A Systematic Bibliographic Review of Personal Branding

Scheidt, S., Gelhard, C., & Henseler, J. (2020). Old Practice, but Young Research Field: A Systematic Bibliographic Review of Personal Branding. Frontiers in Psychology, 11, 1-18. [1809]. https://doi.org/10.3389/fpsyg.2020.01809Before engaging with the already intensive and still increasing personal branding activities in many fields of practice, a scholarly approach would call for a more specific definition of the concept of personal branding processes and the resulting human brands. A multi-step analysis of the growing body of literature on personal branding is employed, integrating a framework that covers six key research streams of personal branding, (1) terminology and definition, (2) underlying theories, (3) classes and categories, (4) benefits, (5) antecedents, and (6) key ingredients and applications, complemented by challenges the domain of personal branding has to cope with. The analysis shows that personal branding is an interdisciplinary concern, which is still in its infancy and in which universally valid personal branding frameworks or even theories cannot be identified yet. Personal branding appears as a source for new academic impulses, as it may sensitize scholars to opportunities for intensifying collaboration with practitioners and with other academic domains to enrich and disseminate knowledge in their fields.publishersversionpublishe

Leveraging global sources of knowledge for business model innovation

This article explores the concept of leveraging global knowledge for business model innovation, whereby knowledge is transferred across space and firm boundaries for the reconfiguration of an incumbent firm’s business model. Considering the implications of an ever-increasing fragmentation of global value chains and the associated dispersion of global knowledge sources, we propose that supply chain partners at foreign locations can provide valuable knowledge that incumbents can leverage to change their business model. Integrating insights from global supply chain, business model, and organizational learning literatures, we theorize and empirically test how different organizational capabilities enable firms to acquire knowledge from foreign partners, integrate external with internal knowledge, transform knowledge through experimentation, and finally apply global knowledge in the form of business model innovation. We conclude with suggestions for future research

Stabilized finite element schemes with LBB-stable elements for incompressible flows

AbstractWe study stabilized FE approximations of SUPG type to the incompressible Navier–Stokes problem. Revisiting the analysis for the linearized model, we show that for conforming LBB-stable elements the design of the stabilization parameters for many practical flows differs from that commonly suggested in literature and initially designed for the case of equal-order approximation. Then we analyze a reduced SUPG scheme often used in practice for LBB-stable elements. To provide the reduced scheme with appropriate stability estimates we introduce a modified LBB condition which is proved for a family of FE approximations. The analysis is given for the linearized equations. Numerical experiments for some linear and nonlinear benchmark problems support the theoretical results

Impact of a Professional Identity Formation Program on Student Perceptions

In response to the call for reform in professional identity formation (PIF) (O’Brien & Irby, 2013), the University of Utah pioneered a program called RealMD which utilizes coaching and group self-discovery activities to encourage purpose and community in preparation for students’ future medical careers (Cruess, Cruess, Boudreau, Snell, & Steinert, 2014). The program focuses on 15 attitudes/skills central to identity development (Tsai, Moniz, Davis, & Chang, 2017). In this study, we explored the impact of the program on student self-perceptions. We administered a retrospective, pre-post survey at the end of year to students (n=253), in which 111 (44%) rated perceived importance of each attitude/skill at the start and end of the year. The survey also allowed open-ended comments. Analyzing the mean gain in ratings across the 2 time periods, 14 of the 15 items increased (range =.01 to .37), with a significant (p<0.05) increase on 4 items (applying identity development to career, having a self-reflection process, creating a networking plan, and identifying an issue in healthcare to change). Comments corroborated the notable impact of being a student in the program on said attitudes/skills