Mikko Rönkkö, Juhana Peltonen and Pia Arenius
Entrepreneurial bricolage has been proposed as a method of alleviating resource constraints of entrepreneurial firms. However, the outcomes of bricolage for a firm may vary…
Abstract
Entrepreneurial bricolage has been proposed as a method of alleviating resource constraints of entrepreneurial firms. However, the outcomes of bricolage for a firm may vary greatly. One of the most pressing issues is to clarify how bricolage may enhance firm growth. Based on case studies, Baker and Nelson (2005) propose that applying bricolage in limited areas (“selective bricolage”) may enable firms to grow, whereas excessive (“parallel”) bricolage may lead to the opposite outcome. However, the process of testing the generalizability of this relationship using quantitative methods has just begun. In this chapter, we describe our efforts to develop a scale that measures bricolage manifestation in firms by using the “environmental domains” of Baker and Nelson (2005) to facilitate quantitative testing of the bricolage–growth relationship.
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Since the late 1990s, teacher professional development models have shifted from a focus on individual improvement to collaboration as a means to foster support, information, and…
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Since the late 1990s, teacher professional development models have shifted from a focus on individual improvement to collaboration as a means to foster support, information, and resource exchange between teachers. Following this shift, researchers began to use social network research methodology in the early 2000s to reveal the ways in which informal relationships affect teachers’ practices. This chapter reviews current literature on teachers’ social networks and teacher quality to describe the ways in which social networks mediate teachers’ practices. It provides detailed examples from two studies on teachers’ social networks and suggests ways that scholars can incorporate the constructs of social capital and social networks into large-scale research on teacher quality.
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Robert E. Quinn and Kim S. Cameron
In this chapter, we assume the following: (1) the root cause of most organizational problems is culture and leadership, (2) executives seldom want to deal with these root causes…
Abstract
In this chapter, we assume the following: (1) the root cause of most organizational problems is culture and leadership, (2) executives seldom want to deal with these root causes, (3) because life is uncertain, organizational change is an emergent process, (4) most change processes unfold by reconstructing social reality, (5) the change process is inherently relational, (6) effective change efforts are enhanced by increasing the virtue of the actors, (7) change is embedded in the learning that flows from high-quality relationships, and (8) change agents may have to transcend conventional, economic exchange norms in order to demonstrate integrity and to build trust and openness. Drawing on the field of positive organizational scholarship, we focus on the change agent. We review the literature on self-change and offer several paths for becoming a positive leader.
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Samuel Allen, Audrey J. Murrell, Ray Jones and Luka Misic
This case study draws on secondary sources, which are cited in the case and included in the “References and Other Supporting Materials” section of the teaching note, as well as a…
Abstract
Research methodology
This case study draws on secondary sources, which are cited in the case and included in the “References and Other Supporting Materials” section of the teaching note, as well as a semi-structured interview with the case’s protagonist to accurately portray the context, considerations and competing interests necessary for students to make an evidence-based recommendation about 5 Generation Bakers’ future. The case protagonist (Scott Baker) gave the author team written permission to use identifying information from the interview. As such, the authors made no attempt to disguise any names or facts pertaining to this case. As a descriptive incident, it illustrates widely used theoretical concepts and models. The case provides students the opportunity to identify theoretical concepts and practical management strategies moving forward in academic and management settings. No AI was used in writing either the case or teaching notes.
Case overview/synopsis
Scott Baker, owner of 5 Generation Bakers in McKees Rocks, PA, found himself in a difficult position in October 2015. Needing to find a new facility to expand his bakery business and meet the needs of the modern bakery industry, Scott was on his way to a meeting with officials from Cranberry Township promising a sleek, modern facility in an area with lower taxes and promising access to transportation. This tempting offer came at a cost: uprooting his loyal employees and abandoning McKees Rocks after several decades of his family operating a bakery there. On that October day, a twist emerged – the newly vacant lot of a recently closed Bottom Dollar store offered a chance to expand locally. Now, the family business owner had to decide: pursue the new facility in Cranberry, or revitalize his business and stay local. This case is widely applicable but is most directly relevant to modules related to ethics, corporate social responsibility, family business dynamics and stakeholder management analysis in management and leadership courses.
Complexity academic level
This case is most applicable to business students at the undergraduate or graduate level in entrepreneurship, business strategy, ethics, or related fields. The case is particularly relevant for modules in decision-making, corporate social responsibility, stakeholder management and family business dynamics.
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Manfred Stock, Alexander Mitterle and David P. Baker
Advanced education is often thought to respond to the demands of the economy, market forces create new occupations, and then universities respond with new degrees and curricula…
Abstract
Advanced education is often thought to respond to the demands of the economy, market forces create new occupations, and then universities respond with new degrees and curricula aimed at training future workers with specific new skills. Presented here is comparative research on an underappreciated, yet growing, concurrent alternative process: universities, with their global growth in numbers and enrollments, in concert with expanding research capacity, create and privilege knowledge and skills, legitimate new degrees that then become monetized and even required in private and public sectors of economies. A process referred to as academization of occupations has far-reaching implications for understanding the transformation of capitalism, new dimensions of social inequality, and resulting stratification among occupations. Academization is also eclipsing the more limited professionalization processes in occupations. Additionally, it fuels further expansion of advanced education and contributes to a new culture of work in the 21st century. Commissioned detailed German and US case studies of the university origins and influence on workplace consequences of seven selected occupations and associated knowledge, skills, and degrees investigate the academization process. And to demonstrate how universal this could become, the cases contrast the more open and less-restrictive education and occupation system in the US with the centralized and state-controlled education system in Germany. With expected variation, both economies and their occupational systems show evidence of robust academization. Importantly too is evidence of academic transformations of understandings about approaches to job tasks and use of authoritative knowledge in occupational activities.
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I. INTRODUCTION This study attempts to extend and expand previous research conducted by the Department of Marketing at Strathclyde on the adoption and diffusion of industrial…
Surveys of the public have been conducted to document and explain evacuation behaviour in a wide range of threatening events during the past half-century. Many of the behaviours…
Abstract
Surveys of the public have been conducted to document and explain evacuation behaviour in a wide range of threatening events during the past half-century. Many of the behaviours are directly applicable to transportation modelling and management: whether people evacuate, when they depart, where they go, the routes they employ and the number of vehicles they use. Data have usually been collected by telephone interview or mailed questionnaires. Traditional survey methods should be supplemented by Internet surveys, traffic counts and GPS tracking. More real-time data collection should be employed to document a wider range of behaviours during a threat more accurately and to better understand the dynamics of evacuation decisions.
Claire Sinnema, Alan J. Daly, Joelle Rodway, Darren Hannah, Rachel Cann and Yi-Hwa Liou
The primary objective of this chapter is to synthesize and organize prevailing theoretical perspectives on metacognition into a framework that can enhance understanding of…
Abstract
The primary objective of this chapter is to synthesize and organize prevailing theoretical perspectives on metacognition into a framework that can enhance understanding of metacognitive phenomena, with the aim of stimulating future research in the field of organizational behavior and human resources management (OBHRM). The author starts with a review of the history of metacognition research, distinguishing it from related theoretical constructs such as cognition, executive function, and self-regulation. Following this, the author outlines five constituent elements of metacognition – metacognitive knowledge, metacognitive experiences, metacognitive monitoring, a dynamic mental model, and metacognitive control – with discussions on their interrelationships and respective functions. Two approaches to metacognition, a process approach and an individual-difference approach, are then presented, summarizing key questions and findings from each. Finally, three broad directions for future research in OBHRM are proposed: examining metacognitive processes, considering mechanisms beyond learning to explain the effects of metacognition, and exploring both domain-specific and general metacognitive knowledge and skills. The implications of these research directions for personnel and human resources management practices are discussed.