Multinational subsidiary knowledge protection—Do mandates and clusters matter?     

Wolfgang Sofka  Edlira Shehu  Pedro de Faria 《Research Policy》2014

International knowledge spillovers, especially through multinational companies (MNCs), have recently been a major topic of academic and management debate. However, most studies treat MNC subsidiaries as relatively passive actors. We challenge this assumption by investigating the drivers of knowledge protection intensity of MNC subsidiaries. We argue that knowledge protection intensity is determined by MNC subsidiary mandates and by opportunities and risks originating from the host region. We hypothesize that not just competence-creating but also competence-exploiting mandates increase knowledge protection intensity. In addition, technological cluster regions in the host country can be expected to provide opportunities for knowledge sourcing and MNC subsidiaries may be willing to protect knowledge less intensively to participate in cluster networks. We test our hypotheses using a dataset of 694 observations of 631 MNC subsidiaries in Germany and develop recommendations for research, managers and policy makers.  相似文献   

Freelancers and the absorption of external knowledge: practical implications and theoretical contributions     

Arjan?KozicaEmail author  Ulrike?Bonss  Stephan?Kaiser 《知识管理研究与实践》2014,12(4):421-431

The term absorptive capacity (AC) describes the process of utilising external knowledge. Although firms are becoming increasingly reliant on highly skilled freelancers as a source of external knowledge, the literature on AC has not incorporated this collaboration for freelancers. In this paper, we address this research deficit in two ways: First, we argue that the ability to collaborate effectively and efficiently with freelancers plays a crucial role in the process of absorbing external knowledge. Second, we argue that the example of freelancers challenges researchers to rethink the conceptualisation of organisational boundaries within the concept of AC. Our paper is based upon previous theoretical insights and exploratory empirical data from a research project on German IT freelancers. For the practice of knowledge management, our paper elaborates upon how organisations can enhance their AC by investing in practices and routines that contribute to successful collaboration with freelancers.  相似文献   

Brazilian soccer: symbolic dimensions of its practice     

Luiz Henrique de Toledo 《Soccer & Society》2014,15(1):48-64

This essay explores the symbolic dimensions of soccer in Brazilian society from the perspective of sports anthropology. It discusses how the founding of the game was handled, in terms of stylization and standardization of rules. This, as the essay argues, would effect amplified representations in emotional regimes and adhesion to the game, thus making it a singular sports modality for understanding societies such as Brazil.  相似文献   

Co-construction of the representations of intelligence between mother and daughter: Developmental and differential approaches     

Stéphanie Constans  Myriam de Leonardis 《European Journal of Psychology of Education - EJPE》2003,18(4):369-387

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Practical training and internships in engineering education: Educational goals and assessment     

Otto Rompelman  Jan De Vries 《European Journal of Engineering Education》2002,27(2):173-180

In many engineering curricula a period of practical training in industry is either compulsory or advised. Often the educational goals of such a period are defined as 'learning to put knowledge and skills into practice'. The assessment is usually based on a technical report of the activities during the period. In this paper, how the definition of educational objectives led to the introduction of practical training is discussed. These objectives are acquiring insight in the engineering profession, learning to 'survive' in a different culture and learning to apply as well as broadening technical knowledge and skills. Furthermore, an assessment procedure is introduced which allows for testing whether the students have met the objectives.  相似文献   

S K Rangarajan     

Robert de Levie 《Resonance》2008,13(12):1093-1095

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Two secondary teachers’ understanding and classroom practice of dialogic teaching: a case study   总被引：1，自引：0，他引：1  

Janneke van de Pol  Sue Brindley  Rupert John Edward Higham 《Educational studies》2017,43(5):497-515

Dialogic Teaching (DT) is effective in fostering student learning; yet, it is hard to implement. Little research focused on secondary teachers’ learning of DT and on the link between teachers’ understanding and practices, although these two are usually strongly intertwined. Using a wide range of evidence, this case study systematically investigated and compared two secondary teachers’ understanding and practice of DT during their participation in a continuing professional development programme (CPDP). The CPDP appeared effective to some extent. The History teacher’s understanding of DT, i.e. being a co-learner, appeared highly effective in implementing DT, whereas the Mathematics teacher’s understanding of DT, i.e. creating a democratic learning environment, seemed only effective to some extent. Focusing on both teachers’ understanding and practice when developing DT seemed fruitful in explaining differences in practice. Future research could further explore to what extent understanding DT as being a co-learner facilitates professional development.  相似文献   

‘We are more than EFL teachers – we are educators’: emancipating EFL student-teachers through photovoice     

Luis S. Villacañas de Castro 《Educational Action Research》2017,25(4):610-629

The prevailing pedagogical orientations of English as a foreign language (EFL) education in Spain oppress learners intellectually in ways that are counterproductive to their learning. As a reaction to this, 129 EFL student-teachers (STs) took part during the 2013/14, 2014/15, and 2015/16 academic years in a workshop which drew on the methodology of participatory action research and on photovoice as a data-creating strategy, in order to emancipate these STs intellectually, boost their EFL development, and offer an alternative critical model for their future EFL teaching. The research was assessed collectively through a variety of qualitative strategies. Results showed that the photovoice workshop created a rich and meaningful context for EFL learning, one which enabled the STs to fully actualize their intellectual potential by producing knowledge collectively, thereby setting a memorable educational example for their own future teaching.  相似文献   

The postmodern perfectionist,the pragmatic hedonist and the materialist maximalist: understanding high school students’ profile choices towards or away from mathematics,science and technology (MST) fields in the Netherlands     

D. Yazilitas  S. Saharso  G.C. de Vries  J.S. Svensson 《Gender and education》2017,29(7):831-849

This study focuses on high school students’ profile choices and the choice for or against the Nature and Technology (NT) profile in the Netherlands. A mixed-methods approach is used to study cultural values that affect this choice. The quantitative part of the study shows that being female is negatively correlated with the choice for the NT-profile, irrespective of the grade average for mathematics, chemistry and physics. It further shows that students’ ethnic background does not have a significant effect on this choice. The qualitative part of the study reveals that students’ choice processes towards or away from NT can be categorised in three ideal types: the postmodern perfectionist, the pragmatic hedonist and the materialist maximalist. Gender differences appear to be more pervasive across these types than differences in ethnic background.  相似文献   

Content integration as a factor in math-game effectiveness     

Sylke Vandercruysse  Judith ter Vrugte  Ton de Jong  Pieter Wouters  Herre van Oostendorp  Lieven Verschaffel  Jan Elen 《Educational technology research and development : ETR & D》2017,65(5):1345-1368

In this study we focus on the integration of mathematical learning content (i.e., proportional reasoning) in game-based learning environments (GBLE). More specifically, two kinds of GBLEs are set up: an extrinsically integrated GBLE and an intrinsically integrated GBLE. In the former environment, the mathematical content is not part of the core mechanics and structure of the gaming world. In the latter environment, the mathematical content is delivered through the parts of the game that are the most fun to play and embodied within the structure of the gaming world and the players’ interactions with it. Sixty-four vocational track students participated in the study, all of them working in either version of the self-developed GBLE “Zeldenrust”. The results of this study suggest that the way the content is integrated in a GBLE (i.e., intrinsically or extrinsically) matters: contrary to our expectations, students who played the extrinsically integrated game showed higher learning gains, motivational gains and perceived usefulness than students who played the game in which the content was intrinsically integrated.  相似文献