Taking leaps of faith: Evaluation criteria and resource commitments for early-stage inventions

Successfully developed academic inventions have the potential to spawn new technological domains, form the basis of thriving business ventures, and improve the well-being of society. However, evaluating whether an early-stage scientific invention truly has such potential is extremely difficult, and financially backing such inventions is highly risky. And yet, organizations and their evaluators still back some of these inventions with resources for further development. We investigate this puzzle to pinpoint how and why evaluators decide to offer resource commitments at early stages, despite the red flags raised using standard evaluation criteria. Many academic inventions need these initial resources to dispel concerns regarding their commercial feasibility, so evaluators need to take a leap of faith with their support to prematurely avoid eliminating high-potential opportunities. We tested our theory using text analysis on nearly 700 invention evaluation reports written by a university’s technology transfer experts. Our results revealed that evaluators backed inventions based on their feasibility (overcoming doubt and assessing maturity) and desirability (background familiarity and scientific complexity). Using the context of the research laboratory, our study insights can be applied to many management situations in which early-stage opportunities are assessed for resource commitments under high uncertainty.     

A biomechanical comparison of successful and unsuccessful power clean attempts

Although the power clean is an almost ubiquitous exercise in the strength and conditioning setting, relatively little is known about the biomechanics of successful and unsuccessful power clean lift attempts. The purpose of this study was to determine biomechanical differences between successful and unsuccessful power clean lift attempts in male collegiate athletes. Fifteen male lacrosse players (Age: 20.1 ± 1.2; Height: 1.78 ± 0.07 m; Body mass: 80.4 ± 8.1 kg; Relative one-repetition maximum power clean: 1.25 ± 0.13 kg/kg) were videotaped during a lifting session that required the completion of maximal effort power cleans to establish a one-repetition maximum. The position of the barbell was digitised and used to calculate the displacement, velocity, acceleration, and acceleration vector of the barbell. The results revealed that unsuccessful attempts were characterised by differences during the second pull phase. Unsuccessful lifts exhibited greater peak forward barbell displacement, lower backward barbell velocities, and lower resultant acceleration angles during the second pull. Strength and conditioning coaches should therefore emphasise limited forward motion of the barbell during the second pull and instruct athletes to generate a more backward-directed force during the second pull in order to lift greater loads during testing and subsequent lifting sessions.     

The effect of modular education on school dropout

Modular education refers to the division of conventional courses into smaller components or modules. Each module enables students to obtain a partial certificate that can be combined into a qualification. This article evaluates whether modular education, which is widely used in secondary and tertiary education, has been effective in reducing school dropout. For this purpose, the study exploits a policy change in the Flemish Community of Belgium, which recently introduced modular education for some programmes. Using a difference-in-differences framework with diverse adoption dates per school, the results indicate that modular education may significantly reduce school dropout by 2.5 percentage points, with the largest effects on foreign origin students. Therefore, modular education is likely to be an effective policy to tackle school dropout and reduce the ethnic attainment gap. Additionally, students enrolled in modular education are more likely to be employed and to incur higher earnings on the labour market.