An Empirical Examination of the Factors Affecting the Internationalization of Professional Service Smes: The Case of India

This dissertation examines the factors contributing to the internationalization and performance of professional service small and medium-sized enterprises (SMEs) in emerging markets. Specifically, this research documents the relationships among a professional service SME\u27s entrepreneurial orientation, human capital, the degree of internationalization, service innovation, and financial performance. Entrepreneurship literature has recently been extended to the international environment, confirming a positive influence on firm internationalization. Research which examines human capital is limited, yet has potential to contribute to service research. Separately, innovation has been examined from several research disciplines, yet has not been integrated in a model with an entrepreneurial orientation, firm internationalization, and human capital. This dissertation research integrates literature from multiple disciplines to create and test an integrative framework of professional service SME internationalization and performance. The largest contribution of this research is to the fields of entrepreneurship and international business, resulting from confirmation of the positive effect of an entrepreneurial orientation on SME internationalization. However, it is also the researcher\u27s intent to recognize the unique contribution of human capital to the profitable internationalization and performance of knowledge-intensive professional services firms. A multidisciplinary integrative service performance framework that extends international business, entrepreneurship, marketing, management, and strategy literature is supported by a sample of international professional service SMEs in India. Research conclusions and managerial implications are also provide

An Empirical Examination of the Factors Affecting the Internationalization of Professional Service Smes: The Case of India

This dissertation examines the factors contributing to the internationalization and performance of professional service small and medium-sized enterprises (SMEs) in emerging markets. Specifically, this research documents the relationships among a professional service SME\u27s entrepreneurial orientation, human capital, the degree of internationalization, service innovation, and financial performance. Entrepreneurship literature has recently been extended to the international environment, confirming a positive influence on firm internationalization. Research which examines human capital is limited, yet has potential to contribute to service research. Separately, innovation has been examined from several research disciplines, yet has not been integrated in a model with an entrepreneurial orientation, firm internationalization, and human capital. This dissertation research integrates literature from multiple disciplines to create and test an integrative framework of professional service SME internationalization and performance. The largest contribution of this research is to the fields of entrepreneurship and international business, resulting from confirmation of the positive effect of an entrepreneurial orientation on SME internationalization. However, it is also the researcher\u27s intent to recognize the unique contribution of human capital to the profitable internationalization and performance of knowledge-intensive professional services firms. A multidisciplinary integrative service performance framework that extends international business, entrepreneurship, marketing, management, and strategy literature is supported by a sample of international professional service SMEs in India. Research conclusions and managerial implications are also provide

Generalist genes analysis of DNA markers associated with mathematical ability and disability reveals shared influence across ages and abilities

Background The Generalist Genes Hypothesis is based upon quantitative genetic findings which indicate that many of the same genes influence diverse cognitive abilities and disabilities across age. In a recent genome-wide association study of mathematical ability in 10-year-old children, 43 SNP associations were nominated from scans of pooled DNA, 10 of which were validated in an individually genotyped sample. The 4927 children in this genotyped sample have also been studied at 7, 9 and 12 years of age on measures of mathematical ability, as well as on other cognitive and learning abilities. Results Using these data we have explored the Generalist Genes Hypothesis by assessing the association of the available measures of ability at age 10 and other ages with two composite 'SNP-set' scores, formed from the full set of 43 nominated SNPs and the sub-set of 10 SNPs that were previously found to be associated with mathematical ability at age 10. Both SNP sets yielded significant associations with mathematical ability at ages 7, 9 and 12, as well as with reading and general cognitive ability at age 10. Conclusions Although effect sizes are small, our results correspond with those of quantitative genetic research in supporting the Generalist Genes Hypothesis. SNP sets identified on the basis of their associations with mathematical ability at age 10 show associations with mathematical ability at earlier and later ages and show associations of similar magnitude with reading and general cognitive ability. With small effect sizes expected in such complex traits, future studies may be able to capitalise on power by searching for 'generalist genes' using longitudinal and multivariate approaches

Why do spatial abilities predict mathematical performance?

Spatial ability predicts performance in mathematics and eventual expertise in science, technology and engineering. Spatial skills have also been shown to rely on neuronal networks partially shared with mathematics. Understanding the nature of this association can inform educational practices and intervention for mathematical underperformance. Using data on two aspects of spatial ability and three domains of mathematical ability from 4174 pairs of 12-year-old twins, we examined the relative genetic and environmental contributions to variation in spatial ability and to its relationship with different aspects of mathematics. Environmental effects explained most of the variation in spatial ability (~70%) and in mathematical ability (~60%) at this age, and the effects were the same for boys and girls. Genetic factors explained about 60% of the observed relationship between spatial ability and mathematics, with a substantial portion of the relationship explained by common environmental influences (26% and 14% by shared and non-shared environments respectively). These findings call for further research aimed at identifying specific environmental mediators of the spatial–mathematics relationship

Healy Clean Coal Project: Healy coal firing at TRW Cleveland Test Facility. Final report

A test burn of two Alaskan coals was conducted at TRW`s Cleveland test facility in support of the Healy Clean Coal Project, as part of Clean Coal Technology III Program in which a new power plant will be constructed using a TRW Coal Combustion System. This system features ash slagging technology combined with NO{sub x} and SO{sub x} control. The tests, funded by the Alaska Industrial Development and Export Authority (AIDEA) and TRW, were conducted to verify that the candidate Healy station coals could be successfully fired in the TRW coal combustor, to provide data required for scale-up to the utility project size requirements, and to produce sufficient flash-calcined material (FCM) for spray dryer tests to be conducted by Joy/NIRO. The tests demonstrated that both coals are viable candidates for the project, provided the data required for scale-up, and produced the FCM material. This report describes the modifications to the test facility which were required for the test burn, the tests run, and the results of the tests

It Depends: The Conditional Correlation Between Frequency of Storybook Reading and Emergent Literacy Skills in Children At Risk for Language Difficulty

The current study examined the association between frequency of storybook reading and emergent literacy in 212 children at risk for language impairment, assessed during the fall semester of kindergarten. Measures included parent-reported storybook reading, as well as direct assessments of print knowledge, letter awareness, and expressive vocabulary. Results suggested nonsignificant to moderate (r = .11 to .25) correlations between frequency of storybook reading and child emergent literacy across the entire range of environment and ability. Quantile regression results suggested that the association was highest at low frequency of storybook reading, particularly for print knowledge, approaching r = .50. Moreover, the association between frequency of storybook reading and emergent literacy was highest at higher levels of emergent literacy for print knowledge, but particularly for letter naming, approaching r = .80. These results suggest that in children with language difficulties, the relationship between aspects of the home environment and emergent literacy is conditional upon the quality of the home environment as well as child’s proficiency in emergent literacy skills

Chaotic homes and school achievement: a twin study

BACKGROUND: Chaotic homes predict poor school performance. Given that it is known that genes affect both children's experience of household chaos and their school achievement, to what extent is the relationship between high levels of noise and environmental confusion in the home, and children's school performance, mediated by heritable child effects? This is the first study to explore the genetic and environmental pathways between household chaos and academic performance. METHOD: Children's perceptions of family chaos at ages 9 and 12 and their school performance at age 12 were assessed in more than 2,300 twin pairs. The use of child-specific measures in a multivariate genetic analysis made it possible to investigate the genetic and environmental origins of the covariation between children's experience of chaos in the home and their school achievement. RESULTS: Children's experience of family chaos and their school achievement were significantly correlated in the expected negative direction (r = -.26). As expected, shared environmental factors explained a large proportion (63%) of the association. However, genetic factors accounted for a significant proportion (37%) of the association between children's experience of household chaos and their school performance. CONCLUSIONS: The association between chaotic homes and poor performance in school, previously assumed to be entirely environmental in origin, is in fact partly genetic. How children's home environment affects their academic achievement is not simply in the direction environment → child → outcome. Instead, genetic factors that influence children's experience of the disordered home environment also affect how well they do at school. The relationship between the child, their environment and their performance at school is complex: both genetic and environmental factors play a role

Genetic factors underlie the association between anxiety, attitudes and performance in mathematics

Students struggling with mathematics anxiety (MA) tend to show lower levels of mathematics self-efficacy and interest as well as lower performance. The current study addresses: (1) how MA relates to different aspects of mathematics attitudes (self-efficacy and interest), ability (understanding numbers, problem solving ability, and approximate number sense) and achievement (exam scores); (2) to what extent these observed relations are explained by overlapping genetic and environmental factors; and (3) the role of general anxiety in accounting for these associations. The sample comprised 3,410 twin pairs aged 16-21 years, from the Twins Early Development Study. Negative associations of comparable strength emerged between MA and the two measures of mathematics attitudes, phenotypically (~ -.45) and genetically (~ -.70). Moderate negative phenotypic (~ -.35) and strong genetic (~ -.70) associations were observed between MA and measures of mathematics performance. The only exception was approximate number sense whose phenotypic (-.10) and genetic (-.31) relation with MA was weaker. Multivariate quantitative genetic analyses indicated that all mathematics related measures combined accounted for ~75% of the genetic variance in MA and ~20% of its environmental variance. Genetic effects were largely shared across all measures of mathematics anxiety, attitudes, abilities and achievement, with the exception of approximate number sense. This genetic overlap was not accounted for by general anxiety. These results have important implications for future genetic research concerned with identifying the genetic underpinnings of individual variation in mathematics-related traits, as well as for developmental research into how children select and modify their mathematics-related experiences partly based on their genetic predispositions

Relations between Home Literacy Environment, Child Characteristics, and Print Knowledge for Preschool Children with Language Impairment

To contribute to the modest body of work examining the home literacy environment (HLE) and emergent literacy outcomes for children with disabilities, this study addressed two aims: (a) to determine the unique contributions of the HLE on print knowledge of preschool children with language impairment (LI); and (b) to identify whether specific child characteristics (oral language ability, print interest) moderated these relations. The sample consisted of 119 preschool children with LI. HLE was conceptualized as frequency of storybook reading and literacy teaching during book reading. Frequency of storybook reading was a unique predictor of print knowledge, which is consistent with research on children with typical language. Literacy teaching did not predict print knowledge, which diverges from research on children with typical language. No interactions between the HLE and child characteristics were significant, but language ability and print interest play a role in understanding individual differences in literacy development

Mathematics is differentially related to reading comprehension and word decoding: Evidence from a genetically-sensitive design.

Although evidence suggests that individual differences in reading and mathematics skills are correlated, this relationship has typically only been studied in relation to word decoding or global measures of reading. It is unclear whether mathematics is differentially related to word decoding and reading comprehension. The current study examined these relationships at both a phenotypic and etiological level in a population-based cohort of 5162 twin pairs at age 12. Multivariate genetic analyses of latent phenotypic factors of mathematics, word decoding and reading comprehension revealed substantial genetic and shared environmental correlations among all three domains. However, the phenotypic and genetic correlations between mathematics and reading comprehension were significantly greater than between mathematics and word decoding. Independent of mathematics, there was also evidence for genetic and nonshared environmental links between word decoding and reading comprehension. These findings indicate that word decoding and reading comprehension have partly distinct relationships with mathematics in the middle school years