External knowledge sourcing in biotechnology through acquisition versus alliance: A KBV approach     

Sofy Carayannopoulos  Ellen R. Auster 《Research Policy》2010,39(2):254-267

Knowledge sourcing is important for firms, especially in fast-paced industries. However, few studies explore the effects of knowledge-based predictors on the comparative choice of employing acquisitions versus alliances for sourcing external knowledge. This study extends the limited existing research on this topic. It simultaneously examines the effects of knowledge domain attributes, seeker and source experience-based knowledge, and dyad knowledge similarity and digestibility on whether a firm chooses an acquisition or alliance when sourcing external knowledge. Data is comprised of 209 research-driven acquisitions and alliances of biotechnology firms based in North America. Our findings reveal that external knowledge sourcing through acquisition is more likely when the knowledge domain is more complex and valuable. Acquisition is also preferred when the seeker has greater acquisition experience and when the source has accumulated a moderate level of alliance experience. Alliance, in contrast, is the chosen mode for accessing external knowledge when the knowledge is high in specificity and when the seeker has prior alliance experience. In addition, increasing similarity and digestibility of the dyad's knowledge bases strengthen the relationship between knowledge value and the probability of acquisition versus alliance. These results extend understanding of how firms decide to augment their knowledge resources in a knowledge-intensive industry. They also demonstrate that a multilevel KBV approach emphasizing knowledge characteristics uncovers important predictors of strategy and structure in research-driven organizations.  相似文献   

Does training make a difference to quality in family child care?     

Susan Kontos  Carollee Howes  Ellen Galinsky 《Early childhood research quarterly》1996,11(4):427-445

The purpose of this study was to determine which family child care providers seek training, which providers drop out of training, and the effects of training on the quality of care offered by providers. One-hundred thirty family child care providers in three communities who enrolled in Family-to-Family training participated in the study. A comparison group consisted of 112 regulated providers in those same communities who were not involved in the training program under investigation. Each provider was observed for 3 hrs, was interviewed, and completed questionnaires. Providers in training were observed prior to training and 6 months afterwards. Results revealed that providers who sought training were very similar to typical regulated providers. Providers who dropped out of training were less experienced and used fewer business and safety practices than providers who completed it. Training increased global quality in two out of three sites, but did not affect process quality. Of 95 providers, 18 made observable (as opposed to statistically significant) improvements in quality following training, and 9 decreased in quality. These data are interpreted with respect to family child care training policies and practices.  相似文献   

Aligning executive coaching with strategic business goals     

Ellen Kumata 《Performance Improvement》2002,41(9):16-19

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On the number of terms used in automatic query expansion     

Paul Ogilvie  Ellen Voorhees  Jamie Callan 《Information Retrieval》2009,12(6):666-679

This paper investigates the number of expansion terms to use in automatic query expansion by examining the behavior of eight retrieval systems participating in the NRRC Reliable Information Access Workshop. The results demonstrate that current systems are able to obtain nearly all of the benefit of using a fixed number of expansion terms per topic, but significant additional improvement is possible if systems were able to accurately select the best number of expansion terms on a per topic basis. When optimizing average effectiveness as measured by mean average precision, using a fixed number of terms increases the score a large amount for a small number of topics but has little effect for most topics. The analysis further suggests that when a topic is helped by automatic feedback, the increase is from a set of terms that reinforce each other rather than from the system finding a single excellent term.  相似文献   

From “I Don’t Like Mondays” to “Pumped Up Kicks”: Rampage School Shootings in Young Adult Fiction and Young Adult Lives     

Gwynne Ellen Ash  Jane M. Saunders 《Children‘s Literature in Education》2018,49(1):34-46

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Supporting Veteran Transitions to the Academic Setting: VA on Campus     

Ashley O’Connor  Ellen Herbst  Shannon McCaslin  Keith Armstrong  Bridget Leach  Brandina Jersky 《Community College Journal of Research & Practice》2018,42(5):305-315

In this case study, we assessed academic functioning, service satisfaction, and needs of student veterans at a community college who had accessed the Veterans Health Administration (VHA) Student Veteran Health Program (SVHP) (n = 36). The SVHP provides outreach and behavioral health services directly on a large community college campus to overcome common barriers to engagement in mental health care (e.g., distance from a VA medical center). Academic difficulties that were most commonly reported were in the areas of retention of information, meeting deadlines, and cooperation with other students. Overall, the majority of student veterans who received services in the SVHP were satisfied (76.5%). Services targeting attention and concentration and utilization of educational benefits were highlighted as important by student veterans. This case study of VA services delivered within the community college setting provides important insights into how to design VA services to target the needs of student veterans. Specific recommendations for supporting student veterans on a community college campus are discussed.  相似文献   

Read the Book,See the Movie,Part Three     

Mary Ellen Cooper 《TechTrends》2009,53(6):8-11

Connellys’ Classroom Cutaway

Read the Book, See the Movie, Part Three  相似文献   

Out in the cold: sliding sports and the Amateur Sports Act of 1978     

Wanda Ellen Wakefield 《国际体育史杂志》2013,30(6):776-795

For decades American athletes in less-popular – or ‘minor’– sports suffered from a lack of institutional and practical support from their sports' governing bodies. The AAU, in particular, failed to provide the funds necessary for athletes in the sliding sports of luge and bobsled to obtain proper training and opportunities to compete. By the early 1970s, the American Olympic effort was in chaos as athletes from the Eastern Bloc, taking advantage of their nations' determination to field the best possible teams, began to excel at both the summer and winter Olympic Games. In response, Congress authorized a presidential commission to study the situation and make recommendations about how best to improve amateur sports in the United States. The result of the commission's work, the Amateur Sports Act of 1978, reorganized governance of amateur sports to the benefit, particularly, of athletes in sports such as luge and bobsled.  相似文献   

Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature     

David B. Morris  Ellen L. Usher  Jason A. Chen 《Educational Psychology Review》2017,29(4):795-833

Teachers’ efficacy beliefs are thought to influence not only their motivation and performance but also the achievement of their students. Scholars have therefore turned their attention toward the sources underlying these important teacher beliefs. This review seeks to evaluate the ways in which researchers have measured and conceptualized the sources of teaching self-efficacy across 82 empirical studies. Specifically, it aims to identify what can be inferred from these studies and what important questions still remain about the origins of teachers’ efficacy beliefs. Results indicate that a number of methodological shortcomings in the literature have prevented a clear understanding of how teachers develop a sense of efficacy. Nonetheless, insights gleaned from existing research help to refine, and to expand, theoretical understandings of the sources of self-efficacy and their influence in the unique context of teaching. Implications for future research and practice are addressed.  相似文献   

Improving near‐peer teaching quality in anatomy by educating teaching assistants: An example from Sweden          下载免费PDF全文

Ellen Johansson  Tobias E. Holmin  Bengt R. Johansson  Magnus Braide 《Anatomical sciences education》2018,11(4):403-409

Peer‐assisted learning has gained momentum in a variety of disciplines, including medical education. In Gothenburg, Sweden, medical students who have finished their compulsory anatomy courses have the option of working as teaching assistants (TAs). Teaching assistants provide small group teaching sessions as a complement to lectures given by faculty. Previously, TAs were left to handle the role as junior teachers by themselves, but since 2011, a continuation course in anatomy has been developed with the aim of providing the TAs better anatomy knowledge and guidance for teaching. The course was designed to comprise 7.5 ECTS credits (equivalent to 5 weeks of full‐time studies), and today all TAs are required to take this course before undertaking their own teaching responsibilities. This study aims to compare course evaluations of TA teaching before and after the introduction of the anatomy continuation course, in order to understand how students perceived teaching performed by self‐learned versus trained TAs. The results of this study demonstrate that there was a trend towards better teaching performed by trained TAs. The variability in rankings decreased significantly after the introduction of the continuation course. This was mainly due to an improvement among the TAs with the lowest levels of performance. In addition to comparing student rankings, TAs were interviewed regarding their experiences and perceptions within the continuation course. The course was generally positively regarded. The TAs described a sense of cohesion and appreciation since the institute invested in a course dedicated specifically for them. Anat Sci Educ 11: 403–409. © 2018 American Association of Anatomists.  相似文献