El capital social como enfoque teórico en Dirección Estratégica

[EN] The objective of this research paper is to investigate, from a theoretical point of view, the strategic relevance of social capital. In recent years, academic literature in this field has witnessed remarkable growth, recognizing social capital as a key element for companies, due to its contribution to the creation of competitive advantages. However, it might be said that its development is still emerging, given the number of discrepancies among researchers regarding its definition, measurement, and its positive or negative impact on other variables. For this reason, a set of empirical studies that show the social capital effect on diverse types of organizational results have been reviewed, taking as a reference the definition and dimensions proposed by Nahapiet and Ghoshal (1998). Additionally, different theoretical links between social capital and four related Strategic Management approaches are presented, such as the Intellectual Capital-Based View, the Knowledge-Based View, the Resource-Based View and the Dynamic Resource-Based View. A main conclusion drawn from this review is that social capital, being a knowledge-based resource, enables access to both internal and external resources and thus a firm’s competitive advantage and, consequently, its value creation can be generated from the combination of both areas. Going in depth and clarifying this strategic linkage are thus a challenge to address in future studies.[ES] El principal objetivo de este trabajo es mostrar la relevancia estratégica del capital social organizacional desde un punto de vista teórico. En los últimos años, la literatura académica relacionada con este concepto ha experimentado un notable crecimiento, reconociendo que el capital social es un elemento fundamental para que las empresas generen ventajas competitivas. Sin embargo, se podría afirmar que su desarrollo es todavía incipiente al existir multitud de discrepaciancias entre los investigadores acerca de su conceptuación, la medición de sus dimensiones o los efectos positivos o negativos que podría tener sobre otras variables. Por este motivo, tomando como referencia la definición y dimensiones propuestas por Nahapiet y Ghoshal (1998), se ha realizado una revisión de las investigaciones que, de manera empírica, han estudiado las relaciones entre el capital social y distintos tipos de resultados organizacionales. Igualmente, se exponen diferentes nexos teóricos encontrados entre el capital social y los principales enfoques en Dirección Estratégica como son Enfoque Basado en el Capital Intelectual, el Enfoque Basado en el Conocimiento, el Enfoque Basado en los Recursos y el Enfoque Basado en las Capacidades dinámicas. Se concluye que el capital social, como recurso basado en el conocimiento, podría permitir el acceso a otros recursos internos o externos, y que la creación de valor y la generación de ventajas competitivas de una empresa puede provenir de la combinación de ambos ámbitos. Así, futuros estudios deben encaminarse hacia la profundización y clarificación de este nexo estratégico

Agents for educational games and simulations

This book consists mainly of revised papers that were presented at the Agents for Educational Games and Simulation (AEGS) workshop held on May 2, 2011, as part of the Autonomous Agents and MultiAgent Systems (AAMAS) conference in Taipei, Taiwan. The 12 full papers presented were carefully reviewed and selected from various submissions. The papers are organized topical sections on middleware applications, dialogues and learning, adaption and convergence, and agent applications

TACOP: A Cognitive Agent for a Naval Training Simulation Environment

The full version of this paper appeared in: Doesburg, W. A. van, Heuvelink, A., and Broek, E. L. van den (2005). TACOP: A cognitive agent for a naval training simulation environment. In M. Pechoucek, D. Steiner, and S. Thompson (Eds.), Proceedings of the Industry Track of the Fourth International Joint Conference on Autonomous Agents and Multi-Agent Systems (AAMAS-05), p.34-41. July 25-29, Utrecht, The Netherlands

The organisation of sociality: a manifesto for a new science of multi-agent systems

In this paper, we pose and motivate a challenge, namely the need for a new science of multi-agent systems. We propose that this new science should be grounded, theoretically on a richer conception of sociality, and methodologically on the extensive use of computational modelling for real-world applications and social simulations. Here, the steps we set forth towards meeting that challenge are mainly theoretical. In this respect, we provide a new model of multi-agent systems that reflects a fully explicated conception of cognition, both at the individual and the collective level. Finally, the mechanisms and principles underpinning the model will be examined with particular emphasis on the contributions provided by contemporary organisation theory

Towards engineering ontologies for cognitive profiling of agents on the semantic web

Research shows that most agent-based collaborations suffer from lack of flexibility. This is due to the fact that most agent-based applications assume pre-defined knowledge of agents’ capabilities and/or neglect basic cognitive and interactional requirements in multi-agent collaboration. The highlight of this paper is that it brings cognitive models (inspired from cognitive sciences and HCI) proposing architectural and knowledge-based requirements for agents to structure ontological models for cognitive profiling in order to increase cognitive awareness between themselves, which in turn promotes flexibility, reusability and predictability of agent behavior; thus contributing towards minimizing cognitive overload incurred on humans. The semantic web is used as an action mediating space, where shared knowledge base in the form of ontological models provides affordances for improving cognitive awareness

Behavioral Aspects of Organizational Learning and Adaptation

In this paper, I seek to understand the behavioral basis of higher organizational learning and adaption as a teleological dynamic equilibrium process to decipher the underlying psycho-physiological aspects of individual cognitive learning related to organizational adaption. Dynamics of cognitive learning has some differential paths within the neural circuitry which follows certain patterns that leads to individual as well as organized evolution in course of a learning process. I undertake a comparative analysis of human cognitive and behavioral changes and the active mechanisms underlying animal behavior and learning processes to understand the differential patterns of these adaptive changes in these two species. Cognitive behavioral learning processes have certain economic perspectives which help an individual to attain efficiency in workplace adaptation and in learning which however, the individual when being part of an alliance, ember positive influence on the society or organization as a whole. Comparatively, in primates, I review some empirical evidences drawn from chronological studies about cognitive behavioral learning process and adaptation as well as the presence of the capacity of making attributions about mental states, which exists in rudimentary form in chimpanzees and apes. Following this, I apply the outcomes of the findings on different aspects of human cognitive and adaptive behavioral learning-induced evolutionary changes and how human beings are able to exploit the presence of these additive advantages under cluster settings.Animal behavior, cognitive economics, motivational energy, neural adaptation, neuroscience, Organizational learning, organizational adaptation, teleological process

A taxonomy for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. We will present a taxonomy for interactive educational multimedia that supports the classification, description and development of such systems. Such a taxonomy needs to embed multimedia technology into a coherent educational context. A conceptual framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, describe them in the human-computer context, and integrate them with mechanisms and principles of multimedia interaction