This exploratory paper identifies variables for investigating competitive skill development; variables that help to shape a firm's entrepreneurship, and the privatization process…
Abstract
This exploratory paper identifies variables for investigating competitive skill development; variables that help to shape a firm's entrepreneurship, and the privatization process in Central and Eastern Europe. The paper is organized as follows: The topics of entrepreneurship, privatization, and competitive skills are briefly introduced and grounded in the literature. A methodology section is then provided which includes a proposed firm‐level survey design, propositions, and survey questions. The last section discusses implications for future research.
Elizabeth M. Fitzgerald and Rajaram Veliyath
External globalization drivers have been proposed to influence the degree of internationalization occurring in industries (Yip, 1989). Industry globalization drivers, when used in…
Abstract
External globalization drivers have been proposed to influence the degree of internationalization occurring in industries (Yip, 1989). Industry globalization drivers, when used in conjunction with firm‐specific global strategy levers (Bartlett & Ghoshal, 1995), provide the bases for obtaining competitive advantage. However, the relative importance of the various drivers of globalization varies across industries. Further, the presence of each driver in different countries may also vary. This paper proposes that the interplay of these two factors impacts the investment decisions occurring in different industry sectors across different countries. The case of investments of the U.S. automobile, computer, and petroleum refining industries in the ASEAN region is used to illustrate the argument. The main proposition in this paper is that U.S. firms need to undertake more investments in the ASEAN region from a global competitiveness standpoint independent of traditional market‐ or resource‐drivers.
Raida Abu Bakar, Rosmawani Che Hashim, Sharmila Jayasingam, Safiah Omar and Norizah Mohd Mustamil
Ian Evans, John Fitzgerald, Averil Herbert and Shane Harvey
Training clinical child psychologists necessitates explicit attention to the importance of developing cultural competencies for practice in diverse communities. This case study…
Abstract
Training clinical child psychologists necessitates explicit attention to the importance of developing cultural competencies for practice in diverse communities. This case study, comprising relevant social history, cultural models of child psychopathology and conceptual analysis of complex systems in bicultural Aotearoa New Zealand, offers salutary lessons for clinical practice internationally. In New Zealand, indigenous perspectives on children's mental health needs are holistic, encouraging trainee practitioners to recognise the systemic influences of extended family, school and community. Accommodating the expectations, values, and hegemony of both Māori and European populations requires service providers to acknowledge a broad interpretation of evidence‐based practice. In terms of true scientific progress, future best practice will require a rapprochement between the traditional knowledge of indigenous cultures and the empirically‐derived insights of psychology as an international discipline. The imperative to share power in decision‐making moves the debate beyond conventional multicultural sensitivities. Moral and political issues are inextricably entwined with clinical and professional activities.
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Elizabeth Koschmann, James L. Abelson, Amy M. Kilbourne, Shawna N. Smith, Kate Fitzgerald and Anna Pasternak
Mood and anxiety disorders affect 20–30 percent of school-age children, contributing to academic failure, substance abuse, and adult psychopathology, with immense social and…
Abstract
Purpose
Mood and anxiety disorders affect 20–30 percent of school-age children, contributing to academic failure, substance abuse, and adult psychopathology, with immense social and economic impact. These disorders are treatable, but only a fraction of students in need have access to evidence-based treatment practices (EBPs). Access could be substantially increased if school professionals were trained to identify students at risk and deliver EBPs in the context of school-based support services. However, current training for school professionals is largely ineffective because it lacks follow-up supported practice, an essential element for producing lasting behavioral change. The paper aims to discuss these issues.
Design/methodology/approach
In this pilot feasibility study, the authors explored whether a coaching-based implementation strategy could be used to integrate common elements of evidence-based cognitive behavioral therapy (CBT) into schools. The strategy incorporated didactic training in CBT for school professionals followed by coaching from an expert during co-facilitation of CBT groups offered to students.
Findings
In total, 17 school professionals in nine high schools with significant cultural and socioe-conomic diversity participated, serving 105 students. School professionals were assessed for changes in confidence in CBT delivery, frequency of generalized use of CBT skills and attitudes about the utility of CBT for the school setting. Students were assessed for symptom improvement. The school professionals showed increased confidence in, utilization of, and attitudes toward CBT. Student participants showed significant reductions in depression and anxiety symptoms pre- to post-group.
Originality/value
These findings support the feasibility and potential impact of a coaching-based implementation strategy for school settings, as well as student symptom improvement associated with receipt of school-delivered CBT.
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This paper aims to contribute to the project of recognising the contribution of female scholars to the development of marketing thought. The paper presents a biography of Elizabeth…
Abstract
Purpose
This paper aims to contribute to the project of recognising the contribution of female scholars to the development of marketing thought. The paper presents a biography of Elizabeth Ellis Hoyt, a home economist, who contributed to the shaping of contemporary ideas about consumption and the consumer.
Design/methodology/approach
Source material used includes the Elizabeth Ellis Hoyt Papers (1884‐2009) in the Iowa State University Archives. The collection contains a variety of materials, of which the most important for this paper were news clippings, personal diaries (1907‐1918), and published and unpublished manuscripts (1953, 1964, n.d.). Also important for this study were two sources published by Alison Comish Thorne, Elizabeth Hoyt's PhD student. These include Thorne's autobiography Leave the Dishes in the Sink and her entry on Elizabeth Hoyt in the Biographical Dictionary of Women Economists.
Findings
The paper documents Elizabeth Hoyt's development of marketing thought, focusing on her early work on the cost of living index and subsequent contributions to an expanded theory of consumption and consumer learning.
Originality/value
Elizabeth Hoyt is one of a group of female home economists who pioneered consumption economics in America in the 1920s and 1930s yet who have been neglected in published accounts. Notwithstanding a short biographical note in the Biographical Dictionary of Women Economists, Hoyt's life and work are not yet documented.
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Rajaram Veliyath and Elizabeth Fitzgerald
Matching Porter's (1980) three generic strategies appropriately in each of the four arenas of hypercompetition is proposed to offer temporary competitive advantages. The…
Abstract
Matching Porter's (1980) three generic strategies appropriately in each of the four arenas of hypercompetition is proposed to offer temporary competitive advantages. The longer‐term sustainability of these competitive advantages is argued to depend on matching the firm's resources/capabilities with the provision of customer value and needs, as well as the presence of isolating mechanisms in the industry/market environment. Stringing together a series of such ephemeral advantages can enhance the firm's competitiveness in the long‐run.
Shelia R. Cotten, Elizabeth L. Davison, Daniel B. Shank and Brian W. Ward
In the first decades of ICT adoption, Whites traditionally had higher levels of Internet access and usage. We examine whether race remains a factor in Internet usage, among a…
Abstract
Purpose
In the first decades of ICT adoption, Whites traditionally had higher levels of Internet access and usage. We examine whether race remains a factor in Internet usage, among a group presumed to be digital natives – middle school students.
Methodology
A survey was administered to a racially/ethnically diverse sample of students in a mid-Atlantic school district including White, Hispanic, African American, and Asian/Pacific Islander. The survey sought to measure time spent engaged in varying Internet activities and related sociodemographic factors.
Findings
The analyses indicate that Whites do not have higher levels of Internet usage, and in many cases racial minority youth are more engaged in Internet activities than Whites. This holds true when accounting for a number of sociodemographic and background factors that are known to affect Internet usage.
Research implications
This chapter adds to the evidence that within the United States the digital divide has become more about the “other dimensions” such as how the Internet is used, rather than merely access or ownership (e.g., first level digital divide issues) at the middle school level.
Originality
This chapter will be beneficial to researchers who study the digital divide and those who seek to understand the myriad uses of computers among youth. It will also be beneficial for those who seek to integrate computer interventions in schools. This study includes one of the most diverse samples of middle school students in the United States. The results suggest that there are multiple dimensions to the digital divide and that patterns of use are changing among middle school youth.