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Combining both interview data and empirical analyses at the patent and firm levels, we explore the value-appropriation and value-creation implications of R&D collaboration resulting in the co-ownership of intellectual property (i.e. co-patents). We make an explicit distinction between three different types of co-patenting partners: intra-industry partners, inter-industry partners, and universities. Our findings indicate that the value-appropriation challenges of IP sharing are clearly evident with intra-industry co-patenting, where partners are more likely to encounter overlapping exploitation domains. Co-patenting with universities is associated with higher market value, since appropriation challenges are unlikely to play a role and collaboration may signal novel technological opportunities. Although we find some evidence that co-patenting corresponds to higher (patent) value, patents co-owned with firms are significantly less likely to receive self-citations, indicating constraints on the future exploitation and development of co-owned technologies. 相似文献
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When dealing with missing responses, two types of omissions can be discerned: items can be skipped or not reached by the test taker. When the occurrence of these omissions is related to the proficiency process the missingness is nonignorable. The purpose of this article is to present a tree‐based IRT framework for modeling responses and omissions jointly, taking into account that test takers as well as items can contribute to the two types of omissions. The proposed framework covers several existing models for missing responses, and many IRTree models can be estimated using standard statistical software. Further, simulated data is used to show that ignoring missing responses is less robust than often considered. Finally, as an illustration of its applicability, the IRTree approach is applied to data from the 2009 PISA reading assessment. 相似文献
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Tim De Feyter Ralf Caers Claudia Vigna Dries Berings 《Learning and individual differences》2012,22(4):439-448
The main purpose of this study is to unravel the impact of the Big Five personality factors on academic performance. We propose a theoretical model with conditional indirect effects of the Big Five personality factors on academic performance through their impact upon academic motivation. To clarify the mixed results of previous studies concerning the impact of neuroticism, we suggest a moderating role of self-efficacy. Hierarchical, moderated mediation and mediated moderation regression analyses were performed on longitudinal data collected from 375 students of a University college in Belgium. The findings revealed a positive indirect effect of neuroticism on academic performance at higher levels of self-efficacy, complemented by a positive direct effect of neuroticism at lower levels of self-efficacy. Finally, this study showed that conscientiousness positively affected academic performance indirectly through academic motivation, but also that it is a condition for the indirect impact of extraversion, neuroticism, and conscientiousness. 相似文献
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André Nowakowski M.A. Dries Vervecken M.Sc. PD Dr. Edith Braun Prof. Dr. Bettina Hannover 《Zeitschrift für Erziehungswissenschaft》2012,15(2):253-271
The extent to which students profit from a university course depends on the lecturers?? approach to teaching, with a student-focused approach being more supportive for student gains in competences than a teacher-focused approach. Little is known, however, about how to foster a student-focused approach to teaching. In this paper, we want to investigate how to frame the feedback lecturers obtain from students?? course evaluations in such a manner that a student-focused approach to teaching is encouraged. In two studies using either a qualitative or a quantitative methodology it can be shown that providing lecturers with a feedback on students?? subjective gain in competences (output-focused teaching evaluation) is more effective in promoting a student-focused approach to teaching than a feedback on how satisfied students were with the lecturer (process-focused teaching evaluation). Results are discussed in the context of the Bologna reforms which demand a continuous evaluation of all university courses. 相似文献
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Influencing Work-Related Learning: The Role of Job Characteristics and Self-Directed Learning Orientation in Part-Time Vocational Education 总被引：1，自引：0，他引：1
Based on the Demand-Control-Support (DCS) model, the present paper aims to investigate the influence of job characteristics
such as job demands, job control, social support at work and self-directed learning orientation on the work-related learning
behaviour of workers. The present study was conducted in a centre for part-time vocational education in Flanders (Belgium).
The students in the centre work for 3 days a week and attend school during the other two days. A questionnaire using scales
adapted from validated instruments was used. Students were asked to complete the questionnaire with the job in mind they were
doing at present. A total of 115 students from different sectors completed the questionnaire. It was assumed that high scores
for self-directed learning orientation and high scores for the job characteristics job demands, job control and social support
would be associated with more work-related learning behaviour. All scales had acceptable Cronbach alpha values. The results
of the linear regression analyses indicated that only the self-directed learning orientation scale predicted the work-related
learning behaviour to a significant extent. 相似文献
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We assess the impact of R&D manpower diversity on firms’ technological performance. Relying on insights from two theoretical perspectives on team diversity (i.e. social categorization perspective and information decision-making perspective), we hypothesize that both demographic and task-related sources of diversity within firms’ R&D workforce influence technological performance. In addition, we expect that these two dimensions of diversity interact with each other. To test our hypotheses, we rely on survey data from 938 Singaporean firms, providing in-depth information on three sources of demographic diversity (i.e. gender, age, and nationality of R&D employees) and two sources of task-related diversity (i.e. educational and knowledge area background of R&D employees). Our findings point to significant interactions between different sources of R&D manpower diversity. In particular, we identify substitutive relationships between (a) educational and gender diversity, and (b) nationality and knowledge area diversity. 相似文献
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Test assembly is the process of selecting items from an item pool to form one or more new test forms. Often new test forms are constructed to be parallel with an existing (or an ideal) test. Within the context of item response theory, the test information function (TIF) or the test characteristic curve (TCC) are commonly used as statistical targets to obtain this parallelism. In a recent study, Ali and van Rijn proposed combining the TIF and TCC as statistical targets, rather than using only a single statistical target. In this article, we propose two new methods using this combined approach, and compare these methods with single statistical targets for the assembly of mixed‐format tests. In addition, we introduce new criteria to evaluate the parallelism of multiple forms. The results show that single statistical targets can be problematic, while the combined targets perform better, especially in situations with increasing numbers of polytomous items. Implications of using the combined target are discussed. 相似文献
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Research in Higher Education - Discussions about social justice imply discussions about higher education. After all, a whole set of literature has illustrated how ethnic minority students face all... 相似文献
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