Optimal Sharing Strategies in Dynamic Games of Research and Development

This paper builds a theoretical foundation for the dynamics of knowledge sharing in private industry. In practice, research and development projects can take years or even decades to complete. We model an uncertain research process, where research projects consist of multiple sequential steps. We ask how the incentives to license intermediate steps to rivals change over time as the research project approaches maturity and the uncertainty that the firms face decreases. Such a dynamic approach allows us to analyze the interaction between how close the firms are to product market competition and how intense that competition is. If product market competition is relatively moderate, the lagging firm is expected never to drop out and the incentives to share intermediate research outcomes decreases monotonically with progress. However, if product market competition is relatively intense, the incentives to share may increase with progress. These results illustrate under what circumstances it is necessary to have policies aimed at encouraging cooperation in R&D and when such policies should be directed towards early vs. later stage research.Multi-stage R&D, Innovation, Knowledge Sharing, Licensing, Dynamic Games

Knowledge sharing and subsidiary R&D mandate development: A matter of dual embeddedness

Sharing knowledge across borders has proven to be especially relevant to multinational corporations (MNCs). Foreign subsidiaries have become active players in these knowledge flows. However, the network effects of interacting with multiple agents on the evolution of the R&D role played by subsidiaries are still undeveloped. The present study focuses on changes in subsidiary capabilities and on the dynamic mechanisms by which their R&D role might evolve, especially, as a consequence of their interaction with a variety of knowledge networks. We examine this issue by conducting four longitudinal case studies of subsidiaries operating in Spain. Using an inductive approach to theory building, we develop a general theoretical framework considering the subsidiary's embeddedness in the knowledge networks within the MNC (internal) and within the host country (external). We find that evolving towards a competence-creating mandate is characterised by the simultaneous growth of embeddedness in both internal and external networks; otherwise, a subsidiary may gravitate away from upgrading its R&D role. Thus, the contribution of this paper is to present a dynamic model that sheds light on how internal and external knowledge embeddedness interact in generating outcomes for subsidiary R&D roles

SENIOR HIGH SCHOOL STUDENTS' THINKING AND SELF EFFICACY IN INQUIRY LEARNING

The problem of this research is the weakness of mathematical creative thinking ability, and students’ self efficacy which is the product of teacher–centered learning process. To overcome this problem, we have to utilities models of teaching which are based on new paradigm (student–centered). One of models that can be used is inquiry learning, as this model contains a dynamic process that requires students to explore, investigate, and construct a new understanding. The aim of this research is follows: 1) compared mathematical creative thinking ability students who get inquiry learning and student who get regular learning; 2) compared self efficacy students under inquiry learning and students under regular learning. This study is quasi-experiment, involving XI th grader Senior High School in Bengkulu. The data in this study were collected from July to October 2009. The instruments used are a test of prior knowledge of mathematics, mathematical ability tests of creative thinking, self efficacy scale of the students on mathematics, and guidelines of interview. Based on the results of data analysis, it can be concluded that: 1) in general, mathematical creative thinking ability of students received inquiry learning better than students who received regular learning; 2) self efficacy of students under inquiry learning are better than students under regular learning; 3) learning model, the level of schools and students’ prior knowledge of mathematics significantly affect students’ ability in mathematical creative thinking; 4) there is interaction between the level of schools and learning models towards students mathematical creative thinking ability; 5) there is interaction between the levels of schools and learning models towards students self efficacy; 6) there is interaction between students prior knowledge of mathematics and learning model toward mathematical creative thinking ability; and 7) there is interaction between students prior knowledge of mathematics and learning model toward students self efficacy

Senior High School Students’ Ability in Mathematical Creative Thinking and Self Efficacy in Inquiry Learning

The problem of this research is the weakness of mathematical creative thinking ability, and students’ self efficacy which is the product of teacher–centered learning process. To overcome this problem, we have to utilities models of teaching which are based on new paradigm (student–centered). One of models that can be used is inquiry learning, as this model contains a dynamic process that requires students to explore, investigate, and construct a new understanding. The aim of this research is follows: 1) compared mathematical creative thinking ability students who get inquiry learning and student who get regular learning; 2) compared self efficacy students under inquiry learning and students under regular learning. This study is quasi-experiment, involving XI th grader Senior High School in Bengkulu. The data in this study were collected from July to October 2009. The instruments used are a test of prior knowledge of mathematics, mathematical ability tests of creative thinking, self efficacy scale of the students on mathematics, and guidelines of interview. Based on the results of data analysis, it can be concluded that: 1) in general, mathematical creative thinking ability of students received inquiry learning better than students who received regular learning; 2) self efficacy of students under inquiry learning are better than students under regular learning; 3) learning model, the level of schools and students’ prior knowledge of mathematics significantly affect students’ ability in mathematical creative thinking; 4) there is interaction between the level of schools and learning models towards students mathematical creative thinking ability; 5) there is interaction between the levels of schools and learning models towards students self efficacy; 6) there is interaction between students prior knowledge of mathematics and learning model toward mathematical creative thinking ability; and 7) there is interaction between students prior knowledge of mathematics and learning model toward students self efficacy

‘Islands in the stream’ – causeways or compromise?

In recent years, policy drivers have given a strategic push towards encouraging ‘employer-led’ work based learning in Higher Education. For example, Leitch ( 2006?) and other key policy makers advocate institutional change and reform in HE to respond to market needs; HEFCE encourages HEI’s “Towards a strategy for work based learning”; the QAA has reflected most recently on ‘employer-responsive provision’. This paper sets out to explore the impact of these strategic objectives and some issues which emerge from the rapprochement of stakeholders and providers. It is based on experience in an institution where challenges and tensions are being met and overcome. The case example is part of a Higher Level Skills Pathway (HLSP) Project whose lead partner is the North West Universities Association (NWUA) in North West England. Learning Pathway provision for Housing Practitioners (via a Professional Certificate in Leadership) has been developed in conjunction with employers using the WBIS (Work based and Integrative Studies) framework at the University of Chester. This flexible modular framework puts knowledge and experiential learning gained in the work context at the core of learning activity. This paper uses the example to characterise the power relationships and tensions. Reflecting on the case study, it seems that by attending to such policy drivers, much compromise is required from both parties in terms of curriculum design and the relationships being built between Higher Education Institutions (HEI’s) and employers. The term ‘employer-led’ denotes an uneven power relationship and this may in the long run serve to undermine the hallmark of HE provision – quality and standards. In conclusion we suggest that the whole relationship needs to be predicated on co-produced provision in order to build sustainable relationships between employers and HEI’s. The term ‘co-production’ equalises the power relationship, encouraging the goal of dynamic interaction, mutual respect and benefits based on the expertise and knowledge of each party

Spreading Leader Knowledge: Investigating a Participatory Mode of Knowledge Dissemination among Management Undergraduates

In this paper we discuss the need for a practitioner–academic partnership in disseminating leader knowledge among undergraduate management students, and find that in order to cultivate actionable skill development, business and academic communities should collaborate to offer a participatory approach to leadership education. The core objective is to discover sources of actionable knowledge and to decipher its optimum dissemination among management students, encompassing technical, conceptual and human kill development, through interaction with both theory and practice, in order to prepare students for active participation, and potential leadership, in the business environment. Based on a comprehensive literature review, we propose a participatory leader knowledge dissemination model, where business leaders can stimulate the academic environment, and leadership skill development can be promoted through practitioners’ active involvement in the education process. The article concludes with a perspective on the evolution of knowledge transfer among management students and the current trend towards dynamic collaboration between academics and corporate leaders

Re-applying beliefs: an analysis of change in the oil industry

Beliefs and values are hard to alter; yet they strongly influence employees' attitudes towards strategic changes. Using a longitudinal case study in the oil industry, we show how to distinguish between ideological beliefs (justified by ethical values) and mundane beliefs (substantiated by knowledge structures). We explain that the willingness of workers to participate in change was promoted by a dynamic interaction between these interdependent belief sets. More critically, we show that acceptance of change did not require a change in values, but rather a change in the way that values were applied. We develop propositions that move theory forward and point to future directions for research

A museum guide robot: Dealing with multiple participants in the real-world

Pitsch K, Gehle R, Wrede S. A museum guide robot: Dealing with multiple participants in the real-world. Presented at the Workshop "Robots in public spaces. Towards multi-party, short-term, dynamic human-robot interaction" at ICSR 2013.Using video-recordings from a real-world eld trial of a mu-seum guide robot, we show how a robot's gaze influences the visitors' state of participation in group constellations. Then, we compare the robot's conduct to a human tour guide's gaze strategies. We argue that a robot system, to deal with real-world everyday situations, needs to be equipped with knowledge about interactional coordination, incremental processing and strategies for pro-actively shaping the users' conduct

Filarial infection influences mosquito behaviour and fecundity

Understanding vector-parasite interactions is increasingly important as we move towards the endpoint goals set by the Global Programme for the Elimination of Lymphatic Filariasis (GPELF), as interaction dynamics may change with reduced transmission pressure. Elimination models used to predict programmatic endpoints include parameters for vector-specific transmission dynamics, despite the fact that our knowledge of the host-seeking behaviour of filariasis infected mosquitoes is lacking. We observed a dynamic, stage-specific and density dependent change in Aedes aegypti behaviour towards host cues when exposed to Brugia malayi filarial parasites. Infected mosquitoes exhibited reduced activation and flight towards a host during the period of larval development (L1/L2), transitioning to a 5 fold increase in activation and flight towards a host when infective stage larvae (L3) were present (p < 0.001). In uninfected control mosquitoes, we observed a reduction in convergence towards a host during the same period. Furthermore, this behaviour was density dependent with non-activated mosquitoes harbouring a greater burden of L1 and L2 larvae while activated mosquitoes harboured a greater number of L3 (p < 0.001). Reductions in fecundity were also density-dependent, and extended to mosquitoes that were exposed to microfilariae but did not support larval development