When publications lead to products: The open science conundrum in new product development

This paper examines interdependencies between firms’ activities in the realms of open science and commercial product development. We present a theoretical framework that outlines when a firm’s involvement in academic communities enhances its innovative performance in terms of new products in development. We argue that the disclosure of more, valuable R&D work in quality scholarly publications and collaborations with academic partners positively affect firm innovation. We further hypothesize a differential effect of adopting open science strategies on the innovation type, being more pronounced for radical innovations than for incremental innovations. We empirically analyze a unique panel dataset containing information on the product innovation performance and R&D activities of 160 UK therapeutic biotechnology firms over the period 1998- 2009. Our results from count data models on the number of new products in development provide empirical support for our hypotheses.     

Exploring the effects of cognitive conflict and direct teaching for students of different academic levels

Despite inconclusive evidence regarding the effectiveness of cognitive conflict, educators still consider it a significant instructional strategy. One of the challenges of current research is to study the conditions under which cognitive conflict is effective. This research examines the notion that cognitive conflict may have dissimilar effects for students of different academic levels. The study compares the effectiveness of teaching the control of variables thinking strategy to students of two academic levels (low vs. high) by two different teaching methods [inducing a cognitive conflict (ICC) vs. direct teaching (DT)]. One hundred twenty‐one students who learned in a heterogeneous school were divided into four experimental groups in a 2 × 2 design. Results show no main effect of teaching method but do show a significant interaction effect between level of students and teaching method. The findings show that students with high academic achievements benefited from the ICC teaching method while the DT method hindered their progress. In contrast, students with low academic achievements benefited from the DT method while the ICC teaching method hindered their progress. The interaction effect was preserved in a retention test that took place 6 months after instruction. The findings show that previous inconclusive findings regarding the effectiveness of the ICC method can be explained by its contradictory effects on students of different academic levels. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 829–855, 2005     

Mathematical thinking of kindergarten boys and girls: similar achievement, different contributing processes

The objective of this study was to examine gender differences in the relations between verbal, spatial, mathematics, and teacher–child mathematics interaction variables. Kindergarten children (N = 80) were videotaped playing games that require mathematical reasoning in the presence of their teachers. The children’s mathematics, spatial, and verbal skills and the teachers’ mathematical communication were assessed. No gender differences were found between the mathematical achievements of the boys and girls, or between their verbal and spatial skills. However, mathematics performance was related to boys’ spatial reasoning and to girls’ verbal skills, suggesting that they use different processes for solving mathematical problems. Furthermore, the boys’ levels of spatial and verbal skills were not found to be related, whereas they were significantly related for girls. The mathematical communication level provided in teacher–child interactions was found to be related to girls’ but not to boys’ mathematics performance, suggesting that boys may need other forms of mathematics communication and teaching.     

How should “hot” players in basketball be defended? The use of fast-and-frugal heuristics by basketball coaches and players in response to streakiness

Previous research has shown that changes in shot difficulty may have rendered the hot-hand effect in basketball unobservable and are potentially a result of defensive adjustments. However, it has not been directly analysed whether strategic changes indeed take place in response to streakiness and whether they are effective with respect to winning games. The current work consists of an experimental study with 18 professional coaches and 20 players based on video sequences from National Basketball Association games, where the shown player displayed a streaky performance in half of the sequences. While coaches were asked to devise a defensive strategy after each viewed sequence, players had to assume the role of the shown player and decide whether to shoot or pass the ball. We find that coaches tended to increase the defensive pressure significantly more often on presumably hot players and thus make use of the hot-hand heuristic. Meanwhile, players chose to shoot more frequently in low-pressure and streaky situations but selected “pass” regardless of the previous performance when they faced increased defensive pressure. Assuming that a streaky player’s performance is indeed elevated during hot phases, hot-hand behaviour can be considered adaptive in certain situations as it led hot players to pass instead of shoot.     

Academic organizations and new industrial fields: Berkeley and Stanford after the rise of biotechnology

The increasing intertwining of academic and commercial research networks has led to fundamental changes in the organization of modern science. Industry links not only affect the professional dynamics within individual scholarly communities but also affect the position of these communities in their broader academic environment. This paper outlines how industry ties open up opportunities for scientific institution builders to strengthen the legitimacy of their fields of scientific enquiry within this environment. How an academic environment shapes efforts by institution-builders to pursue these opportunities is examined in the context of reorganizations in the life sciences at the University of California at Berkeley and Stanford University following the rise of biotechnology during the 1980s and 1990s. This study also highlights how different models of technology transfer shaped the organizational structures of the expansionist initiatives pushed through at these two universities by molecular biologists with close industry ties.