Learning organizational ambidexterity : a joint-variance synthesis of exploration-exploitation modes on performance

Purpose: The purpose of this paper is to reexamine exploration-exploitation’s reciprocality in organizational ambidexterity (OA) research. OA figures prominently in a variety of organization science phenomena. Introduced as a two-stage model for innovation, theory specifies reciprocal reinforcement between the OA processes of exploration (eR) and exploitation (eT). In this study, the authors argue that previous analyses of OA necessarily neglect this reciprocality in favor of conceptualizations that conform to common statistical techniques. Design/Methodology/approach: The authors propose joint-variance (JV) as a soluble estimator of exploration–exploitation (eR-eT) reciprocality. An updated systematic literature synthesis yielded K = 50 studies (53 independent samples, N = 11,743) for further testing. Findings: Three primary findings are as follows: JV reduced negative confounding, explaining 45 per cent of between-study variance. JV quantified the positive confounding in separate meta-analytic estimates of eR and eT on performance because of double-counting (37.6 per cent), and substantive application of JV to hypothesis testing supported OA theoretical predictions. Research limitations/implications: The authors discuss practical consideration for eR-eT reciprocality, as well as theoretical contributions for cohering the OA empirical literature. Practical implications: The authors discuss design limitations and JV measurement extensions for the future. Social implications: Learning in OA literature has been neglected or underestimated. Originality/value: Because reciprocality is theorized, yet absent in current models, existing results represent confounded or biased evidence of the OA’s effect on firm performance. Subsequently, the authors propose JV as a soluble estimator of eR-eT learning modes

Electronic health literacy in Swiss-German parents : cross-sectional study of eHealth literacy scale unidimensionality

Parents often use digital media to search for information related to their children's health. As the quantity and quality of digital sources meant specifically for parents expand, parents' digital health literacy is increasingly important to process the information they retrieve. One of the earliest developed and widely used instruments to assess digital health literacy is the self-reported eHealth Literacy Scale (eHEALS). However, the eHEALS has not been psychometrically validated in a sample of parents. Given the inconsistency of the eHEALS underlying factor structure across previous reports, it is particularly important for validation to occur

The James Webb Space Telescope Mission

Twenty-six years ago a small committee report, building on earlier studies, expounded a compelling and poetic vision for the future of astronomy, calling for an infrared-optimized space telescope with an aperture of at least $4m$. With the support of their governments in the US, Europe, and Canada, 20,000 people realized that vision as the $6.5m$ James Webb Space Telescope. A generation of astronomers will celebrate their accomplishments for the life of the mission, potentially as long as 20 years, and beyond. This report and the scientific discoveries that follow are extended thank-you notes to the 20,000 team members. The telescope is working perfectly, with much better image quality than expected. In this and accompanying papers, we give a brief history, describe the observatory, outline its objectives and current observing program, and discuss the inventions and people who made it possible. We cite detailed reports on the design and the measured performance on orbit.Comment: Accepted by PASP for the special issue on The James Webb Space Telescope Overview, 29 pages, 4 figure

Bi-factor model of the control, autonomy, self-realization and pleasure scale (CASP-12) for general factor determination of quality of life in older adults

Patients' subscores on quality of life (QoL) measures can provide diagnostic information about strengths and weaknesses of respondents' performance in specific areas. Such diagnostics may help with identification of potential at-risk individuals. Subscores may also help with modifying extant care-treatment programs. The Control, Autonomy, Self-realization, and Pleasure (CASP) measure is one, popular QoL measure example with such subscore potential, which will be of focal interest and presented via the current poster submission. As the CASP’s author reassures researchers that “those who simply require a single index” may sum the CASP-12, it is important to first-determine if unidimensional usage in prediction models is reasonably unbiased by ignoring subdomains. As the CASP constructor’s concluded, “…strength of the inter-domain correlations… confirm our belief that QoL is a unitary phenomenon which is the product of the interactions between the domains”. In this first-IRT inspection of CASP’s psychometric properties, the CASP-12’s general QoL factor was found to be well-specified by a bifactor model for specifying subdomains/content homogeneity as sources of nuisance variance. Furthermore, the CASP-12’s total score (general factor) exhibited acceptably high reliability in older populations across both broader community-dwellers, as well as among narrower-patient respondents. In contrast, the CASP-12’s specific subfactors were found to exhibit unacceptably low reliability, suggesting only CASP-12’s global score is currently appropriate for substantive interpretation and meaningful use. Finally, the CASP’s original 12-item measure was identified as-having a potentially useful, 5-item subset for succinct indexing of QoL-unitary scores for future researchers’ use in structural-estimation models

Quantitative methods in interprofessional education research : some critical reflections and ideas to improving rigor

Although quantitative research on interprofessional education (IPE) is proliferating, the accelerating growth in this empirical work does not necessarily imply a stronger evidence base. The contrast between more empiricism and little-improved evidence is perplexing. On the one hand, quantitative research output has accelerated with little signs of slowing down. On the other hand, best-evidence syntheses have been limited to descriptive summaries, in part, due to the varietal methodologies across IPE studies. This editorial provides an overview of the common quantitative study designs for IPE and addresses some implications for their analytic approaches. Subsequently, the editorial turns toward the prevailing measurement paradigm employed in IPE – classical test theory (CTT). Specifically, the editorial discusses key limitations of CTT for IPE research and suggests how the adoption of modern psychometrics in IPE research – namely, item response theory (IRT) can remedy CTT’s limitations using substantive examples from IPE’s empirical literature

Interprofessional simulation training’s impact on process- and outcome- team efficacy beliefs over time

Introduction: Recent findings suggest that process and outcome-based efficacy beliefs are factorially distinct with differential effects for team performance. This study extends this work by examining process and outcome efficacy (TPE, TOE) of interprofessional (IP) care teams over time. Methods: A within-team, repeated measures design with survey methodology was implemented in a sample of prelicensure IP care teams performing over three consecutive clinical simulation scenarios. TPE and TOE were assessed before and after each performance episode. Results: Initial baseline results replicated the discriminant validity for TPE and TOE separate factors. Further findings from multilevel modelling indicated significant time effects for TPE convergence, but not TOE convergence. However, a cross-level interaction effect of ‘TOE(Start-Mean)×Time’ strengthened TOE convergence over time. A final follow-up analysis of team agreement’s substantive impact was conducted using independent faculty-observer ratings of teams’ final simulation. Conclusion: Independent sample t-tests of high/low-agreement teams indicated support for agreement’s substantive impact, such that high-agreement teams were rated as significantly better performers than low-agreement teams during the final simulation training. We discuss the substantive merit of methodological within-team agreement as an indicator of team functionality within IP and greater healthcare-simulation trainings at-large

Teachers’ mental health literacy and action competencies

Background: Teachers are very important in mental health promotion and early recognition of mental health burden (disorder, illness). Teachers’ surrogate mental health literacy (MHL) may be key to improving mental health in youth but has been little investigated. We assessed surrogate MHL in Swiss teachers and tested a measure of mental health action competencies (MHAC). Methods: In 2020, all teaching and support staff at compulsory school level were invited to an online survey covering individual and professional characteristics, MHL (finding, understanding, critical appraisal of information) and action competencies (adapted scale Ahnert et al. 2016, range 17 - 68) personal experience with students’ MHB. Data was explored descriptively and with multivariate regression. Item response theory analyses were conducted to examine internal psychometric MHAC scale properties, and group-mean differences tested between school levels. Results: Participation rate was 38% (N = 459). Nearly all participants had taught at least 1 mentally burdened student in the past year (average 4.7). 77% felt experienced to very experienced regarding these students. Only 32% felt they had sufficient tools and teaching resources. Participants felt it was difficult to very difficult to find (47%), understand (53%) and appraise (90%) information on students’ mental health. Kindergarden teachers and teachers without class responsibility showed significantly lower MHL. Internal psychometric properties of the MHAC measure support the use of a 1-factor scale and indicates discriminant validity with respect to age; experience and school level, median score was high (P50 48, P25 44, P75 53), but single items, e.g. on suicide signs, were rated low. Conclusions: While overall subjective MHAC are high, teachers are insecure regarding MHL and report a lack of tools and resources. Targeted training could strengthen surrogate mental health literacy with a focus on critical appraisal and certain action competencies

Student views of interprofessional education facilitator competencies : a cross-sectional study

Research attention has been paid to providing evidence on undergraduate/pre-licensure health sciences students' interprofessional education competency requirements, placements, and attainment. Although interprofessional facilitator training has been identified as critical to interprofessional learner outcomes, scant research has examined student perceptions of valued facilitator competencies. This short report investigates students' views of important attributes for interprofessional facilitation using a cross-sectional observation-survey design. A survey was conducted in a pre-licensure sample of n = 343 students (response rate 68%) from four health professions (nursing, midwifery, physical therapy, and occupational therapy). After completing a semester-long interprofessional education course, students completed a survey vis-à-vis rating the importance of interprofessional facilitator competency with regard to 25 abilities, 12 teacher profiles, and 10 characteristics. Taken together, results indicate the need for a multifaceted view of interprofessional facilitator competencies. Our findings will inform training targeted to specific facilitator competencies, as needed for optimizing the delivery of interprofessional education