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This chapter provides evidence on how young technology startups are employing intellectual property (IP) protection when innovating and competing in the United States. Although researchers and teachers of university technology transfer often think only in terms of patents and the Bayh-Dole Act, this chapter suggests that adopting a more nuanced view of IP rights is appropriate. After reviewing the primary non-patent types of IP protection available in the U.S. (copyright, trademark, and trade secret), we explain that while patents are often considered the strongest protection, for some entrepreneurs – particularly those operating in the U.S. software and Internet sectors – patents may be the least important means of capturing value from innovation. We present evidence from the 2008 Berkeley Patent Survey to demonstrate that IP is used by U.S. startups in very different ways, and to different effects, across technology sectors and other company-specific characteristics. Contrary to the common assumption in academic discourse, we show that different forms of IP protection often serve as complements, rather than substitutes.

In this chapter, we explore the importance of morality in groups. We draw from decades of research from multiple perspectives, including psychology, neuroscience, philosophy, and organizational science, to illustrate the range of ways that morality influences social attitudes and group behavior. After synthesizing the literature, we identify promising directions for business ethics scholars to pursue. We specifically call for greater research on morality at the meso, or group, level of analysis and encourage studies examining the complex relationship between moral emotions and the social environment. We ultimately hope that this work will provide new insights for managing moral behavior in groups and society.

To review and synthesize findings from peer-reviewed research related to students’ sources of ideas for writing, and instructional dimensions that affect students’ development of ideas for composition in grades K-8.

The ideas or content expressed in written composition are considered critical to ratings of writing quality. We utilized a Systematic Mixed Studies Review (SMSR) methodological framework (Heyvaert, Maes, & Onghena, 2011) to explore K-8 students’ ideas and writing from a range of theoretical and methodological perspectives.

Students’ ideas for writing originate from a range of sources, including teachers, peers, literature, content area curriculum, autobiographical/life experiences, popular culture/media, drawing, and play. Intertextuality, copying, social dialogue, and playful peer interactions are productive strategies K-8 writers use to generate ideas for composing, in addition to strategies introduced through planned instruction. Relevant dimensions of instruction include motivation to write, idea planning and organization, as well as specific instructional strategies, techniques, and tools to facilitate idea generation and selection within the composition process.

A permeable curriculum and effective instructional practices are crucial to support students’ access to a full range of ideas and knowledge-based resources, and help them translate these into written composition. Instructional practices for idea development and writing: (a) connect reading and writing for authentic purposes; (b) include explicit modeling of strategies for planning and “online” generation of ideas throughout the writing process across genre; (c) align instructional focus across reading, writing, and other curricular activities; (d) allow for extended time to write; and (e) incorporate varied, flexible participation structures through which students can share ideas and receive teacher/peer feedback on writing.

The purpose of this chapter is to overview what extant research says about parental involvement in online learning environments.

The approach in this chapter is a systematic review of literature focusing on engagement frameworks.

Parents have the potential to be the key to overcoming key concerns about attrition and achievement in online settings. However, research has been silent as to how to engage parents more fully as learning coaches for their children.

Research about parental involvement in online learning should consider the roles of both teacher and parent as they coordinate their efforts to improve student engagement. Research also needs to look at what parents need to know about helping their students be successful and how to provide the training and expertise to parents that will help them learn critical support skills.

This chapter is particularly timely in light of the dramatic growth in online learning and the resulting concerns about achievement and attrition that are particularly acute among at-risk populations.

In this age of the global economy, cross‐cultural negotiation is becoming an increasingly important part of the management and marketing process for nearly every firm. Compares the cross‐cultural negotiation behaviour and differences in the perceived processes between those firms which consider themselves North American‐focused and those firms which report a worldwide or international outlook. Proposes several hypotheses, reports significant differences between the two groups and provides analysis.

States that the involvement of a sales organisation in international business requires sales interactions that transcend national boundaries. Understanding the complexities of cross‐cultural sales negotiations is most important and is a difficult task for sales managers. States that despite the importance and complex nature of cross‐cultural negotiations, the literature is normative and largely disjointed. By using the negotiation process as an analytical framework, this study examines the relevant literature, offers research propositions and indicates additional areas necessitating further research.