Intangible resources and technology adoption in manufacturing firms

Our objective in this paper is to analyse the determinants of the use of advanced manufacturing technologies in manufacturing firms. We go beyond more traditional approaches and consider the role of complementarities in technology adoption at two levels. First, we adapt Teece's (1986) framework to study the incentives to use new technology that stem from investments in R&D, human capital and advertising. Second, we analyse whether technology use is conditioned by a system effect that arises from the use of related technologies. We test our hypotheses on a representative sample of manufacturing firms in Spain. Our results fully support the idea that R&D investments increase the likelihood of technology use, but only offer partial support for human capital and advertising investments. Export intensity, being part of a business group and epidemic effects are also important determinants of adoption.     

Relationships between intrinsic motivation, physical self-concept and satisfaction with life: a longitudinal study

In this study, we examined the relationships between intrinsic motivation, physical self-concept, and satisfaction with life using cross-lagged panel models analysed via structural equation models. The sample consisted of 293 participants (148 men, 145 women) aged 18-70 years who performed diverse types of physical exercise. Three alternative models were tested. The data were better represented by a model in which physical self-concept mediates the relationships between intrinsic motivation and satisfaction with life. Specifically, the direct effects of intrinsic motivation on physical self-concept, and of physical self-concept on satisfaction with life were significant, with the amount of explained variance increasing over time. In conclusion, people who perform physical exercise regularly, and who have fun over time will tend to have a better physical self-perception and, consequently, more psychological well-being.     

Differential Learning as a Key Training Approach to Improve Creative and Tactical Behavior in Soccer

Purpose: The aim of this study was to identify the effects of a differential-learning program, embedded in small-sided games, on the creative and tactical behavior of youth soccer players. Forty players from under-13 (U13) and under-15 (U15) were allocated into control and experimental groups and were tested using a randomized pretest to posttest design using small-sided games situations. Method: The experimental group participated in a 5-month differential-learning program embodied in small-sided games situations, while the control group participated in a typical small-sided games training program. In-game creativity was assessed through notational analyses of the creative components, and the players’ positional data were used to compute tactical-derived variables. Results: The findings suggested that differential learning facilitated the development of creative components, mainly concerning attempts (U13, small; U15, small), versatility (U13, moderate; U15, small), and originality (U13, unclear; U15, small) of players’ actions. Likewise, the differential-learning approach provided a decrease in fails during the game in both experimental groups (moderate). Moreover, differential learning seemed to favor regularity in pitch-positioning behavior for the distance between players’ dyads (U13, small; U15, small), the distance to the team target (U13, moderate; U15, small), and the distance to the opponent target (U13, moderate; U15, small). Conclusions: The differential-learning program stressed creative and positional behavior in both age groups with a distinct magnitude of effects, with the U13 players demonstrating higher improvements over the U15 players. Overall, these findings confirmed that the technical variability promoted by differential learning nurtures regularity of positioning behavior.     

Humor in High-Stress Relationships: Understanding Communication in Police Officers' Romantic Relationships

A career in law enforcement is highly stressful given the nontraditional shiftwork, uncertain interactions, and risk of harm. These combined stressors likely spillover into one's romantic relationship and, thus, the study reported here explored one potential communicative coping mechanism—humor. Research exploring humor suggests that humorous communicators are better able to respond to stress, and this study explored if humor appears to benefit relational communication in police officer relationships. Findings begin to support this argument, revealing that romantic partners of police officers with a high humor orientation (HO) report using humor more to cope as well as experiencing less stress (both perceived and physical) and conflict (lower frequency of conflict and less intense/hostile conflict). Path analyses revealed that the use of humor to cope mediated the relationships between self-reported HO and stress, as well as conflict. Implications for humor and romantic relational communication are discussed.     

Excessively Long Editorial Decisions and Excessively Long Publication Times by Journals: Causes,Risks, Consequences,and Proposed Solutions

Editors have very complex tasks and high responsibilities. In general, they are chosen leaders and experts in a field of study. Thus, they are expected to lead a sector of that scientific community, and their function is to serve as gate-keepers of the quality of submissions to journals whose editorial boards they serve because of their ethical and professional image, and positive and open engagement with their peers. Publishing a scientific paper can be an arduous task and in some cases a lengthy one. However, any delay in this process not only serves as a form of stress for authors, it may also disadvantage them by giving their competition an unfair advantage with a head start in the publishing rat race. Consequently, editors who oversee a process that takes an excessive or unreasonable amount of time should be held accountable. In this paper, we propose some suggested time limits for each stage of the publishing process. These should be carefully monitored by the editors, in close collaboration with the publisher, to ensure a fair and timely process that is realistic and reasonable. With clearer guidelines, authors can thus reduce their stress levels by knowing when to expect decisions, and can thus make their journal selection by keeping such factors in mind, and thus hedge their risks and better manage their time. Authors who wait almost indefinitely, or for excessively long periods of time, are victims of a lack of professionalism. Furthermore, editors who fail to communicate delays, effectively or at all, or who fail to offer any sufficient or heartfelt apology should be characterized as acting with professional negligence, if not misconduct. Only when the rules of engagement are fair, strict, clear and well defined can authors expect the publishing system to progress smoothly and professionally.     

Thinking Critically about Difference: Analytical Tools for the 21st Century

This article examines a critical cultural thinking framework advanced to develop an analysis of difference as it pertains to race, gender, and sexuality. We examine student journals to document their use (or lack therein) of these critical cultural thinking concepts and how these concepts influence students' understanding of difference. While there are a number of tools that students can rely on for thinking critically, we advance four concepts that are central for the development of a critical cultural consciousness. ^{1 1} We use the term “critical cultural consciousness” as well as related terms to distinguish critical thinking about difference and diversity from more generic or general forms of critical thinking. The critical cultural thinking skills we identify in this article are (1) organic experience, (2) relational analysis, (3) historical analysis, and (4) conception of power relations. We argue that these tools are central for an intellectual understanding of difference. As the student journals analyzed in this article demonstrate, in the absence of these tools of inquiry, much of the campus discourse reverts to oppressive frameworks, which not only serve to oppress students of color, women, and gay and lesbian students but also erodes the practice of citizenship that is crucial for the development of educational democracy.     

Listening to the Community: Guidance From Native Community Members for Emerging Culturally Responsive Educators

Critical race theory (CRT) emphasizes the importance of listening to the counter-narratives of people from marginalized groups. However, the applicability of CRT in practical settings often remains unclear for educators and scholars. This project offers not only a place for Native community members to share their experiences and ideas, it also provides practical guidance for emerging culturally responsive educators and ways to use themes from narratives to guide future scholarship. As a result of interviews with five Native community members, three themes emerged for non-Native educators working in Native communities: (a) learning from the community, (b) transforming thinking through discomfort, and (c) gaining awareness of positive values. These themes can be used to guide future projects, including reservation-based field experiences and research projects exploring educator thinking in reservation communities.     

Intrafirm diffusion of new technologies: an empirical application

Research on the diffusion of new technologies has centred on the study of the interfirm rate of diffusion, paying much less attention to intrafirm aspects. This paper attempts to overcome this gap in the literature by analysing the factors that influence the speed with which a new technology, the ATM, is fully adopted. The data over which the hypotheses are tested belongs to the Spanish savings banks market. The results show that the rate of intrafirm diffusion is explained by innovation, firm and market characteristics. In testing our hypotheses we make use of both traditional methods and survival analysis techniques.     

Spiral and Project-Based Learning with Peer Assessment in a Computer Science Project Management Course

Different learning methods such as project-based learning, spiral learning and peer assessment have been implemented in science disciplines with different outcomes. This paper presents a proposal for a project management course in the context of a computer science degree. Our proposal combines three well-known methods: project-based learning, spiral learning and peer assessment. Namely, the course is articulated during a semester through the structured (progressive and incremental) development of a sequence of four projects, whose duration, scope and difficulty of management increase as the student gains theoretical and instrumental knowledge related to planning, monitoring and controlling projects. Moreover, the proposal is complemented using peer assessment. The proposal has already been implemented and validated for the last 3 years in two different universities. In the first year, project-based learning and spiral learning methods were combined. Such a combination was also employed in the other 2 years; but additionally, students had the opportunity to assess projects developed by university partners and by students of the other university. A total of 154 students have participated in the study. We obtain a gain in the quality of the subsequently projects derived from the spiral project-based learning. Moreover, this gain is significantly bigger when peer assessment is introduced. In addition, high-performance students take advantage of peer assessment from the first moment, whereas the improvement in poor-performance students is delayed.