Ronald J. Burke, Irina Todorova, Tatyana Kotzeva and Carol A. McKeen
This research examined correlates of three career priority patterns– career‐primary, modified career‐family, and career‐family – among 218managerial and professional women in…
Abstract
This research examined correlates of three career priority patterns – career‐primary, modified career‐family, and career‐family – among 218 managerial and professional women in Bulgaria. Data were collected using questionnaires completed anonymously. It attempted to replicate similar research conducted in Canada. Although career‐family women worked fewer hours per week, and were less involved with their jobs than were career‐primary women, many of the differences observed in the Canadian sample were absent in the Bulgarian sample. Offers possible explanations for the differences in the two studies.
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Snejina Michailova and Irina Jormanainen
This paper seeks to challenge some assumptions that have long existed in the international business and knowledge management literature about knowledge transfer between Western…
Abstract
Purpose
This paper seeks to challenge some assumptions that have long existed in the international business and knowledge management literature about knowledge transfer between Western and Russian firms. It aims to open a debate among scholars and practitioners in these fields on issues related to knowledge transfer in this context.
Design/methodology/approach
The paper offers a critical analysis of issues regarding knowledge transfer and absorptive capacity in the context of business interactions between Russian and Western firms.
Findings
The paper argues that in the later stages of post‐Socialist transition it is no longer valid to attach rigidly the roles, respectively, of sole receiver to Russian and sole transmitter to Western firms. Further, the paper questions the view that problems in the knowledge transfer process are mainly attributable to the lack of absorptive capacity in Russian firms. As post‐Socialist transition has advanced, this is no longer the typical case. While Russian firms have taken the learning race seriously and have substantially enriched their knowledge stock, Western firms operating in the Russian market have primarily “learned by doing” and have not intentionally invested in improving their own absorptive capacity.
Research limitations/implications
The paper invites scholars to examine knowledge transfer between Russian and Western firms in a more nuanced manner that takes into account the changes evident in the latest stage of post‐socialist transition. It advocates against subscribing to well‐established assumptions that were valid in the beginning of post‐Socialist transition, but are not aligned with changed economic realities.
Practical implications
Western managers are advised to invest more effort into enhancing their understanding of the local knowledge and specific requirements and needs for knowledge transfer to local Russian firms. They should intentionally invest in enhancing their own internal absorptive capacity. Russian managers need to pay attention to the dynamics of the absorptive capacity‐learning feedback loop, as well as to the distinction between potential and realised absorptive capacity.
Originality/value
Unlike the mainstream literature that has examined knowledge transfer between Western and Russian firms, this paper provides a fairer, more balanced view, aligned with changed realities, of the issues associated with knowledge transfer between Russian and Western firms.
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Marla Israel, Nancy Goldberger, Elizabeth Vera and Amy Heineke
The purpose of this paper is to describe a university-multi-school district partnership that positively affected the lives of P-12 immigrant, migrant and refugee students and…
Abstract
Purpose
The purpose of this paper is to describe a university-multi-school district partnership that positively affected the lives of P-12 immigrant, migrant and refugee students and their parents through an iterative collaboration of talent and resources among institutions.
Design/methodology/approach
This is a case study describing a university-school partnership grant-funded program detailing the processes, products, and implications for policy and practice.
Findings
University faculty and public school educators must work through intentional, contextually informed partnerships. It is through these partnerships that scarce resources of time, talent, and funds can be used wisely to build sustainable systems to educate students in K-12 schools and prepare future leaders for this work.
Research limitations/implications
This is a case study limited to the suburban Chicagoland area. Generalities to other communities cannot be directly made.
Originality/value
This study builds on the extant literature of university-school district partnerships and sustainable leadership theory by exploring the processes for creating iterative and individualized structures that benefit both university and public school districts. This study implores universities to re-examine priorities and purpose, especially within schools and colleges of education, in order to remain viable, relevant institutions for positive school improvement.
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Andrea Ceschi, Marco Perini, Andrea Scalco, Monica Pentassuglia, Elisa Righetti and Beniamino Caputo
This study aims to provide an overview of the past two decades of lifelong learning (LLL) policies for enhancing employability and reduce social exclusion in young people of…
Abstract
Purpose
This study aims to provide an overview of the past two decades of lifelong learning (LLL) policies for enhancing employability and reduce social exclusion in young people of European countries through the development of the so-called LLL key-competences.
Design/methodology/approach
Built on a quasi-systematic review, this contribution explores traditional and new methods for promoting the LLL transition, and then employability, in young adults (e.g. apprenticeship, vocational training, e-learning, etc.).
Findings
It argues the need to identify all the possible approaches able to support policymakers, as they can differently impact key-competence development.
Originality/value
Finally, based on the consolidated EU policy experience, we propose a strategy of implementation of the LLL programmes that facilitates the institutions’ decision processes for policy-making through the use of decisional support system.
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This paper aims to construct an argument in support of the idea that absorptive capacity may lead to improved transactive memory conditional to the effectiveness of knowledge…
Abstract
Purpose
This paper aims to construct an argument in support of the idea that absorptive capacity may lead to improved transactive memory conditional to the effectiveness of knowledge transfer between team members.
Design/methodology/approach
The study reports on the results of data collected from 10 knowledge worker teams in a business-to-business context across various industries. The study tests a theoretical model to consider the relationship between the dimensions of absorptive capacity, knowledge transfer effectiveness and transactive memory systems.
Findings
At the individual level, the results suggest that knowledge acquisition and assimilation is associated with higher levels of knowledge transfer while unstructured knowledge transfer is associated with specialisation, credibility and coordination that drives transactive memory.
Originality/value
The results suggest that an alternative conceptualisation of the relationship between absorptive capacity, knowledge transfer effectiveness and transactive memory systems is indeed conceivable. This implies that transactive memory can benefit from increased absorptive capacity and enhanced knowledge transfer effectiveness and may point at an under-explored avenue of research.