New Evidence of the Impact of Dividend Taxation and on the Identity of the Marginal Investor

This paper examines the impact of a major change in dividend taxation introduced in the United Kingdom in July 1997. The reform was structured in such a way that the immediate impact fell almost entirely on the largest investor class in the United Kingdom, namely pension funds. We find significant changes in the valuation of dividend income after the reform, in particular for high-yielding companies. These results provide strong support for the hypothesis that taxation affects the valuation of companies, and that pension funds were the effective marginal investors for high-yielding companies.     

Schools of thought in organizational learning

This article attempts to bring coherence to the diversity that characterizes organizational learning research. It argues that organizational learning is embedded in four schools of thought: an economic school, a managerial school, a developmental school, and a process school. The article provides a comprehensive analysis of the schools, describes how they differ from each other, and outlines how each of them can be employed effectively. To demonstrate the benefits of theoretical plurality, the four schools are applied to the key marketing topics of market orientation and new product development. Implications for future research in marketing are provided. Simon J. Bell is a lecturer in marketing in the Faculty of Economics and Commerce at the University of Melbourne. Gregory J. Whitwell is an associate professor of marketing in the Faculty of Economics and Commerce at the University of Melbourne. Bryan A. Lukas is an associate professor of marketing and director of the Master of Applied Commerce Program in the Faculty of Economics and Commerce at the University of Melbourne.     

Benefiting from network position: firm capabilities,structural holes,and performance

While strategy scholars primarily focus on internal firm capabilities and network scholars typically examine network structure, we posit that firms with superior network structures may be better able to exploit their internal capabilities and thus enhance their performance. We examine how innovative capabilities—both those of focal firms and those they access through their networks—influence the performance of Canadian mutual fund companies. We find that a firm's innovative capabilities and its network structure both enhance firm performance, while the innovativeness of its contacts does not do so directly. Innovative firms that also bridge structural holes get a further performance boost, suggesting that firms need to develop network‐enabled capabilities—capabilities accruing to innovative firms that bridge structural holes. Copyright © 2005 John Wiley & Sons, Ltd.     

A longitudinal study of the professions' attitudes towards competition & advertising

The attitudes towards competition and advertising of the members of five professions in New Zealand were monitored in three surveys carried out in 1985, 1988 and 1994. This paper reports on the changes in attitudes that occurred over this nine-year period, noting marked trends in all the professions towards an acceptance of a competitive orientation and advertising in particular. A partial exception to the general trend favouring competition has been the attitudes towards matters directly related to money (for example, fees and credit facilities), where there was markedly less enthusiasm for competition. Attitudes towards advertising by professional practices have relaxed sufficiently to question whether advertising needs to be a matter of concern to the professions.     

STEM education in the twenty-first century: learning at work—an exploration of design and technology teacher perceptions and practices

Teachers’ knowledge of STEM education, their understanding, and pedagogical application of that knowledge is intrinsically linked to the subsequent effectiveness of STEM delivery within their own practice; where a teacher’s knowledge and understanding is deficient, the potential for pupil learning is ineffective and limited. Set within the context of secondary age phase education in England and Wales (11–16 years old), this paper explores how teachers working within the field of design and technology education acquire new knowledge in STEM; how understanding is developed and subsequently embedded within their practice to support the creation of a diverse STEM-literate society. The purpose being to determine mechanisms by which knowledge acquisition occurs, to reconnoitre potential implications for education and learning at work, including consideration of the role which new technologies play in the development of STEM knowledge within and across contributory STEM subject disciplines. Underpinned by an interpretivist ontology, work presented here builds upon the premise that design and technology is an interdisciplinary educational construct and not viewed as being of equal status to other STEM disciplines including maths and science. Drawing upon the philosophical field of symbolic interactionism and constructivist grounded theory, work embraces an abductive methodology where participants are encouraged to relate design and technology within the context of STEM education. Emergent findings are discussed in relation to their potential to support teachers’ educational development for the advancement of STEM literacy, and help secure design and technology’s place as a subject of value within a twenty-first Century curriculum.