Exploring the relationship between technology diffusion and new material diffusion: the example of advanced ceramic powders

New technologies have been recognized as key drivers for corporate profitability and growth in today's fast changing environments, especially in new materials field. However, little has been done in discussing the technology diffusion on the topic of new materials. In this study, we investigate the diffusion of advanced ceramic powders technology using patent citation data. We also adopt the sales data of the advanced ceramic powders for measuring the new material diffusion. At last we analyze the relationship between “technology diffusion” and “material diffusion” through the Bass diffusion model. The results show that the diffusion of technology through patent citation could be successfully explained by empirical analysis for which the Bass diffusion model was adopted. Furthermore, we can find out if technology diffusion can be the leading indicator of a new material's diffusion before its launching which is before the commercialization of the patent.     

Bourgeoisie Out, Expertoisie In: The New Political Economies at Loggerheads

Part I of our paper pinpoints the “political” in the new political economies: first, the distinction between political, public, and civic economies that are almost invariably confused; second, the role of power politics, force, and fraud in determining income differentials in the name of market forces. Part II pinpoints the “new” in twentieth‐century political economies: first, the emergence of a fourth factor of production in addition to labor, capital, and land, whether identified with organization, knowledge, headwork, education, brainpower, management, or information; second, the subordination of capital to this new factor; third, the formation of a new social class based on its ownership; fourth, the struggle between the owners of capital and the new class for control over decision making and for the lion's share in distribution; fifth, the reliance on government to protect and advance the interests of the new class of professionals; and sixth, the eclipse of the old class struggle between bourgeoisie and proletarians by a new class struggle between managers and managed, executives and executants, “knows” and “know‐nots.” Part III pinpoints the “loggerheads” or sources of dissension between the “human capital” and post‐capitalist variants of the new political economies: first, over whether the expertoisie constitute a new social class or a fraction of the bourgeoisie; second, over whether the new economic order constitutes an advanced stage of capitalism or the advent of a post‐capitalist society; and third, whether the “knows” exploit the “know‐nots” through their monopoly of economic and political power. Why “political,” why “new,” and why “at loggerheads”? Our essay divides into three parts our tentative answers to these questions.     

Suburbanization of the Self: Religious Revival and SocioSpatial Fragmentation in Contemporary Poland

In this article, I trace the elective affinity between planetary suburbanization and emergent forms of radical religiosity. I show how the centuries‐long spatial hegemony of the Catholic Church in Poland has recently been undermined by the ‘fundamentalist' broadcaster Radio Maryja—the bellwether of the Polish right‐wing nationalist resurgence. I describe the twentieth‐century suburbanization of both the state and Catholicism in Poland, supported by an analysis of a village‐cum‐suburb in one of Poland's largest agglomerations. I show how the latest wave of suburbanization, triggered by Poland's opening up to global flows of capital in 2004, ran parallel to the emergence of a ‘post‐secular', ‘individual' and ‘intellectual' strain of faith. I tie these in with the life stories and changes in gender and labour regimes of two key informants. I also show that the surge of right‐wing nationalism should not be understood as a backlash against neoliberalization, but that it represents instead a project of regime change and new elite formation.     

Project management systems: Moving project management from an operational to a strategic discipline

This article illustrates one aspect of the concept of “fit” between an organization's implementation of project management and its organizational context by exploring how the underlying drivers of an organization's strategy might influence not only the nature of the projects that it undertakes, but also the appropriateness of the arrangements that it makes to manage those projects. Using a model conceptualized from the literature on strategic management, an analysis of four organizations that have made significant investments in project management over the past 5 years supports the hypothesis that the degree of “fit” between an organization's strategic drivers of value and the configuration of its project management system influences the value it obtains from project management.     

The aims and methods of the education and training of shop stewards: a case study

The author's research indicates that management's objectives in releasing shop stewards for courses and the shop stewards' objectives may be quite different. Views on how far courses should be “education” and how far “training”, and the best structure for courses, also emerged from this study.     

Women Managers’ Careers in China: Theorizing the Influence of Gender and Collectivism

This article is concerned with developing an understanding of the careers of women managers in China. Existing literature suggests that while women in China are comparatively well represented in management roles, they face distinctive pressures and barriers to their progress arising from entrenched patriarchal and collectivist aspects of the Chinese cultural tradition. However, little is known about how these aspects impact on women's orientations towards their careers and to what extent influential Western career theories are adequate in interpreting their experience. Drawing on interviews with 20 women managers in China, the article interprets women's orientations towards their careers in relation to their adherence to traditional gender roles and collectivist values. Using this framework, a fourfold taxonomy is developed which identifies “conformist,” “revolutionary,” “soloist,” and “dissident” orientations. The article suggests that Western career theories fail to capture the collective dimension, and thus do not account fully for the range of experience and orientations of Chinese women managers that are captured in the taxonomy. Implications, both practical and theoretical, are discussed. Recommendations are also made as to how management and career development policies might be developed in organizations in China in order to address the diverse needs and preferences of women managers. © 2014 Wiley Periodicals, Inc.     

Narrative pedagogy,technology, and curriculum transformation in nursing education

More than 100 years ago, John Dewey, a major influence in American education, argued for the need to “stimulate the spirit of inquiry into actual fact” (Dewey, 2002, p. 118). The debate among politicians and educators about the structure, purpose, and goals of education and inquiry continues. Yet the world has changed, largely because of widely accessible and versatile technologies. We are unclear how Dewey's spirit of inquiry will grow, die, or reinvent itself through boundaryless tools of inquiry such as the Internet, but the technology is here and will not disappear while educators debate best methods. Twenty‐first‐century society demands new ways to learn and understand, and these new ways of learning require new ways of teaching (McPheeters, 2009/2010). For many students, especially the younger generations, technology intertwines with almost all daily activities, including social contact. Many educators lag behind the technological curve and express frustration at the challenge to shift their educational paradigms toward increasingly technological means of communication and interaction, or entertain “virtual realities” as legitimate educational forums. The purpose of this symposium is to examine the role of technology in transforming higher education. The goal is to seek best methods of using technology more effectively to educate learners for the 21st century. The shifts in society's focus and the characteristics of learners going into the future are also critical, and part of this discussion.     

The role of technology in transforming higher education

More than 100 years ago, John Dewey, a major influence in American education, argued for the need to “stimulate the spirit of inquiry into actual fact” (Dewey, 2002, p. 118). The debate among politicians and educators about the structure, purpose, and goals of education and inquiry continues. Yet the world has changed, largely because of widely accessible and versatile technologies. We are unclear how Dewey's spirit of inquiry will grow, die, or reinvent itself through boundaryless tools of inquiry such as the Internet, but the technology is here and will not disappear while educators debate best methods. Twenty‐first‐century society demands new ways to learn and understand, and these new ways of learning require new ways of teaching (McPheeters, 2009/2010). For many students, especially the younger generations, technology intertwines with almost all daily activities, including social contact. Many educators lag behind the technological curve and express frustration at the challenge to shift their educational paradigms toward increasingly technological means of communication and interaction, or entertain “virtual realities” as legitimate educational forums. The purpose of this symposium is to examine the role of technology in transforming higher education. The goal is to seek best methods of using technology more effectively to educate learners for the 21st century. The shifts in society's focus and the characteristics of learners going into the future are also critical, and part of this discussion.     

Leadership in educational technology: Insights from the corporate world

More than 100 years ago, John Dewey, a major influence in American education, argued for the need to “stimulate the spirit of inquiry into actual fact” (Dewey, 2002, p. 118). The debate among politicians and educators about the structure, purpose, and goals of education and inquiry continues. Yet the world has changed, largely because of widely accessible and versatile technologies. We are unclear how Dewey's spirit of inquiry will grow, die, or reinvent itself through boundaryless tools of inquiry such as the Internet, but the technology is here and will not disappear while educators debate best methods. Twenty‐first‐century society demands new ways to learn and understand, and these new ways of learning require new ways of teaching (McPheeters, 2009/2010). For many students, especially the younger generations, technology intertwines with almost all daily activities, including social contact. Many educators lag behind the technological curve and express frustration at the challenge to shift their educational paradigms toward increasingly technological means of communication and interaction, or entertain “virtual realities” as legitimate educational forums. The purpose of this symposium is to examine the role of technology in transforming higher education. The goal is to seek best methods of using technology more effectively to educate learners for the 21st century. The shifts in society's focus and the characteristics of learners going into the future are also critical, and part of this discussion.     

New technologies,new pedagogies: Finding the grail in higher education

More than 100 years ago, John Dewey, a major influence in American education, argued for the need to “stimulate the spirit of inquiry into actual fact” (Dewey, 2002, p. 118). The debate among politicians and educators about the structure, purpose, and goals of education and inquiry continues. Yet the world has changed, largely because of widely accessible and versatile technologies. We are unclear how Dewey's spirit of inquiry will grow, die, or reinvent itself through boundaryless tools of inquiry such as the Internet, but the technology is here and will not disappear while educators debate best methods. Twenty‐first‐century society demands new ways to learn and understand, and these new ways of learning require new ways of teaching (McPheeters, 2009/2010). For many students, especially the younger generations, technology intertwines with almost all daily activities, including social contact. Many educators lag behind the technological curve and express frustration at the challenge to shift their educational paradigms toward increasingly technological means of communication and interaction, or entertain “virtual realities” as legitimate educational forums. The purpose of this symposium is to examine the role of technology in transforming higher education. The goal is to seek best methods of using technology more effectively to educate learners for the 21st century. The shifts in society's focus and the characteristics of learners going into the future are also critical, and part of this discussion.     

Real‐time detection of regimes of predictability in the US equity premium

We propose new real‐time monitoring procedures for the emergence of end‐of‐sample predictive regimes using sequential implementations of standard (heteroskedasticity‐robust) regression t‐statistics for predictability applied over relatively short time periods. The procedures we develop can also be used for detecting historical regimes of temporary predictability. Our proposed methods are robust to both the degree of persistence and endogeneity of the regressors in the predictive regression and to certain forms of heteroskedasticity in the shocks. We discuss how the monitoring procedures can be designed such that their false positive rate can be set by the practitioner at the start of the monitoring period using detection rules based on information obtained from the data in a training period. We use these new monitoring procedures to investigate the presence of regime changes in the predictability of the US equity premium at the 1‐month horizon by traditional macroeconomic and financial variables, and by binary technical analysis indicators. Our results suggest that the 1‐month‐ahead equity premium has temporarily been predictable, displaying so‐called “pockets of predictability,” and that these episodes of predictability could have been detected in real time by practitioners using our proposed methodology.     

Value capture in hierarchically organized value chains

We study how the structure of negotiations in a value chain affects the distribution of value among its members. To this end, we generalize the Shapley value and the core to hierarchical bargaining situations. While the core yields no concrete predictions, the Shapley value analysis suggests that positions most conducive to value capture are those that allow to realize large complementarity gains. If the game exhibits “supercomplementarity,” then it is advantageous if a firm's negotiation partners are grouped into clusters. Using examples from the aircraft and white goods industries, we assess whether the firms’ actions are consistent with model predictions.     

What You Should Know About Megaprojects and Why: An Overview

This paper takes stock of megaproject management, an emerging and hugely costly field of study, by first answering the question of how large megaprojects are by measuring them in the units of mega, giga, and tera, and concluding with how we are presently entering a new “tera era” of trillion‐dollar projects. Second, total global megaproject spending is assessed, at US$6 to US$9 trillion annually, or 8% of the total global gross domestic product (GDP), which denotes the biggest investment boom in human history. Third, four “sublimes”—political, technological, economic, and aesthetic—are identified and used to explain the increased size and frequency of megaprojects. Fourth, the “iron law of megaprojects” is laid out and documented: Over budget, over time, over and over again. Moreover, the “break–fix model” of megaproject management is introduced as an explanation of the iron law. Fifth, Albert O. Hirschman's theory of the “Hiding Hand” is revisited and critiqued as unfounded and corrupting for megaproject thinking in both the academy and policy. Sixth, it is shown how megaprojects are systematically subject to “survival of the unfittest,” which explains why the worst projects get built rather than the best. Finally, it is argued that the conventional way of managing megaprojects has reached a “tension point,” in which tradition is being challenged and reform is emerging.     

新经济环境下员工忠诚度管理——论心理契约构建的重要性

现代企业管理中,企业员工的忠诚度会影响企业经营目标的实现,而心理契约对员工的行为、忠诚度有着决定性的影响。本文主要探讨新经济环境下企业管理中员工的忠诚和"心理契约"的关系,并阐述了有效的心理契约管理如何提升员工的忠诚度,最后根据研究结果给出员工与企业如何共建"心理契约"的建议,为企业领导者及后续研究者提供参考。     

Learning times: A key factor in managerial personnel decisions

How often should a man be inducted, socialized, trained, developed, and then promoted or transferred from one department to another? The answer should depend to some extent on the average learning time for the manager's new job, and the company's feeling about a “break-even” or “pay-back” period when the employee works to “pay back” the organization for providing him with the job learning opportunity.     

Digital Boundary Objects as Negotiation Facilitators: Spanning Boundaries in Virtual Engineering Project Networks

Advances in electronic communication tools have enabled collaborative engineering work to be conducted in virtual project networks that utilize “digital boundary objects” to exchange complex design knowledge. However, little is known about whether and how digital boundary objects facilitate negotiations in virtual settings that feature real‐time communication. This article addresses this gap by exploring the role of digital boundary objects in negotiating complex design knowledge in a three‐dimensional (3‐D) virtual workspace. The authors found that digital boundary objects facilitate negotiations through a three‐stage process of structuring negotiation space, structuring knowledge in the structured negotiation space, and framing combinations of structured knowledge.     

Leading corporate sustainability: The role of top management team composition for triple bottom line performance

Sustainable development at the corporate level requires balancing social, environmental, and financial performance goals. Achieving such “triple bottom line” (TBL) performance is a very challenging task. In this study, we explore the role the organization's top management team (TMT) plays in leading their organization towards corporate sustainability. We focus on how two distinct aspects of the TMT's structural composition—the presence of a “chief sustainability officer” (CSO) and the TMT's functional diversity—affect the organization's ability to reach high levels of TBL performance. We follow the presence of 22 global energy companies in Corporate Knight's “Global 100” sustainability index for a period of 11 years and find that, surprisingly, the presence of a CSO does not boost TBL performance. However, we do find a positive effect for TMT functional diversity, suggesting that more diverse TMTs are better able to lead their organization to higher levels of TBL performance.     

Transformative educational technologies: An interview with Chris Dede

More than 100 years ago, John Dewey, a major influence in American education, argued for the need to “stimulate the spirit of inquiry into actual fact” (Dewey, 2002, p. 118). The debate among politicians and educators about the structure, purpose, and goals of education and inquiry continues. Yet the world has changed, largely because of widely accessible and versatile technologies. We are unclear how Dewey's spirit of inquiry will grow, die, or reinvent itself through boundaryless tools of inquiry such as the Internet, but the technology is here and will not disappear while educators debate best methods. Twenty‐first‐century society demands new ways to learn and understand, and these new ways of learning require new ways of teaching (McPheeters, 2009/2010). For many students, especially the younger generations, technology intertwines with almost all daily activities, including social contact. Many educators lag behind the technological curve and express frustration at the challenge to shift their educational paradigms toward increasingly technological means of communication and interaction, or entertain “virtual realities” as legitimate educational forums. The purpose of this symposium is to examine the role of technology in transforming higher education. The goal is to seek best methods of using technology more effectively to educate learners for the 21st century. The shifts in society's focus and the characteristics of learners going into the future are also critical, and part of this discussion.     

Managing predecessors' shadows in executive transitions

New leaders inevitably face comparisons with predecessors. After a short time these comparisons usually give way to judgments about the leader's performance. Occasionally, however, the presence of the predecessor continues to be felt long after the new leader has taken charge. The metaphor of a “shadow” cast by a predecessor is used to describe the process whereby memories of a former leader play a dominant role in shaping current behavior in the organization. A case is analyzed in which a burdensome shadow impeded a new leader's efforts to take charge of a state agency. Counterprojective group techniques helped the new leader and his staff lift the shadow and form a more productive working relationship. © 1995 by John Wiley & Sons, Inc.     

Picking on the new kid: Firm newness and deception in buyer–supplier negotiations

This study builds on liabilities of newness theory and moral disengagement theory to investigate deceptive behavior in buyer–supplier negotiations that involve new ventures. Using two purchasing negotiation experiments, it contrasts how negotiators treat employees of new ventures, mature firms, and firms of unknown age. The first experiment examined the behavior of participants in their role as salespeople toward buyers, whereas the second one examined the behavior of participants in their role as buyers toward salespeople. Across experiments, participants shared the belief that their negotiation counterparts were less experienced when these counterparts worked for new ventures than when they worked for mature firms. Moreover, both groups were more likely to deceive negotiation counterparts working at new ventures, although this effect was stronger in magnitude in the first experiment. These findings contribute to the field of behavioral supply management by identifying a new situational variable (firm newness) that promotes deception in purchasing negotiations. Moreover, they provide implications for buyers and suppliers on how to leverage preconceptions associated with their firm's age to gain advantages (or avoid disadvantages) in buyer–supplier negotiations. Finally, we add to liabilities of newness theory by identifying an additional liability that affects new ventures – namely, the increased risk of being deceived.