Modulation of taxonomic (versus thematic) similarity judgments and product choices by inducing local and global processing

Perceived similarity is influenced by both taxonomic and thematic relations. Assessing taxonomic relations requires comparing individual features of objects whereas assessing thematic relations requires exploring how objects functionally interact. These processes appear to relate to different thinking styles: abstract thinking and a global focus may be required to explore functional interactions whereas attention to detail and a local focus may be required to compare specific features. In four experiments we explored this idea by assessing whether a preference for taxonomic or thematic relations could be created by inducing a local or global perceptual processing style. Experiments 1–3 primed processing style via a perceptual task and used a choice task to examine preference for taxonomic (versus thematic) relations. Experiment 4 induced processing style and examined the effect on similarity ratings for pairs of taxonomic and thematically related items. In all cases processing style influenced preference for taxonomic/thematic relations

Non-Universal Critical Behaviour of Two-Dimensional Ising Systems

Two conditions are derived for Ising models to show non-universal critical behaviour, namely conditions concerning 1) logarithmic singularity of the specific heat and 2) degeneracy of the ground state. These conditions are satisfied with the eight-vertex model, the Ashkin-Teller model, some Ising models with short- or long-range interactions and even Ising systems without the translational or the rotational invariance.Comment: 17 page

Training the workforce in evidence-based public health: An evaluation of impact among US and international practitioners

INTRODUCTION: The Prevention Research Center in St. Louis developed a course on evidence-based public health in 1997 to train the public health workforce in implementation of evidence-based public health. The objective of this study was to assess use and benefits of the course and identify barriers to using evidence-based public health skills as well as ways to improve the course. METHODS: We used a mixed-method design incorporating on-site pre- and post-evaluations among US and international course participants who attended from 2008 through 2011 and web-based follow-up surveys among course participants who attended from 2005 through 2011 (n = 626). Respondents included managers, specialists, and academics at state health departments, local health departments, universities, and national/regional health departments. RESULTS: We found significant improvement from pre- to post-evaluation for 11 measures of knowledge, skill, and ability. Follow-up survey results showed at least quarterly use of course skills in most categories, majority endorsement of most course benefits, and lack of funding and coworkers who do not have evidence-based public health training as the most significant barriers to implementation of evidence-based public health. Respondents suggested ways to increase evidence-based decision making at their organization, focusing on organizational support and continued access to training. CONCLUSION: Although the evidence-based public health course is effective in improving self-reported measures of knowledge, skill, and ability, barriers remain to the implementation of evidence-based decision making, demonstrating the importance of continuing to offer and expand training in evidence-based public health

Creativity and Innovation under Constraints: A Cross-Disciplinary Integrative Review

Generating creative ideas and turning them into innovations is key for competitive advantage. However, endeavors toward creativity and innovation are bounded by constraints such as rules and regulations, deadlines, and scarce resources. The effect of constraints on creativity and innovation has attracted substantial interest across the fields of strategic management, entrepreneurship, industrial organization, technology and operations management, organizational behavior, and marketing. Research in these fie ds has focused on various constraints that trigger distinct mediating mechanisms but is fragmented and yields conflicting findings. We develop a taxonomy of constraints and mediating mechanisms and provide an integrative synthesis that explains how constraints impact creativity and innovation. Our review thus facilitates cross-disciplinary learning and sets the stage for further theoretical development

Toward optimal implementation of cancer prevention and control programs in public health: A study protocol on mis-implementation

Abstract Background Much of the cancer burden in the USA is preventable, through application of existing knowledge. State-level funders and public health practitioners are in ideal positions to affect programs and policies related to cancer control. Mis-implementation refers to ending effective programs and policies prematurely or continuing ineffective ones. Greater attention to mis-implementation should lead to use of effective interventions and more efficient expenditure of resources, which in the long term, will lead to more positive cancer outcomes. Methods This is a three-phase study that takes a comprehensive approach, leading to the elucidation of tactics for addressing mis-implementation. Phase 1: We assess the extent to which mis-implementation is occurring among state cancer control programs in public health. This initial phase will involve a survey of 800 practitioners representing all states. The programs represented will span the full continuum of cancer control, from primary prevention to survivorship. Phase 2: Using data from phase 1 to identify organizations in which mis-implementation is particularly high or low, the team will conduct eight comparative case studies to get a richer understanding of mis-implementation and to understand contextual differences. These case studies will highlight lessons learned about mis-implementation and identify hypothesized drivers. Phase 3: Agent-based modeling will be used to identify dynamic interactions between individual capacity, organizational capacity, use of evidence, funding, and external factors driving mis-implementation. The team will then translate and disseminate findings from phases 1 to 3 to practitioners and practice-related stakeholders to support the reduction of mis-implementation. Discussion This study is innovative and significant because it will (1) be the first to refine and further develop reliable and valid measures of mis-implementation of public health programs; (2) bring together a strong, transdisciplinary team with significant expertise in practice-based research; (3) use agent-based modeling to address cancer control implementation; and (4) use a participatory, evidence-based, stakeholder-driven approach that will identify key leverage points for addressing mis-implementation among state public health programs. This research is expected to provide replicable computational simulation models that can identify leverage points and public health system dynamics to reduce mis-implementation in cancer control and may be of interest to other health areas

Becoming original: effects of strategy instruction

Visual arts education focuses on creating original visual art products. A means to improve originality is enhancement of divergent thinking, indicated by fluency, flexibility and originality of ideas. In regular arts lessons, divergent thinking is mostly promoted through brainstorming. In a previous study, we found positive effects of an explicit instruction of metacognition on fluency and flexibility in terms of the generation of ideas, but not on the originality of ideas. Therefore, we redesigned the instruction with a focus on building up knowledge about creative generation strategies by adding more complex types of association, and adding generation through combination and abstraction. In the present study, we examined the effects of this intervention by comparing it with regular brainstorming instruction. In a pretest-posttest control group design, secondary school students in the comparison condition received the brainstorm lesson and students in the experimental condition received the newly developed instruction lesson. To validate the effects, we replicated this study with a second cohort. The results showed that in both cohorts the strategy instruction of 50 min had positive effects on students' fluency, flexibility and originality. This study implies that instructional support in building up knowledge about creative generation strategies may improve students' creative processes in visual arts education

Rowing against the wind: how do times of austerity shape academic entrepreneurship in unfriendly environments?

[EN] Academic spin-offs (ASOs) help universities transfer knowledge or technology through business projects developed by academic staff. This investigation aims at analyzing the critical factors for spin-off creation at universities operating in crisis-raven, entrepreneurship-unfriendly environments. Such factors revolve around four types of resources: environmental, institutional, organizational, and personal. Focusing on a Southern European context, as an example of an unfriendly environment affected by economic crisis, an entrepreneurial university (the Technical University of Valencia in Spain, UPV) is our research setting. Through a case study approach, we examine the potential of UPV as a springboard for ASOs. Our results show an adverse local environment, a rather favorable influence of institutional and organizational drivers, and a mixed role of personal factors. Our findings illustrate that UPV consistently supports spin-off creation due to a greater (rather positive) reflexivity from its institutional, organizational and personal resources than the (negative) imprinting of the unfriendly environment. This helps counter-balance the structural unfriendliness for academic entrepreneurship, and trigger a crisis-led risk-taking attitude by academic staff. Hence, UPV should continue with its current strategy of supporting academic entrepreneurship, and might transfer best practices to other universities also affected by unfavorable environmental conditions. Generally speaking, we would advise universities facing adverse circumstances to develop rules and mechanisms for academic entrepreneurship, carefully revise and improve malfunctions, and become involved throughout the whole process of spin-off development. All in all, our study advances understanding of how the different drivers for ASO creation can be revamped by universities located in unfriendly environments, having in mind the key role that universities play in fostering social and economic development through academic entrepreneurship in such environments.The authors would like to thank the Universitat Politecnica de Valencia (grant PAID-06-12-0916), and the Spanish Ministry of Economy and Competitiveness (grant ECO2011-29863), for their financial support for this research.Seguí-Mas, E.; Oltra, V.; Tormo-Carbó, G.; Sarrión Viñes, F. (2017). Rowing against the wind: how do times of austerity shape academic entrepreneurship in unfriendly environments?. International Entrepreneurship and Management Journal. 1-42. doi:10.1007/s11365-017-0478-zS142Acs, Z. J., Audretsch, D. B., & Lehmann, E. E. (2013). The knowledge spillover theory of entrepreneurship. Small Business Economics, 41, 757–774.Alemany, L. (2011). Libro blanco de la iniciativa emprendedora en España. Resource document. ISEAD. http://idl.isead.edu.es:8080/jspui/bitstream/123456789/859/1/658ALElib.pdf . Accessed 31 October 2015.Algieri, B., Aquino, A., & Succurro, M. (2013). Technology transfer offices and academic spin-off creation: the case of Italy. Journal of Technology Transfer, 38(4), 382–400.ARWU (2017). Academic Ranking of World Universities 2017. Resource document. http://www.shanghairanking.com/ARWU2017.html . Accesed 15 August 2017.Ashcroft, B., Holden, D., & Low, K. (2004). Potential entrepreneurs and the self employment choice decision. In Strathclyde Discussion papers in Economics, 4–16. Glasglow: University of Strathclyde.Autio, E., & Kauranen, I. (1994). Technologist-entrepreneurs versus nonentrepreneurial technologists: Analysis of motivational triggering factors. Entrepreneurship & Regional Development, 6, 315–328.Autio, E., Kenney, M., Mustar, P., Siegel, D., & Wright, M. (2014). Entrepreneurial innovation: The importance of context. Research Policy, 43, 1097–1108.Bonnacorsi, A., Colombo, M. G., Guerini, M., & Rossi-Lamastra, C. (2013). University specialization and new firm creation across industries. Small Business Economics, 41, 837–863.Bruneel, J., Van de Velde, E., & Clarysse, B. (2013). Impact of the type of corporate spin-off on growth. Entrepreneurship Theory and Practice, 37, 943–959.CampusHabitat5U (2017). International Campus of Excellence. Resource document. UPV. http://campushabitat5u.es/?lang=en . Accessed 5 October 2017.Chiesa, V., & Piccaluga, A. (2000). Exploitation and diffusion of public research: The chase of academic spin-offs companies in Italy. R&D Management, 30, 329–339.Clark, B. R. (1998). Creating entrepreneurial universities: Organizational pathways of transformation. New York: IAU Press.Clarysse, B., & Moray, N. (2004). A process study of entrepreneurial team formation: The case of research-based spin-off. Journal of Business Venturing, 19, 55–79.Cohen, M., Nelson, R., & Walsh, J. (2002). Links and impacts: The influence of public research on industrial R&D. Management Science, 48, 1–23.Creswell, J.W. & Clark, V. (2011). Designing and Conducting Mixed Methods Research. SAGE Publications.De Cleyn, S. H., Braet, J., & Klofsten, M. (2015). How human capital interacts with the early development of academic spin-offs. International Entrepreneurship and Management Journal, 11(3), 599–621.Doutriaux, J., & Peterman, D. (1982). Technology transfer and academic entrepreneurship. Babson Park: Frontiers of Entrepreneurship Research, Babson College Entrepreneurship Research Conference (BCERC).Eisenhardt, K. M. (1989). Building Theories from Case Study Research. Academy of Management Review, 14(4), 532–550.European Commission (2017). Erasmus 2013–14. Top 500 higher education institutions receiving Erasmus students. Resource document. EC. http://ec.europa.eu/dgs/education_culture/repository/education/library/statistics/2014/erasmus-receiving-institutions_en.pdf Accessed 5 October 2017.Eurovoc (2017). Mutilingual Thesaurus of the European Union. Resource document. http://eurovoc.europa.eu Accessed 03 February 2017.Franzoni, C. & Lissoni, F. (2006). Academic entrepreneurship, patents and spinoffs: Critical issues and lessons for Europe. CESPRI, Università Commerciale “Luigi Bocconi”. Working Paper No. 80.Fritsch, M., & Aamoucke, R. (2013). Regional public research, higher education, and innovative start-ups: An empirical investigation. Small Business Economics, 41, 865–885.Gartner, W. B. (1985). A conceptual framework for describing the phenomenon of new venture creation. The Academy of Management Review, 10, 696–706.Gartner, W. B. (1988). Who is an entrepreneur? is the wrong question. American Journal of Small Business, 12, 11–32.Geuna, A., & Nesta, L. J. J. (2006). University Patenting and its Effects on Academic Research: The merging European Evidence. Research Policy, 35, 790–807.Gibbert, M., & Ruigrok, W. (2010). The “What” and “How” of the case Study Rigor: Three Strategies based on Published Work. Organizational Research Methods, 13(4), 710–737.Gómez Gras, J. M., Galiana Lapera, D. R., Mira Solves, I., Verdú Jover, A. J., & Sancho Azuar, J. (2008). An empirical approach to the organisational determinants of spin-off creation in European universities. International Entrepreneurship and Management Journal, 4(2), 187–198.Grandi, A., & Grimaldi, R. (2005). Academics' organizational characteristics and the generation of successful business ideas. Journal of Business Venturing, 20(6), 821–845.Güemes, J.J. (2011), “Global Entrepreneurship Monitor. Informe GEM España 2010”. Resource document. GEM España. http://www.gemconsortium.org/docs/download/616. Accessed 15 January 2015 .Guerrero, M., & Urbano, D. (2012). The development of an entrepreneurial university. Journal of Technology Transfer, 37(1), 43–74.Guerrero, M., Urbano, D., Cunningham, J., & Organ, D. (2014). Entrepreneurial universities in two European regions: a case study comparison. Journal of Technology Transfer, 39(3), 415–434.Hoang, H., & Antoncic, B. (2003). Network-based research in entrepreneurship: A critical review. Journal of Business Venturing, 18(2), 165–187.Hofstede, G. (1980). Culture’s Consequences. International differences in work-related values. Beverly Hills: Sage.Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviours, institutions, and organizations across nations (2nd ed.). Thousand Oaks: Sage.Hülsbeck, M., & Pickavé, E. N. (2014). Regional knowledge production as determinant of high-technology entrepreneurship: Empirical evidence for Germany. International Entrepreneurship and Management Journal, 10, 121–138.INE (2016). INEbase: Operaciones estadísticas. Instituto Nacional de Estadística (National [Spanish] Statistical Institute). Resource document. INE. http://www.ine.es/inebmenu/indice.htm . Accessed 2 July 2016.Kalar, B., & Antoncic, B. (2015). The entrepreneurial university, academic activities and technology and knowledge transfer in four European countries. Technovation, 36-37, 1–11.Kroll, H. (2009). Demonstrating the instrumentality of motivation oriented approaches for the explanation of academic spin-off formation—an application based on the Chinese case. International Entrepreneurship and Management Journal, 5, 97–116.LAEI (2013). Ley 14/2013, de 27 de septiembre, de Apoyo a Emprendedores y su Internacionalización (‘Act of Support to Entrepreneurs and their Internationalization’). Government of Spain, 27 September. Resource document: http://www.boe.es/boe/dias/2013/09/28/pdfs/BOE-A-2013-10074.pdf . Accessed 10 March 2016.Lam, A., & De Campos, A. (2015). Content to be sad’ or ‘runaway apprentice’? The psychological contract and career agency of young scientists in the entrepreneurial university. Human Relations, 68(5), 811–841.LCTI (2011). Ley 14/2011, de 1 de junio, de la Ciencia, la Tecnología y la Innovación (‘Science, Technology and Innovation Act’). Government of Spain, 1 June. Resource document: http://www.boe.es/boe/dias/2011/06/02/pdfs/BOE-A-2011-9617.pdf . Accessed 10 March 2016.León-Darder, F. (2016). La internacionalització de l’empresa valenciana. In E. Seguí-Mas (Ed.), Una nova via per a l’empresa valenciana (pp. 61–80). Catarroja: Editorial Afers & Fundació Nexe.LES (2011). Ley 2/2011, de 4 de marzo, de Economía Sostenible (‘Sustainable Economy Act’). Government of Spain, 4 March, Resource document. http://www.boe.es/boe/dias/2011/03/05/pdfs/BOE-A-2011-4117.pdf. Accessed 10 March 2016 .Leyden, D. P., & Link, A. N. (2013). Knowledge spillovers, collective entrepreneurship, and economic growth: The role of universities. Small Business Economics, 41, 797–817.Lindelöf, P., & Löfsten, H. (2006). Environmental hostility and firm behavior – An empirical examination of new technology-based firms on science parks. Journal of Small Business Management, 44(3), 386–406.Link, N., & Scott, T. (2005). Opening the ivory’s tower door: An analysis of the determinants of the formation of US university spin-off companies. Research Policy, 34, 1106–1112.Lockett, A., & Wright, M. (2005). Resources, capabilities, risk capital and the creation of university spin-out companies. Research Policy, 34, 1043–1057.LOMLOU (2007). Ley Orgánica 4/2007, de 12 de abril, por la que se modifica la Ley Orgánica 6/2011, de 21 de diciembre, de Universidades (‘Act of Modification of the University Act’). Government of Spain, 12 April. Resource document. https://www.boe.es/boe/dias/2007/04/13/pdfs/A16241-16260.pdf (accessed 11 March 2016).LOU (2001). Ley Orgánica 6/2001, de Universidades (‘University Act’). Government of Spain, 21 December. Resource document: https://www.boe.es/boe/dias/2001/12/24/pdfs/A49400-49425.pdf . Accessed 11 March 2016.Martinelli, A., Meyer, M., & Von Tunzelmann, N. (2008). Becoming an entrepreneurial university? A case study of knowledge exchange relationships and faculty attitudes in a medium-sized, research-oriented university. Journal of Technology Transfer, 33, 259–283.Martínez Carrascal, C. & Mulino Ríos, M. (2014). La evolución del crédito bancario a las empresas españolas según su tamaño. Un análisis basado en la explotación conjunta de la información de la CIR y de la CBI, Boletín Económico - Banco de España, Enero (January), pp. 117–125.Mathias, B. D., Williams, D. W., & Smith, A. R. (2015). Entrepreneurial inception: The role of imprinting in entrepreneurial action. Journal of Business Venturing, 30(1), 11–28.MIET (Spanish Ministry of Industry, Energy and Tourism) (2012). Estadísticas Pyme. Evolución e indicadores. No. 10″, Resource document. http://www.ipyme.org/Publicaciones/ESTADISTICAS_PYME_N10_2011.pdf. Accessed 2 May 2016 .Miles, M.B. & Huberman, A.M. (2008). Qualitative Data Analysis: an expanded sourcebook. Sage Publications.Morales-Gualdrón, S. Y., Gutiérrez-Gracias, & Roig Dobón, S. (2009). The entrepreneurial motivation in academia: A multidimensional construct. International Entrepreneurship and Management Journal, 6, 301–317.Mosey, S., & Wright, M. (2007). From human capital to social capital: A longitudinal study of technology-based academic entrepreneurs. Entrepreneur, 31, 909–936.Mosey, S., Lockett, A., & Westhead, P. (2006). Creating network bridges for university technology transfer: The Medici fellowship programme. Technology Analysis and Strategic Management, 18, 71–91.Mosey, S., Wright, M., & Clarysse, B. (2012a). Transforming traditional university structures for the knowledge economy through multidisciplinary institutes. Cambridge Journal of Economics, 36, 587–607.Mosey, S., Noke, H., & Binks, M. (2012b). The influence of human and social capital upon the entrepreneurial intentions and destinations of academics. Technology Analysis and Strategic Management, 24, 893–910.Moutinho, R., Au-Yong-Oliveira, M., Coelho, A., & Manso, J. P. (2016). Determinants of knowledge-based entrepreneurship: an exploratory approach. International Entrepreneurship and Management Journal, 12(1), 171–197.Mowery, D. C., Nelson, R. R., Sampat, B. N., & Ziedonis, A. A. (2001a). The growth of patenting and licensing by US universities: an assessment of the effects of Bayle-Dole Act of 1980. Research Policy, 30(1), 99–119.Mowery, D. C., Sampat, B. N., & Ziedonis, A. A. (2001b). Learning to patent: institutional experience, learning, and the characyeristics of US university Patents after the Bayle-Dole Act, 1981-1992. Management Science, 48(1), 73–89.O’Shea, R., Allen, J., Chevalier, A., & Roche, F. (2005). Entrepreneurial orientation, technology transfer and spinoff performance of US universities. Research Policy, 34, 994–1009.O’Shea, R., Allen, T., Morse, K., O’Gorman, C., & Roche, F. (2007). Delineating the anatomy of an entrepreneurial university: the Massachusetts Institute of Technology Experience. R&D Management, 37(1), 1–16.O’Shea, R., Chugh, H., & Allen, T. (2008). Determinants and consequences of university spinoff activity: A conceptual framework. Journal of Technology Transfer, 33, 653–666.Ortín, P., Salas, V., Trujillo, M.V., & Vendrell, F. (2007). El spin-off universitario en España como modelo de creación de empresas intensivas en tecnología. Ministerio de Industria, Turismo y Comercio. Secretaría General de Industria. Dirección General de Política de la Pyme. Resource document. http://www.ipyme.org/Publicaciones/Informe spinnoff.pdf . Accessed 2 October 2016.Papaoikonomou, E., Segarra, P., & Li, X. (2012). Entrepreneurship in the context of crisis: Identifying barriers and proposing strategies. International Advances in Economic Research, 18, 111–119.Piperopoulos, P., & Piperopoulos, G. (2010). Is Greece finally on the right path toward entrepreneurship, innovation, and business clusters? International Journal of Public Administration, 33(1), 55–59.Powers, B., & McDougall, P. (2005). University startup formation and technology licensing with firms that go public: A resource-based view of academic entrepreneurship. Journal of Business Venturing, 20, 291–311.Red OTRI (2016). Informe de la Encuesta de Investigación y Transferencia 2014 de las universidades españolas. Resource document. http://www.redotriuniversidades.net/index.php/informa-encuesta/6-encuesta-redotri/informa-encuesta-2014/download . Accessed 22 June 2016.Redero San-Román, M. (2002). Origen y desarrollo de la universidad franquista. Studia Zamorensia, 6, 337–352.Rodríguez-Gulías, M. J., Rodeiro-Pazos, D., & Fernández-López, S. (2017). The effect of university and regional knowledge spillovers on firms’ performance: an analysis of the Spanish USOs. International Entrepreneurship and Management Journal, 13(1), 191–209.Rodríguez-San Pedro, L.E. (2014). Las universidades españolas en su contexto historic. Resource document. Universia. http://universidades.universia.es/universidades-de-pais/historia-de-universidades/historia-universidad-espanola/pasado-reciente/pasado-reciente-multiplicidad-regimen-autonomico.html . Accessed 28 July 2015.Samsom, K., & Gurdon, M. (1990). Entrepreneurial scientist: Organizational performance in scientist-started high technology firms. Forest Park: Frontiers of Entrepreneurship Research, Babson College Entrepreneurship Research Conference (BCERC).Schmitz, A., Urbano, D., Dandolini, G. A., de Souza, J. A., & Guerrero, M. (2017). Innovation and entrepreneurship in the academic setting: A systematic literature review. International Entrepreneurship and Management Journal, 13(2), 369–395.Shane, S., & Khurana, R. (2003). Bringing individuals back in: The effects of career experience on new firm founding. Industrial and Corporate Change, 12, 519–543.Shapero, A., & Sokol, L. (1982). The social dimensions of entrepreneurship. In C. A. Kent, D. L. Sexton, & K. H. Vesper (Eds.), Encyclopaedia of entrepreneurship (pp. 72–90). Englewood Cliffs: Prentice Hall.Smilor, R. W., Gibson, D. V., & Dietrich, G. B. (1990). University spin-out companies: technology start-ups from UT-Austin. Journal of Business Venturing, 5(1), 63–76.Soler i Marco, V. (2009). Creixement i canvi estructural. In V. Soler (Ed.), Economia espanyola i del País Valencià. Valencia: Publicacions de la Universitat de València.Suddaby, R., Bruton, G. D., & Si, S. X. (2015). Entrepreneurship through a qualitative lens: Insights on the construction and/or discovery of entrepreneurial opportunity. Journal of Business Venturing, 30(1), 1–10.Tech Transfer UPV FCR (2016). Air Nostrum, Caixa Popular e IVI entran en el fondo de la UPV. Resource document. TTUPV FCR. http://www.techtransferupv.com/noticias/air-nostrum-caixa-popular-e-ivi-entran-en-el-fondo-de-la-upv/ (4 April) Accessed 10 July 2016.The Times Higher Education (2017). 100 Under 50 Ranking 2017. Resource document. THE. https://www.timeshighereducation.com/world-university-rankings/2017/young-university-rankings#!/page/0/length/-1/sort_by/rank/sort_order/asc/cols/stats . Accessed 15 august 2017.UPV (2007). Instituto IDEAS 15 aniversario (1992–2007). Resource document. UPV. http://www.upv.es/entidades/IDEAS/menu_urlv.html?http://www.upv.es/entidades/IDEAS/info/memoria15a%F1os.pdf . Accessed 10 April 2016.UPV (2011). Corporación empresarial. Resource document. UPV. http://www.upv.es/noticias-upv/noticia-4904-corporacion-emp-es.html . Accessed 10 April 2016.UPV (2014). Plan de emprendimiento global. Resource document. UPV. https://www.upv.es/noticias-upv/noticia-6846-plan-de-emprend-es.html . Accessed 10 April 2016.UPV (2015). Jornadas de Puertas Abiertas 2015–16. Resource document. UPV. www.upv.es/contenidos/ORIENTA/info/jpa_ciclos_2015-16.ppt . Accessed 10 April 2016.UPV (2017a). Spin-Off UPV. Resource document. UPV. http://www.upv.es/entidades/I2T/info/891434normalc.html . Accessed 5 October 2017.UPV (2017b). Ciudad Politécnica de la Innovación. Parque Científico en Red de la Universidad Politécnica de Valencia. Quienes Somos. Presentación. Resource document. UPV. http://cpi.upv.es/quienes-somos/presentacion . Accessed 5 October 2017.UPV (2017c). Servicio de Promoción y Apoyo a la Investigación, la Innovación y la Transferencia. Presentación. Resource document. UPV. http://i2t.webs.upv.es/i2t/presentacion.php. Accessed 5 October 2017 .UPV. (2017d). Tech Transfer UPV. UPV: Resource document http://www.upv.es/noticias-upv/noticia-8355-tech-transfer-u-es.html. Accessed 5 October 2017 .UPV (2017e). Mission statement, vision and values. Resource document. UPV. https://www.upv.es/organizacion/la-institucion/misionvisionvalores-plan-upv-en.html Accessed 17 October 2017.Vargas Vasserot, C. (2012). Las spin-offs académicas y su posible configuración como empresas de economía social. REVESCO. Revista de Estudios Cooperativos, 107, 186–205.VLC/Campus (2017). VLC/Campus. Valencia, International Campus of Excellence. Resource document. UPV. http://www.vlc-campus.com/en . Accessed 5 October 2017.Walter, A., Auer, M., & Ritter, T. (2006). The impact of network capabilities and entrepreneurial orientation on university spin-off performance. Journal of Business Venturing, 21(4), 541–567.Weatherston, J. (1995). Academic Entrepreneurs: Is a spin-off Company too risky. Proceedings of the 40th International Council on Small Business, Sydney, 18–21.Willoughby, M., Talon, J., Millet, J., & Ayats, C. (2013). University services for fostering creativity in hi-tech firms. The Service Industries Journal, 33, 1103–1116.Wright, M., & Mosey, S. (2012). Strategic entrepreneurship, resource orchestration and growing spin-offs from universities. Technology Analysis and Strategic Management, 24, 911–927.Wright, M., Clarysse, B., Mustar, P., & Lockett, A. (2007). Academic Entrepreneurship in Europe. Cheltenham: Edward Elgar.Yin, R. K. (1994). Case study research: Design and methods (2nd ed.). Sage: Thousand Oaks.Yusof, M., & Jain, K. J. (2010). Categories of university-level entrepreneurship: A literature survey. International Entrepreneurship and Management Journal, 6(1), 81–86

Process Mining for Six Sigma

Process mining offers a set of techniques for gaining data-based insights into business processes from event logs. The literature acknowledges the potential benefits of using process mining techniques in Six Sigma-based process improvement initiatives. However, a guideline that is explicitly dedicated on how process mining can be systematically used in Six Sigma initiatives is lacking. To address this gap, the Process Mining for Six Sigma (PMSS) guideline has been developed to support organizations in systematically using process mining techniques aligned with the DMAIC (Define-Measure-Analyze-Improve-Control) model of Six Sigma. Following a design science research methodology, PMSS and its tool support have been developed iteratively in close collaboration with experts in Six Sigma and process mining, and evaluated by means of focus groups, demonstrations and interviews with industry experts. The results of the evaluations indicate that PMSS is useful as a guideline to support Six Sigma-based process improvement activities. It offers a structured guideline for practitioners by extending the DMAIC-based standard operating procedure. PMSS can help increasing the efficiency and effectiveness of Six Sigma-based process improving efforts. This work extends the body of knowledge in the fields of process mining and Six Sigma, and helps closing the gap between them. Hence, it contributes to the broad field of quality management

Brand Suicide? Memory and Liking of Negative Brand Names

Negative brand names are surprisingly common in the marketplace (e.g., Poison perfume; Hell pizza, and Monster energy drink), yet their effects on consumer behavior are currently unknown. Three studies investigated the effects of negative brand name valence on brand name memory and liking of a branded product. Study 1 demonstrates that relative to nonnegative brand names, negative brand names and their associated logos are better recognised. Studies 2 and 3 demonstrate that negative valence of a brand name tends to have a detrimental influence on product evaluation with evaluations worsening as negative valence increases. However, evaluation is also dependent on brand name arousal, with high arousal brand names resulting in more positive evaluations, such that moderately negative brand names are equally as attractive as some non-negative brand names. Study 3 shows evidence for affective habituation, whereby the effects of negative valence reduce with repeated exposures to some classes of negative brand name

The interplay of agency, culture and networks in field evolution

We examine organizational field change instigated by activists. Contrary to existing views emphasizing incumbent resistance, we suggest that collaboration between incumbents and challenger movements may emerge when a movement's cultural and relational fabric becomes moderately structured, creating threats and market opportunities but remaining permeable to external influence. We also elucidate how lead incumbents' attempts at movement cooptation may be deflected through distributed brokerage. The resulting confluence of cultural and relational "structuration" between movement and field accelerates the pace but dilutes the radicalness of institutional innovation, ensuring ongoing, incremental field change. Overall, this article contributes to the emergent literature on field dynamics by uncovering the evolution and outcomes of collaborative work at the intersection of social movements and incumbent fields