The Role of Social and Institutional Contexts in Social Innovations of Spanish Academic Spinoffs

Social innovations developed by academic spinoffs (ASOs) are acquiring an ever-increasing relevance in the literature on academic entrepreneurship. Previous studies have considered the importance of the social and institutional contexts of entrepreneurial ecosystems for the development of these innovations, although a greater depth of analysis is required in this field of study. This research analyzes the influence of the frequency of contact with agents of social and institutional contexts of the entrepreneurial ecosystem on the social innovations of ASOs. From a sample of 173 Spanish ASOs, the results indicate that frequent contact with government and academic support units improves this type of innovation of ASOs. Regarding social context, an increase in the frequency of contact with customers, suppliers, and competitors favors the development of social innovation. However, frequent contact with venture capital firms inhibits the development of this type of innovation

Management and financial performance of agricultural cooperatives: a case of portuguese olive oil cooperatives

En Portugal, como en otros países, las cooperativas agrícolas tienen un papel económico importante en el sistema alimentario. Similar a otras organizaciones económicas, las cooperativas agrícolas han sido testigos de cambios estructurales en las últimas décadas en términos de modelos de gobernación y gestión. Las cooperativas agrícolas portuguesas se han visto constreñidas por su contexto a adoptar un modelo tradicional de propiedad y control. El objetivo principal de este estudio era analizar cuestiones relacionadas con la estructura de gestión y desempeño financiero de las cooperativas, basada en los datos recogidos de cooperativas de aceite de oliva situadas en la región interior norte de Portugal. La combinación de un análisis cualitativo de la estructura y toma de decisiones, una evaluación financiera y la aplicación de un enfoque en varios criterios (PROMETHEE II), los resultados están en línea con expectativas (por ejemplo, bajos niveles de participación de los miembros, gestión no profesional, ratios de rentabilidad bajos, bajo apalancamiento y una capacidad para cumplir compromisos financieros), excepto la relación entre la gestión profesional y el desempeño financiero. La existencia de gestión profesional no conduce a mejores resultados financieros. Este resultado refuerza la creencia de que las cooperativas que están estructuradas de diferente manera tienen intereses diferentes y contradictorios a las partes interesadas

Desarrollo de un instrumento de entrevista de selección enfocada al puesto de operador cajero para una institución financiera

El objetivo principal de este proyecto es desarrollar un instrumento de selección confiable apegado a las competencias de la institución financiera en la cual se va a realizar el proceso: Banco Nacional de México, S.A

Prevalence of Developmental Dyslexia in Spanish University Students

A recent concern in the field of dyslexia studies is the lack of awareness and attention to university students suffering from this condition. If this problem is serious in countries where the relative opacity of the writing system allows for an early detection and, therefore, effective interventions, it is most critical in countries where transparent spelling makes such detection difficult, except in the most severe cases. In Spain, the diagnosis of dyslexia is rare among university-level adults. The present study pursues three aims: (a) to put forward a screening instrument for the detection of university students at risk of dyslexia, (b) to determine the ratio of university students that could be at risk of dyslexia by means of two different procedures, and (c) to create awareness for a disorder that causes hitherto unrecognized difficulties for an important subgroup of the college population. Six hundred and eighty-six university students in four different fields of study within the general area of Social Sciences from a public University in Madrid completed a Spanish-adapted version of a protocol including stress assignment, spelling words and nonwords, and timed phonological working memory of reading and writing task. Results showed that between 1.6% and 6.4% of this population could be at risk of suffering dyslexia. Such risk is not evenly distributed across the four fields of study. As for gender, the first criterion used yields 1.8 males at risk for every female, but the second criterion has as many males as females at risk. Women were significantly better than men in word spelling. Spelling was best predicted by the timed phonological working memory task of reading and writing

Impact of Organizational Culture Values on Organizational Agility

To remain competitive within the current, uncertain business scenario, it is vital for firms to develop capabilities that lead them to adapt and offer quick responses to market changes. Under the dynamic capabilities view of the firm, this paper proposes a model that presents an exhaustive analysis of two relevant research gaps: (i) the underlying relationships that determine the impact exerted by each of the four organizational culture typologies, comprised in Cameron and Quinn’s Competing Values Framework on organizational agility and, (ii) the contingency effect exerted by a key environmental factor, the industry’s technology intensity. An empirical study is performed to test the relationships proposed, using data collected from 172 Spain-based companies. To examine the contingency effect of technology intensity, the sample is divided into two subsamples, high and medium tech companies. This work uses partial least squares path-modeling, a variance-based structural equations modeling technique, in order to test and validate the research model and hypotheses posited. In addition, thorough analyses are carried out to assess the predictive performance of our modelJunta de Andalucía P10-SEJ-608

Information systems capabilities and organizational agility: Understanding the mediating role of absorptive capacity when influenced by a hierarchy culture

Organizational agility (OA), as a key dynamic capability, is a firm’s ability to enable sensing environmental changes and responding efficiently and effectively to them. This study explores this topic further by analyzing the part played by the information systems capabilities (ISC) variable as an antecedent of OA, and absorptive capacity (AC) as a mediator construct. Furthermore, we test the negative moderating role of hierarchy culture (HC) in the AC–OA link. Using partial least squares (PLS) and the PROCESS macro, we find evidence of these relations proposed, and the existence of a conditional mediating situation generated by H

Conhecimento pedagógico do conteúdo de uma professora de química do ensino médio sobre Lei de Hess

O intuito do presente trabalho foi o de investigar o Conhecimento Pedagógico do Conteúdo (PCK, da sigla em inglês) de uma professora de química quando esta desenvolveu o tópico Lei de Hess em uma turma de 2º ano do Ensino Médio de uma escola da rede pública. Nossos dados foram baseados no registro audiovisual das aulas e no preenchimento da ferramenta CoRe - Representação de Conteúdo. Os registros foram transcritos e, juntamente com as respostas do CoRe, efetuou-se a análise de conteúdo, agrupando-se as ideias centrais em categorias a partir do modelo de PCK proposto por Rollnick et al. (2008). Os resultados indicam que a professora, possui um PCK deficiente, sobretudo no domínio «conhecimento de conteúdo específico»

Conhecimento pedagógico do conteúdo de uma professora de química do ensino médio sobre Lei de Hess

O intuito do presente trabalho foi o de investigar o Conhecimento Pedagógico do Conteúdo (PCK, da sigla em inglês) de uma professora de química quando esta desenvolveu o tópico Lei de Hess em uma turma de 2º ano do Ensino Médio de uma escola da rede pública. Nossos dados foram baseados no registro audiovisual das aulas e no preenchimento da ferramenta CoRe - Representação de Conteúdo. Os registros foram transcritos e, juntamente com as respostas do CoRe, efetuou-se a análise de conteúdo, agrupando-se as ideias centrais em categorias a partir do modelo de PCK proposto por Rollnick et al. (2008). Os resultados indicam que a professora, possui um PCK deficiente, sobretudo no domínio «conhecimento de conteúdo específico»