Externalities of openness in innovation

Discussion of open innovation has typically stressed the benefits to the individual enterprise from boundary-spanning linkages and improved internal knowledge sharing. In this paper we explore the potential for wider benefits from openness in innovation and argue that openness may itself generate positive externalities by enabling improved knowledge diffusion. The potential for these (positive) externalities suggests a divergence between the private and social returns to openness and the potential for a sub-optimal level of openness where this is determined purely by firms’ private returns. Our analysis is based on Irish plant-level panel data from manufacturing industry over the period 1994–2008. Based on instrumental variables regression models our results suggest that externalities of openness in innovation are significant and that they are positively associated with firms’ innovation performance. We find that these externality effects are unlikely to work through their effect on the spread of open innovation practices. Instead, they appear to positively influence innovation outputs by either increasing knowledge diffusion or strengthening competition. Our evidence on the significance of externalities from openness in innovation provides a rationale for public policy aimed at promoting open innovation practices among firms.     

Self-Esteem, Locus of Control, College Adjustment, and GPA Among First- and Continuing-Generation Students: A Moderator Model of Generational Status

The role of generational status (first-generation vs. continuing-generation college students) as a moderator of the relationship between psychological factors and college outcomes was tested to determine whether generational status acts as a risk factor or as a sensitizing factor. The sample consisted of 322 undergraduate students who completed online measures of self-esteem, locus of control, and academic adjustment and provided self-reports of GPA. Generational status significantly moderated the relationship between psychological factors and academic outcomes. Generally, it was found that the relationship between psychological factors and academic outcomes were strongest among first-generation students. Further, it was found that for the majority of the interactions with locus of control, first-generation status acted as a sensitizing factor that amplified both the positive and negative effects of locus of control. In contrast, for self-esteem, first generation status acted as a risk factor that only exacerbated the negative effects of low self-esteem. These results are interpreted as reflecting motivational differences between first- and continuing-generation students and are discussed with respect to the social/cultural capital hypothesis that is most frequently presented in the existing literature.     

Online discussion in schools: Towards a pedagogical framework

In this paper, we draw on Bernstein's [1996. Pedagogy, symbolic control and identity: Theory, research, critique. London: Taylor and Francis] notion of framing of pedagogical communication to propose a framework for use in specific literacy contexts. Here, we illustrate how this framework has emerged from an examination of text response online discussions in the English/Language Arts curriculum in primary and secondary school contexts ostensibly concerned with the development of critical literacies. We focus on the selection of the literary texts and the prompts around those, the pacing and sequencing of the discussion, and the way in which responses are negotiated online. Using this framework in two specific contexts, we find that the more mediated, but less interactive framing in one institutional context tends to support the development of desired critical literacy practices, while the less mediated but more interactive framing of the online discussions in the second context is less supportive of such literacy practices. We suggest that this analytical framework could be adapted for use in a range of online contexts in order to make more visible the extent to which the intended forms of literacy are realised and which interactional affordances are exploited in the process.     

Voicing Resistance: Adolescent boys and the cultural practice of leisure reading

This article describes a theoretically informed methodology for eliciting the voices of adolescent boys identified by their teachers and parents as reluctant leisure time readers. Similar methods have also been used to draw out the voices of the boys’ parents to understand their efforts to guide and maintain their sons’ literacy practices, within the context of one middle class Australian school community. The concept of “voice” in our research of boys as capable but differently committed leisure time readers is informed by a socio-cultural theory that foregrounds the processes of enculturation, appropriation, and agency as fundamental to identity formation. In this regard the varied ways in which the boys in the study have taken up the reading practices valued in their families is illustrative of the mutuality of individual agency and cultural processes. In describing both the theoretical and conceptual framing of a methodology designed to investigate in particular those boys who have resisted their families’ reading dispositions we hope to highlight how individuals struggle to construct new values within patterns of cultural practice.     

Nonassertive expression of parental approval and disapproval and its relationship to child disturbance.

Assertiveness and affective quality of voice intonation were compared for approving, neutral, and disapproving statements made by 20 sets of parents of elementary-aged children who demonstrated emotional or behavioral disturbances in school and 20 sets of parents of "normal" control children. For mothers, a significant interaction (p = .01) was found between parental group and verbal affect: mothers of "normal" control children demonstrated more assertive voice intonation when expressing affective verbal content (approval or disapproval) than when making neutral statements; mothers of "disturbed" children demonstrated less assertive voice intonation when expressing affective verbal content than when making neutral statements. Differences between mothers on affective quality of voice did not reach statistical significance. No significant differences were found for fathers.     

Visual Assertions: Effects of Photo Manipulation and Dual Processing for Food Advertisements

In our media landscape, consumers view a plethora of messages with visual assertions, created through postproduction photo manipulation, which communicate meaning at-a-glance. These visual assertions are processed initially and directly and greatly influence how consumers think, feel, and behave. Yet the impact of visuals, which likely color all processing, is not incorporated in persuasive message processing models. Using dual processing models from multiple disciplines as a theoretical foundation, this study demonstrates through two experiments that the effects of photo manipulation, as visual assertions, in food advertising increased consumers' perceptions of healthfulness, positive attitudes, and purchase intentions. Dual processing models for persuasive messages should be extended to account for the initial, influential visual processing of implied assertions, often manipulated during postproduction.     

Decolonizing the Church/Decolonizing Language: Postcolonial Christianity,Language Ideologies,and the Morality of Teaching Vernacular Arabic (Darija) in Algeria

ABSTRACT

In the mid-20^th century, as the global colonial order collapsed, language and education were two of the most affectively, politically, and economically challenging domains of decolonization efforts. Parler Algérien (Speak Algerian), an experimental method for the teaching and learning of Darija (Algerian vernacular Arabic), created by Catholic clergymen and women in the early 1970s, provides an illustration of an attempt to decolonize language learning in postcolonial Algeria. The Catholic creators of Parler Algérien assumed a stance of solidarity with the independent nation, an alignment that translated into the entextualization of a number of linguistic and non-linguistic features in the textbook. This ethnography of a Darija classroom examines the shifting language ideologies that mediate the text’s interpretation in the 21^st century. I argue that the interdiscursive residues of Parler Algérien’s postcolonial context of production shape its uptake in the 21^st century classroom, but not in the ways that the authors intended.