Resource constraints as triggers of radical innovation: Longitudinal evidence from the manufacturing sector

Despite the significant role of radical innovation as a driver of firm growth and performance, the consequences of resource constraints for radical innovation outcomes remain unknown. Our paper addresses this gap. We combine arguments from entrepreneurship theory and the theory of recombinative innovation to construct an overarching theoretical framework that argues why resource constraints can promote, rather than impede, radical innovation. We then build hypotheses on two specific resource constraints, knowledge and financial, and test these by a lagged-variable random-effects Tobit model with longitudinal data from an exceptionally large and detailed innovation survey. Controlling for absorptive capacity, firm age, and firm growth, we find full support for the hypothesis that knowledge constraints spur radical innovation and partial support for the hypothesis that financial constraints spur radical innovation. We discuss the theoretical significance of these findings and point to managerial implications and paths for future research.     

Teaching About Sound: A Select Historical Examination of Research

The teaching of the science topic sound, a popular topic in science instruction, is selectively analyzed over the past century using evidence excerpted from a prominent teacher practitioner journal (School Science And Mathematics). Shifting innovative recommendations on how teachers of science should teach the sound topic are identified in the categories of content and pedagogy. Historical connections to the scientific development of sound, identification of what constitutes the subject matter of sound, recommended general pedagogical strategies, and best practices for teaching strategies associated with the sound concept are examined. Discussion relates to the influence of contextual factors in a given time period (social and theoretical) on the design of curriculum materials used to guide instructional practice. One implication for science teacher education is the need for science teachers to develop an historically and philosophically grounded perspective by examining both the teaching practices on a science topic over an extended time and the historical scientific development of the science topic.     

Was grenzt das Kompetenzkonzept von etablierten Kategorien wie Fähigkeit,Fertigkeit oder Intelligenz ab?

Following a specification of the concept “competence” as it is applied in the context of the priority program we place recent efforts on competence assessment within established distinctions. Besides Cronbach’s differentiation of typical behavior and maximal effort and Cattell’s demarcation of test and questionnaire data additional discriminations against broader terms such as “ability”, “skill”, “talent” but also “intelligence” are desirable and necessary. The utility of the concept of competence relative to established terms needs to be demonstrated unequivocally in the future.     

Want students to engage? Contextualise graduate learning outcomes and assess for employability

The ability of graduates to proactively develop, adapt and repackage their capabilities (or attributes) is an essential aspect of employability. This study was conducted at Deakin University, where graduate capabilities have been recast as graduate learning outcomes, and employability is frequently referenced. In light of significant curriculum reform to make graduate capabilities prominent, we investigated student perceptions of graduate capabilities and associated learning outcomes, as well as preparation for employment, to better understand how we can engage students in developing and showcasing their employability. We interviewed 45 students across 10 focus groups and qualitatively analysed their responses for commonly recurring themes. Focus groups were completed in two stages with data analysis and adjustment of questions between stages to enable validation and greater depth of understanding. Our analysis suggests that even with capabilities renamed as learning outcomes, students find graduate learning outcomes too generic to be meaningful and are most likely to engage with learning outcomes that are contextualised and assessed. Our case study illustrates ways to combat this – particularly the importance of assessment design and consistent, student-focused communication in engaging students in the development of capabilities and in the curation of evidence for employability. Students also suggest that advice from employers, professionals and recent graduates, and exposure to industry-related experiences could help make graduate capabilities more meaningful.     

Student‐reported differences in technology use and skills after the implementation of one‐to‐one computing

This two‐year, mixed methods study with surveys, observations, and interviews, documented student technology use and skill before and after the implementation of a new one‐to‐one tablet computing program at a private middle school in the United States. After one year with tablets, several differences in students' technology use and skill were documented, including: higher satisfaction with school technology, greater frequency of technology use in specific subjects such as math and science, greater frequency of certain classroom activities such as two‐way communicating, and greater technology skills on competencies such as editing collaborative wikis. New modes of student collaboration were evident after implementing the tablet program, including sharing notes and co‐editing wikis. Differences were inconsistent across grade levels and subjects, suggesting teachers are adopting the tablet innovation differentially. In general, technology use increased most in math, science, and social studies classrooms, with smaller increases in language arts and foreign language classrooms.

Différences d'usages et de compétences technologiques rapportées par les élèves après la mise en place de programmes informatiques individualisés

La présente étude fondée sur un mélange de méthodes a duré deux années avec des enquêtes, des observations et des entretiens; elle a relevé les usages et les compétences des élèves avant et après la mise en place d'un nouveau programme d'informatique individualisée avec des ordinateurs “tablet” dans une école secondaire privée, aux Etats Unis. Après une année d'usage des “tablets”, on a noté chez les élèves plusieurs différences d'utilisation et de savoir‐faire comme par exemple: un niveau de satisfaction plus élevé par rapport à la technologie de l'établissement, une plus grande fréquence dans l'usage de la technologie pour des matières spécifiques telles que les maths et les sciences, une plus grande fréquence dans certaines activités de classe telles que la communication à double sens, et un plus grand savoir‐faire technologique pour des compétences telles que la mise en forme de wikis collaboratifs. De nouveaux modes de collaboration entre élèves sont apparus clairement après la mise en place du programme “tablet” y compris le partage de notes et la co‐édition de wikis. Il n'y avait pas de cohérence dans les différences d'une classe et d'une matière à l'autre ce qui permet de penser que les enseignants adoptent l'innovation des “tablets” de façon différenciée. En général, l'usage de la technologie a le plus augmenté dans les classes de maths, de sciences et de sciences sociales, l'augmentation étant moins forte dans les classes de lettres et de langues étrangères.

Von Schülern berichtete Unterschiede in ihrer Technikanwendung nach Einführung von ?One‐to‐One Computing“

Diese zwei‐jährige, mit verschiedenen Methoden arbeitende Untersuchung, mit Umfragen, Beobachtungen und Interviews, dokumentiert den Technologieeinsatz und die Kompetenz von Studenten vor und nach dem Einsatz eines neuen One‐to‐One Tablett‐Computer Programms an einer privaten Mittelschule der Vereinigten Staaten. Nach einem Jahr Nutzung der Tablettrechner wurden einige Unterschiede beim Technologiegebrauch und den Fertigkeiten bei den Studenten festgestellt, einschließlich einem höheren Zufriedenheitsgrad mit der Schultechnologie, öfterer Technologieverwendung in besonderen Fächern wie Mathematik und Naturwissenschaften, höherer Nutzung von Unterrichtsaktivitäten wie wechselseitiger Kommunikation und verbesserten Fertigkeiten und Kompetenzen in der Technologienutzung, z.B. bei der gemeinsamen Bearbeitung von Wikies. Neue Formen der studentischen Zusammenarbeit wurden erkennbar, nachdem das Tablett‐Programm eingerichtet worden war. Einige Differenzen blieben – abhängig von der Anspruchshöhe und den Testpersonen – widersprüchlich, was auch auf die unterschiedliche Nutzung der Programme durch die Lehrer zurückzuführen sein kann. Im Allgemeinen wuchs die Technikverwendung am meisten in Mathematik, den Naturwissenschaften und den soziologisch orientierten Fächern, weniger den Sprach‐ und Fremdsprachenbereichen.

Diferencias de uso y competencias en tecnologías relatas por los alumnos después de la introducción de la informática individualizada.

Este estudio de dos años y de métodos mixtos con encuestas, observaciones y entrevistas ha apuntado el uso y las destrezas de los alumnos en relación con la tecnología antes y después de la introducción de un nuevo programa “Tablet” de informática individualizada en un colegio secundario privado de los Estados Unidos. Después de un año con los “Tablets”, se notó varias diferencias en los usos y destrezas de los alumnos en relación con la tecnología, incluyendo: más sarisfacción con la tecnología de la escuela, un uso más frecuente de la tecnología en asignaturas como matemáticas y ciencias, una frecuencia más alta de ciertas actividades de aula como la comunicación bilateral y más destrezas tecnológicas en competencias como la edición de wikis colaborativos. Nuevas formas de colaboración estudiantil aparecierón claramente después de la introducción, del programa “Tablet”, entre ellas el reparto de apuntes y la co‐edición de wikis. Las diferencias entre niveles y asignaturas resultaron inconsistentes lo que conduce a pensar que los profesores están adoptando la inovación del “Tablet” de varias maneras. En general el incremento del uso de la tecnología fue más fuerte en las aulas de matemáticas, ciencias y ciencias sociales con incrementos más bajos en aulas de Humanidades y lenguas extranjeras.     

Genetic influences in different aspects of language development: the etiology of language skills in 4.5-year-old twins

The genetic and environmental etiologies of diverse aspects of language ability and disability, including articulation, phonology, grammar, vocabulary, and verbal memory, were investigated in a U.K. sample of 787 pairs of 4.5-year-old same-sex and opposite-sex twins. Moderate genetic influence was found for all aspects of language in the normal range. A similar pattern was found at the low end of the distribution with the exception of two receptive measures. Environmental influence was mainly due to nonshared factors, unique to the individual, with little influence from shared environment for most measures. Genetic and environmental influences on language ability and disability are quantitatively and qualitatively similar for males and females.     

Personality of elite male and female chess players and its relation to chess skill

Whereas a lot of studies examine cognitive processes in chess players, personality profiles of elite chess players are still not described well. The aim of this study was to examine personality of strong chess experts and its influence on chess skill. We tested elite male and female chess players with Freiburg Personality Inventory Revised (FPI-R), which also provides population norms for males and females. Elite male players' personality profile did not significantly differ from the population norms. Female players were more satisfied with life, had less physical complaints and higher achievement motivation in comparison with female population norms. Personality was also related with chess skill but showed different patterns in males and females. Stronger male players were more introverted, while we found the opposite pattern in female players. These results indicate that personality plays an important role in the highest level of complex intellectual activities.     

Subject English as citizenship education

This article is equal parts educational history and political philosophy. We aim to remind readers that subject English (SE) and indeed state education emerge from the contradictory impulses of classical liberalism, and that, more than simply resembling citizenship education, SE emerges in the first instance as a form of highly normativising citizenship education. We further argue that, following England's recent educational reforms initiated by former Education Secretary Michael Gove, SE continues to be framed in moral terms consistent with citizenship education—again, of a highly normativising sort. England's current educational policy generally, and specifically the framing of SE, employs the language of liberal possibility, while ultimately espousing an invidious exclusionary and assimilationist politics. The framing of SE, moreover, is one that misrepresents the supposedly ‘rich and varied literary heritage’ it is supposed to exemplify and promote. The current political landscape in which the study of literature takes place is one where a crisis of liberalism is manifest (in terms of populism, radicalisation or apathy). However, we do not believe the answer is to retreat into a sealed, hermetic canon that excludes the reality that England and English literature are fundamentally multicultural and polyethnic. SE will be the poorer for not fully acknowledging and embodying this, for not enabling students to imaginatively and critically engage with characters and experiences that reflect both the present and long-standing diversity of English society, as well as its present and long-standing inequalities.