhance—and may even undermine—students’ learning and their development of metacognitive skills.