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41.
Integrating knowledge across a firm's value chain (e.g. between R&D, marketing and manufacturing functions), which we denote “Knowledge Integration” (KI), has been consistently found to be a strong predictor of product innovation performance in the management literature. Such cross-functional integration does not occur by chance, but by design, as a result of managerial practices and organizational arrangements. The significant heterogeneity characterizing the diffusion of cross-functional integration across firms is suggestive of the well-known tension between internal and external diffusion of knowledge. In this paper, we argue that the hidden cost of KI is to expose firms to a higher risk of knowledge leakages and provide the first systematic empirical evidence of this apparent tension between internal and external knowledge flows. Based on data from the CMU Survey (one of the rare datasets offering observables on both sides of the tension for a representative set of R&D active firms in the US), we investigate the impact of knowledge spillovers to competitors on internal cross-functional knowledge integration involving the R&D function among manufacturing firms. We find that the intensity of (tacit) R&D knowledge spillovers at the industry-level has a negative and significant impact on the likelihood that firms adopt or achieve KI. Our results therefore suggest that firms may trade their optimal innovative performance against superior appropriability of their rents. 相似文献
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Science & Education - This paper discusses the potential of the creation and analysis of historical networks as didactic strategies in science education. To this end, we first argue the... 相似文献
44.
This literature review explored whether dynamic assessment procedures in psycho-educational practice might bridge the well-known gap between diagnosis and intervention. Due to a learning phase included in the testing procedure, qualitative information about the child’s learning needs can be revealed by means of dynamic assessment. The question is, however, what the consequential validity, i.e. the extent to which assessment influences instructional and learning processes, of dynamic assessment procedures really is. The review of 31 articles that met the inclusion criteria showed that proximal consequential validity of dynamic assessment is warranted, but distal consequential validity is warranted to a lesser extent (e.g. some guidelines for practice). Furthermore, it can be noticed that motivational aspects never played an explicit role during learning phases. In order to design student-tailored interventions following dynamic assessment, there is a need for more explicitness of learning phases and types of feedback in the development of these instruments. 相似文献
45.
Marco Kools Pierre Gouëdard Bert George Bram Steijn Victor Bekkers Louise Stoll 《European Journal of Education》2019,54(3):426-442
Does the school as a learning organisation affect staff outcomes? This article examines the relationship between the school as a learning organisation and staff job satisfaction and the school's responsiveness to staff needs using a purposefully designed “Schools as Learning Organisations Survey” completed as part of an OECD study in Wales. A positive and significant relationship is found between the school as a learning organisation and both job satisfaction of staff—that is school leaders, teachers and teaching support staff—and the school's responsiveness to staff needs. The article proposes ways of realising these outcomes and identifies areas for further research. Policy makers, school staff and other stakeholders in education and other public sectors internationally can use these findings as supporting evidence in recommending people to develop their organisations into learning organisations, given the potential benefits for employees and the organisation at large. 相似文献
46.
Marco Kools Louise Stoll Bert George Bram Steijn Victor Bekkers Pierre Gouëdard 《European Journal of Education》2020,55(1):24-42
A growing body of scholars, educators and policy makers has argued for reconceptualising schools as “learning organisations” in the last 25 years as. However, a lack of clarity on the concept has hindered its advance in theory and practice. This study responds to this problem by developing a schools as learning organisations scale that expands and clarifies the concept on several points. Drawing on survey data (nschool staff = 1,703) from Wales (UK), it examines the key characteristics of a school as a learning organisation through a principal component analysis and reliability analysis. The results showed that such a school is associated with eight dimensions: (a) a shared vision centred on the learning of all students, (b) partners contributing to school vision, (c) continuous learning opportunities, (d) team learning and collaboration, (e) a culture of enquiry, innovation and exploration, (f) systems for collecting and exchanging knowledge and learning, (g) learning with and from the external environment, and (h) modelling learning leadership. The resulting 65-item scale demonstrated good psychometric qualities. A reliable and valid schools as learning organisations scale can help enhance our understanding of the concept. The scale can also be used by school leaders, teachers and all others wanting to develop a thriving learning culture in their schools. 相似文献
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48.
Francesco Sella Daniela Lucangeli Roi Cohen Kadosh Marco Zorzi 《Child development》2020,91(5):1456-1470
The ability to choose the larger between two numbers reflects a mature understanding of the magnitude associated with numerical symbols. The present study explores how the knowledge of the number sequence and memory capacity (verbal and visuospatial) relate to number comparison skills while controlling for cardinal knowledge. Preschool children’s (N = 140, Mage-in-months = 58.9, range = 41–75) knowledge of the directional property of the counting list as well as the spatial mapping of digits on the visual line were assessed. The ability to order digits on the visual line mediated the relation between memory capacity and number comparison skills while controlling for cardinal knowledge. Beyond cardinality, the knowledge of the (spatial) order of numbers marks the understanding of the magnitude associated with numbers. 相似文献
49.
Wolfgang Seiberl Elisabeth Jensen Josephine Merker Marco Leitel Ansgar Schwirtz 《European Journal of Sport Science》2018,18(8):1100-1109
Force plates represent the “gold standard” in measuring running kinetics to predict performance or to identify the sources of running-related injuries. As these measurements are generally limited to laboratory analyses, wireless high-quality sensors for measuring in the field are needed. This work analysed the accuracy and precision of a new wireless insole forcesensor for quantifying running-related kinetic parameters. Vertical ground reaction force (GRF) was simultaneously measured with pit-mounted force plates (1?kHz) and loadsol® sensors (100?Hz) under unshod forefoot and rearfoot running-step conditions. GRF data collections were repeated four times, each separated by 30 min treadmill running, to test influence of extended use. A repeated-measures ANOVA was used to identify differences between measurement devices. Additionally, mean bias and Bland–Altman limits of agreement (LoA) were calculated. We found a significant difference (p?.05) in ground contact time, peak force, and force rate, while there was no difference in parameters impulse, time to peak, and negative force rate. There was no influence of time point of measurement. The mean bias of ground contact time, impulse, peak force, and time to peak ranged between 0.6% and 3.4%, demonstrating high accuracy of loadsol® devices for these parameters. For these same parameters, the LoA analysis showed that 95% of all measurement differences between insole and force plate measurements were less than 12%, demonstrating high precision of the sensors. However, highly dynamic behaviour of GRF, such as force rate, is not yet sufficiently resolved by the insole devices, which is likely explained by the low sampling rate. 相似文献
50.
Annalisa Caloffi Marco Mariani Federica Rossi Margherita Russo 《Research Policy》2018,47(8):1437-1447
We analyse whether public subsidies supporting collaborative research and development (R&D) projects in small and medium-sized enterprises (SMEs) are able to encourage persistent R&D investment and interorganisational networking more than subsidies supporting individual R&D projects. Adopting a counterfactual approach to policy evaluation, we compare subsidies for collaborative R&D and for individual R&D implemented in the same Italian region in the same period. Our findings suggest that, once public support is no longer available, the two subsidies have different effects on different types of SMEs. If the policymakers’ objective is to increase the number of R&D-performing SMEs over time, they should provide subsidies for collaborative R&D to firms with modest R&D experience. If their objective is to increase the amount of spontaneous R&D investment over time, they should target SMEs with some prior R&D experience, using either subsidy. Finally, if their objective is to induce SMEs to network with external organisations, subsidies for collaborative R&D projects should be preferred to subsidies for individual R&D projects. 相似文献