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Fintech: Open Access research exploring new frontiers in financial technology

Strathprints makes available Open Access scholarly outputs by the Department of Accounting & Finance at Strathclyde. Particular research specialisms include financial risk management and investment strategies.

The Department also hosts the Centre for Financial Regulation and Innovation (CeFRI), demonstrating research expertise in fintech and capital markets. It also aims to provide a strategic link between academia, policy-makers, regulators and other financial industry participants.

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Number of items: 7.

Major, Jae and Santoro, Ninetta (2016) Supervising an international teaching practicum: building partnerships in postcolonial contexts. Oxford Review of Education. ISSN 0305-4985

Basit, T and Santoro, Ninetta (2011) Playing the role of 'cultural expert' : teachers of ethnic difference in Britain and Australia. Oxford Review of Education, 37 (1). pp. 37-52. ISSN 0305-4985

Jajdelska, Elspeth (2010) ‘The very defective and erroneous method’ : reading instruction and social identity in elite eighteenth-century learners. Oxford Review of Education, 36 (2). pp. 141-156. ISSN 0305-4985

Deuchar, R. (2009) Seen and heard, and then not heard: Scottish pupils' experience of democratic educational practice during the transition from primary to secondary school. Oxford Review of Education, 35 (1). pp. 23-40. ISSN 0305-4985

Cassidy, C. and Christie, D. and Coutts, N. and Dunn, J. and Sinclair, C.M. and Skinner, D. and Wilson, A.W. (2008) Building communities of educational enquiry. Oxford Review of Education, 34 (2). ISSN 0305-4985

Deuchar, Ross (2004) Changing paradigms - the potential of enterprise education as an adequate vehicle for promoting and enhancing education for active and responsible citizenship: illustrations from a Scottish perspective. Oxford Review of Education, 30 (2). pp. 223-239. ISSN 0305-4985

Elliot, J. and Hufton, N. and Illushin, L. and Lauchlan, Fraser (2001) Motivation in the junior years : international perspectives on children's attitudes, expectations and behaviour and their relationship to educational achievement. Oxford Review of Education, 27 (1). pp. 37-68. ISSN 0305-4985

This list was generated on Sat Mar 24 05:30:25 2018 GMT.