Showing papers on "Mindset published in 2011"
TL;DR: This monograph proposes a definition of giftedness that is useful across all domains of endeavor and acknowledges several perspectives about giftedness on which there is a fairly broad scientific consensus, and suggests some directions for the field of gifted education.
Abstract: For nearly a century, scholars have sought to understand, measure, and explain giftedness. Succeeding theories and empirical investigations have often built on earlier work, complementing or sometimes clashing over conceptions of talent or contesting the mechanisms of talent development. Some have even suggested that giftedness itself is a misnomer, mistaken for the results of endless practice or social advantage. In surveying the landscape of current knowledge about giftedness and gifted education, this monograph will advance a set of interrelated arguments: The abilities of individuals do matter, particularly their abilities in specific talent domains; different talent domains have different developmental trajectories that vary as to when they start, peak, and end; and opportunities provided by society are crucial at every point in the talent-development process. We argue that society must strive to promote these opportunities but that individuals with talent also have some responsibility for their own growth and development. Furthermore, the research knowledge base indicates that psychosocial variables are determining influences in the successful development of talent. Finally, outstanding achievement or eminence ought to be the chief goal of gifted education. We assert that aspiring to fulfill one's talents and abilities in the form of transcendent creative contributions will lead to high levels of personal satisfaction and self-actualization as well as produce yet unimaginable scientific, aesthetic, and practical benefits to society. To frame our discussion, we propose a definition of giftedness that we intend to be comprehensive. Giftedness is the manifestation of performance that is clearly at the upper end of the distribution in a talent domain even relative to other high-functioning individuals in that domain. Further, giftedness can be viewed as developmental in that in the beginning stages, potential is the key variable; in later stages, achievement is the measure of giftedness; and in fully developed talents, eminence is the basis on which this label is granted. Psychosocial variables play an essential role in the manifestation of giftedness at every developmental stage. Both cognitive and psychosocial variables are malleable and need to be deliberately cultivated. Our goal here is to provide a definition that is useful across all domains of endeavor and acknowledges several perspectives about giftedness on which there is a fairly broad scientific consensus. Giftedness (a) reflects the values of society; (b) is typically manifested in actual outcomes, especially in adulthood; (c) is specific to domains of endeavor; (d) is the result of the coalescing of biological, pedagogical, psychological, and psychosocial factors; and (e) is relative not just to the ordinary (e.g., a child with exceptional art ability compared to peers) but to the extraordinary (e.g., an artist who revolutionizes a field of art). In this monograph, our goal is to review and summarize what we have learned about giftedness from the literature in psychological science and suggest some directions for the field of gifted education. We begin with a discussion of how giftedness is defined (see above). In the second section, we review the reasons why giftedness is often excluded from major conversations on educational policy, and then offer rebuttals to these arguments. In spite of concerns for the future of innovation in the United States, the education research and policy communities have been generally resistant to addressing academic giftedness in research, policy, and practice. The resistance is derived from the assumption that academically gifted children will be successful no matter what educational environment they are placed in, and because their families are believed to be more highly educated and hold above-average access to human capital wealth. These arguments run counter to psychological science indicating the need for all students to be challenged in their schoolwork and that effort and appropriate educational programing, training and support are required to develop a student's talents and abilities. In fact, high-ability students in the United States are not faring well on international comparisons. The scores of advanced students in the United States with at least one college-educated parent were lower than the scores of students in 16 other developed countries regardless of parental education level. In the third section, we summarize areas of consensus and controversy in gifted education, using the extant psychological literature to evaluate these positions. Psychological science points to several variables associated with outstanding achievement. The most important of these include general and domain-specific ability, creativity, motivation and mindset, task commitment, passion, interest, opportunity, and chance. Consensus has not been achieved in the field however in four main areas: What are the most important factors that contribute to the acuities or propensities that can serve as signs of potential talent? What are potential barriers to acquiring the "gifted" label? What are the expected outcomes of gifted education? And how should gifted students be educated? In the fourth section, we provide an overview of the major models of giftedness from the giftedness literature. Four models have served as the foundation for programs used in schools in the United States and in other countries. Most of the research associated with these models focuses on the precollegiate and early university years. Other talent-development models described are designed to explain the evolution of talent over time, going beyond the school years into adult eminence (but these have been applied only by out-of-school programs as the basis for educating gifted students). In the fifth section we present methodological challenges to conducting research on gifted populations, including definitions of giftedness and talent that are not standardized, test ceilings that are too low to measure progress or growth, comparison groups that are hard to find for extraordinary individuals, and insufficient training in the use of statistical methods that can address some of these challenges. In the sixth section, we propose a comprehensive model of trajectories of gifted performance from novice to eminence using examples from several domains. This model takes into account when a domain can first be expressed meaningfully-whether in childhood, adolescence, or adulthood. It also takes into account what we currently know about the acuities or propensities that can serve as signs of potential talent. Budding talents are usually recognized, developed, and supported by parents, teachers, and mentors. Those individuals may or may not offer guidance for the talented individual in the psychological strengths and social skills needed to move from one stage of development to the next. We developed the model with the following principles in mind: Abilities matter, domains of talent have varying developmental trajectories, opportunities need to be provided to young people and taken by them as well, psychosocial variables are determining factors in the successful development of talent, and eminence is the aspired outcome of gifted education. In the seventh section, we outline a research agenda for the field. This agenda, presented in the form of research questions, focuses on two central variables associated with the development of talent-opportunity and motivation-and is organized according to the degree to which access to talent development is high or low and whether an individual is highly motivated or not. Finally, in the eighth section, we summarize implications for the field in undertaking our proposed perspectives. These include a shift toward identification of talent within domains, the creation of identification processes based on the developmental trajectories of talent domains, the provision of opportunities along with monitoring for response and commitment on the part of participants, provision of coaching in psychosocial skills, and organization of programs around the tools needed to reach the highest possible levels of creative performance or productivity.
1,027 citations
TL;DR: Project Ulysses as discussed by the authors is an integrated service learning program which involves sending participants to service-learning courses. But it does not focus on developing responsible global business leaders, instead, it focuses on developing service-learned leaders.
Abstract: A new challenge in executive education is to develop responsible global business leaders. We describe “Project Ulysses,” an integrated service-learning program which involves sending participants i...
344 citations
TL;DR: Social workers can make a significant contribution to military service members and their families, but first it is essential that the worldview, the mindset, and the historical perspective of life in the military are understood.
Abstract: Social workers can make a significant contribution to military service members and their families, but first it is essential that the worldview, the mindset, and the historical perspective of life in the military are understood. Unless we understand how the unique characteristics of the military impact the service members and their families, we cannot work effectively with them. In addition, unless we understand their language, their structure, why they join, their commitment to the mission, and the role of honor and sacrifice in military service, we will not be able to adequately intervene and offer care to these families.
274 citations
TL;DR: This article used a situated cognition framework and experimental methods to demonstrate that salient cultural mindsets have causal downstream consequences for meaning making, self-processes, willingness to invest in relationships, and complex mental procedures.
Abstract: Culture is a human universal, a “good enough” solution to universal needs. It is also a specific meaning-making framework, a “mindset” that influences what feels fluent, what is attended to, which goals or mental procedures are salient. Cross-national comparisons demonstrate both universality and between-group difference (specificity) but cannot address underlying process or distinguish fixed from context-dependent effects. I use a situated cognition framework and experimental methods to address these gaps, demonstrating that salient cultural mindsets have causal downstream consequences for meaning making, self-processes, willingness to invest in relationships, and complex mental procedures. Moreover, individualistic and collectivistic mindsets are accessible cross-culturally so both can be primed. Between-group differences arise in part from momentary cues that make either individualistic or collectivistic mindset accessible.
268 citations
TL;DR: In this article, the authors assess under which conditions tacit knowledge transfer contributes to the performance of academic spin-offs using an inductive case study approach and find that tacit knowledge is most effectively transferred when a substantial part of the original research team joins the new venture as founders.
Abstract: The increased pressure put on public research institutes to commercialize their research results has given rise to an increased academic interest in technology transfer. We assess under which conditions tacit knowledge transfer contributes to the performance of academic spin-offs. Using an inductive case study approach, our evidence suggests that tacit knowledge is most effectively transferred when a substantial part of the original research team joins the new venture as founders. Commercial expertise and mindset are also required in the team on the condition that the cognitive distance between the scientific researchers and the person responsible for commercialization is not too large.
225 citations
TL;DR: In this article, the authors use a grounded theory approach to develop a general model of how firms make new product portfolio decisions, and find that effective portfolio decision-making processes produce a portfolio mindset, focus effort on the right projects, and allow agile decision making across the portfolio's set of projects.
203 citations
TL;DR: In this paper, the authors argue that mindset switching can be costly for subsequent decisions, and that there are psychic costs to switching mindsets that are borne out in depleted executive resources, which makes people more likely to fail at subsequent self-regulation than they would if maintaining a consistent mindset.
171 citations
TL;DR: Total quality management (TQM) as mentioned in this paper is a comprehensive approach to improving competitiveness, effectiveness and flexibility through planning, organizing and understanding each activity, and involving each individual at each level.
Abstract: This paper presents total quality management (TQM) as a comprehensive approach to improving competitiveness, effectiveness and flexibility through planning, organising and understanding each activity, and involving each individual at each level. It is useful in all types of organisations. Effective TQM ensures that management adopts a strategic overview of quality and focuses on prevention, not detection, of problems. It often requires a mindset change to break down existing barriers. Managements that doubt the applicability of TQM should ask questions about the operation's costs, errors, wastes, standards, systems, training and job instructions. TQM must start at the top, where serious obsession and commitment to quality and leadership need to be demonstrated. Middle management also has a key role to play in communicating the message. Every chief executive must accept the responsibility for commitment to a quality policy that deals with the organisation for quality, the customer needs, the ability of the...
171 citations
24 Jan 2011
TL;DR: The Global Mindset Inventory (GMI) as mentioned in this paper was developed through a very rigorous theoretical and empirical process and has robust psychometric properties as evidenced by its strong reliability scores and its multidimensional validity properties.
Abstract: The Global Mindset Inventory® has been developed through a very rigorous theoretical and empirical process. Exploratory and confirmatory factor analysis indicated three components: (a) intellectual capital, (b) social capital, and (c) psychological capital. Each component had good internal reliability. Each component showed evidence for discriminant and convergent validity. The instrument development followed a multiphase, multimethod research methodology, and has robust psychometric properties as evidenced by its strong reliability scores and its multidimensional validity properties.
154 citations
TL;DR: In this paper, the authors draw from two distinct paradigms: the social cognitively based emerging field of positive organizational behavior or POB and the more established behaviorally based area of organizational behavior modification or OB Mod.
Abstract: This study drew from two distinct paradigms: the social cognitively based emerging field of positive organizational behavior or POB and the more established behaviorally based area of organizational behavior modification or OB Mod. The intent was to show that both can contribute to complex challenges facing today's organizations. Using a quasi-experimental research design (N = 1,526 working adults), in general both the recently recognized core construct of psychological capital (representing POB) and reinforcing feedback (representing OB Mod), especially when partially mediated through a mastery-oriented mindset, were positively related to problem solving performance, reported innovation, and subsequent psychological capital. The implications for theoretical understanding and practice conclude the article.
139 citations
TL;DR: In this article, the authors look at social entrepreneurs that operate for-profit and internationally, offering that international for profit social entrepreneurs (IFPSE) are of a unique type.
Abstract: This article looks at social entrepreneurs that operate for-profit and internationally, offering that international for-profit social entrepreneurs (IFPSE) are of a unique type. Initially, this article utilizes the entrepreneurship, social entrepreneurship, and international entrepreneurship literatures to develop a definition of the IFPSE. Next, a proposed model of the IFPSE is built utilizing the dimensions of mindset, opportunity recognition, social networks, and outcomes. Case studies of three IFPSE are then used to examine the proposed model. In the final section, findings from the case studies are used to examine the proposed model and more fully elucidate the dimensions of the IFPSE.
1 Jan 2011
TL;DR: The ABC of XYZ as discussed by the authors is a book for anyone who has ever experienced generational angst and wants to gain insight into the mindset of other generations, particularly the emergenting Generations X, Y and Z.
Abstract: The ABC of XYZ is a book for anyone who has ever experienced generational angst and wants to gain insight into the mindset of other generations, particularly the emerg-
ing Generations X, Y and Z. Readers will also learn more about their generation, and the factors that helped shape their own personality, attitudes, values and lifestyle.
TL;DR: This research attempts to understand the phenomenon of increased internal computer abuses by applying causal reasoning theory to explain employees' causal-search process following the implementation of information security measures.
1 Jan 2011
TL;DR: In this article, the authors develop a model that explicates how an individual's cultural intelligence will affect the relationship between an international assignment experience and the development of a global mindset; and, they suggest that a moderator must play a role in the transformation of the international experience into a global attitude.
Abstract: A global mindset is argued to be critical for managers to develop their firms’ current and future international success. An international assignment is considered to be one of the most powerful means of developing a global mindset. The skill sets, cognitive complexity, and expanded networks resulting from an international assignment provide expatriates with unique and often tacit knowledge. Yet, every overseas assignment is not successful and not every foreign assignment results in the expatriate gaining a broadened perspective and enhanced skill sets. We develop a model that explicates how an individual’s cultural intelligence will affect the relationship between an international assignment experience and the development of a global mindset; and, we suggest that a moderator – cultural intelligence – must play a role in the transformation of the international experience into a global mindset.
Journal Article•
TL;DR: This article found that teachers were less likely to be absent and more satisfied with their work, while students were more likely to drop out or experience behavior problems, indicating that a sense of community (culture) was a key factor in cultivating a positive sense of excellence in schools.
Abstract: Morgan (1986) reminds us that culture is not imposed on a social setting or institution, such as a school. It develops through the course of social interactions. Every coworker in the school setting is affected positively or negatively by the culture in which they work (Adamy & Heinecke, 2005). Teacher leaders not only have the ability to shape the culture of the workplace, but if they are operating from a moral mindset, an obligation to do so is imminent. Traditions are part of culture, but much of the day-to-day routine, whether written in policy and procedure or acknowledged in unwritten expectations, guides everyone at the school. Teacher leader's potential for leading the continual defining and redefining of the school culture is an opportunity not to be taken for granted, and informal leaders need to be conscious of this. Becoming highly involved in forming a shared set of basic assumptions (Schein, 2004) that will guide the school is paramount for total ownership, and creating a successful learning environment with a strong, sustainable culture (Brinton, 2007). Research supports this notion; teacher leaders and other members of the school must be involved in creating and supporting a cultural shift if it is to take hold (Alston, 2004; Beachum & Dentith, 2004; Bruffee, 1999; Langon-Fox & Tan, 1997; Hoy, Tarter & Kottkamp, 1991). Understanding that organizational learning sustains the culture of the workplace (Schein, 1996), the role of teacher leaders in determining that culture cannot be underestimated. Research and experience of educators indicate that shared vision, values, goals, beliefs, and faith in school organizations define school culture (Deal & Peterson, 2009; Fullan, 2005; Stolp, 1994; Renchler, 1992), yet opportunities for teachers to create norms at the workplace are minimal (Donaldson, 2006; Barth, 2002; Brown, 2004). This study was designed to offer teachers pursuing a teacher leader masters degree an opportunity to assess their workplace culture. Initiating an assessment of their school culture provided them an occasion to analyze strengths and weaknesses (Prince, 1989), and to begin realizing their ability to affect school culture in a positive manner. Review of Literature Many descriptions of school culture can be found in scholarly books and articles. Leslie Goldring portrays it appropriately this way in 2002: Underneath the operating network of our roles as teachers, classified staff and administration lies a deeper, less visible structure called culture. Culture is a part of every group of people who gather together, whether in work groups, neighborhoods, schools or large corporations. Culture's power lies in the ability to dictate everything about a group, from what it discusses to the beliefs group members hold in common and values the group teaches. Culture is a visible and usable tool in schools, where relationships tend to hold more power than official roles and titles. (p.32) Schools generally seek a culture that supports good work and high student achievement (Brown, 2004; Goldring, 2002). In a paper generated for the Denver Commission on Secondary School Reform, Brown noted the following ingredients for a productive school culture: * An inspiring vision and challenging mission * A curriculum and modes of learning clearly linked to the vision and mission * Sufficient time for teachers and students to do their work well * Close, supportive relationships * Leadership that encourages and protects trust * Data-driven decision-making Bryk, Lee, & Holland (1993) found that a sense of community (culture) was a key factor in cultivating a sense of excellence in schools. Teachers were less likely to be absent and more satisfied with their work. Students were less likely to drop out or experience behavior problems. …
TL;DR: In this article, a general and prioritized landscape of perceived benefits (taxonomy) is proposed based on practitioners' judgment, which is derived from 42 interviews conducted in the context of two German federal states.
Abstract: Accrual Output-Based Budgeting (AOBB) in government has been disputed intensely among academics and practitioners. While normative, conceptual, or theory-based literature made promising claims about which benefits can be expected from reforming government accounting and budgeting, recent empirical research finds that at least some of these expectations have been massively overstated. The observed gap between promises and reality poses the question for the true benefits anew. Basing our analysis on practitioners' judgment, we suggest a general and prioritized landscape of perceived benefits (taxonomy). Our findings are derived from 42 interviews conducted in the context of two German federal states. Mapping our results to prior claims in the literature, we reveal that the practitioners interviewed do not see upsides in areas that former research deems to be important while other and previously not emphasized areas, such as mindset changes, seem to convince in practical life. The results of our analysis offer a profound basis for further exploration of the benefits and/or even cost/benefit evaluations.
TL;DR: In this paper, the authors proposed a method for measuring innovation as a competence, which involves a set of competencies such as visioning, ability to generate ideas, internal and external networking relationship, ownership to the organisation, stretch mindset, focus on tasks and decision making.
Abstract: This paper posits that innovation as a competence generic from individuals and the environment in which they are engaged. It focuses on individuals by proposing a method for measuring innovation as a competence. It is postulated here that innovation as a competence involves a set of competencies such as: visioning, ability to generate ideas, internal and external networking relationship, ownership to the organisation, stretch mindset, focus on tasks and decision making. However, these competencies are determined by gender, age, reading habits and educational background of individuals, etc. It is attempted here to construct an empirical model and analyse the impacts of the determining parameters on innovation as a competence. The empirical analysis suggests significant differentiating determinants. The study has been carried out in an Indian information technology company. The findings may facilitate human resource decision making relating to competency management.
TL;DR: In this paper, the authors explored family relationships and support needs when adapting to a relative's advanced-multiple sclerosis (MS) around transition into care and found that the provision of information and support for families around the transition in care appears to be inconsistent despite there being a need for family members to ask questions and discuss the impact of the condition.
Abstract: This study explores family relationships and support needs when adapting to a relative's advanced-multiple sclerosis (MS) around transition into care. A multi-site qualitative study of relatives of people with advanced-MS was conducted. A purposive sample of 25 relatives was selected and interviewed either in the care home or participants' homes. Interviews were recorded, transcribed and analysed using grounded theory methodology and Atlas.ti 5.2 software. Data quality enhancement involved: a self-report questionnaire; triangulation and member-checking. Themes derived from the data were: information, communication and understanding; family relationships, roles and responsibilities; emotions, coping and support; life outlook and reflection. Provision of information and support for families around the transition into care appears to be inconsistent despite there being a need for family members to ask questions and discuss the impact of the condition. Relatives reported that as a family and as individuals they faced significant challenges and were in great need of support at times, but reflected that they would have found it very difficult to accept. Relatives were also often unsure what type of support would have helped. For care providers, there needs to be a shift from the traditional health care professional 'patient-centred' mindset towards more proactive family-centred approaches and steps to encourage this are articulated.
TL;DR: In this article, the authors proposed two interpretational mindsets that attenuate (transactional mindset) and agitate (categorization mindset) these culturally motivated responses, and concluded that while economic activities such as cross-border acquisitions can inadvertently evoke nationalistic reactions, it is possible to mitigate them or even encourage rational evaluations by influencing people's interpretational mindset.
Abstract: Cross-border transactions are often perceived by the general public as national threats instead of rational business deals. We propose two interpretational mindsets that attenuate (transactional mindset) and agitate (categorization mindset) these culturally motivated responses. Three studies were conducted in Singapore and the United States with various cross-border acquisition scenarios. As predicted, transactional mindset, which centers around cost–benefit calculations, nudged participants to evaluate the foreign acquisition more rationally and evoked fewer social–cultural considerations than categorization mindset, which focuses on categorizing and comparison procedures, and when no mindset was primed. Furthermore, the effects of categorization mindset are particularly strong when one perceives the two transacting parties as dissimilar and when he/she identifies closely with the local culture. We conclude that while economic activities such as cross-border acquisitions can inadvertently evoke nationalistic reactions, it is possible to mitigate them or even encourage rational evaluations by influencing people's interpretational mindset.
TL;DR: Social media has been and continues to be a game-changer for communications as discussed by the authors, and the degree to which social media continue to impact human communication either posit or disproportional.
Abstract: Social media has been and continues to be a game-changer for communications. Anyone reading this editorial knows the degree to which social media continue to impact human communication either posit...
10 Aug 2011
TL;DR: In this paper, the authors examine the development of the field of global citizenship education in post-secondary education in Canada and examine the forces of globalization and internationalization as a catalyst for innovation.
Abstract: This article examines development of the field of global citizenship education in postsecondary education in Canada. Analysis centers on the forces of globalization and internationalization as a catalyst for innovation. Plato’s Allegory of the Cave is invoked to explain the nature of transformative education and reflective practice. A signature pedagogy is identified for global citizenship education based on an emerging model. The model consists of five components: theory, content, experiences, methodology, and assessment. Student outcomes are defined in terms of a demonstrated ability to act with a global mindset based on an application of values, ethics, identity, social justice perspective, intercultural skills, and sense of responsibility.
TL;DR: In this paper, a two-pronged approach combining classroom exercises with experiential exercises to enhance opportunity recognition ability is proposed, which is not limited to new business creation, and it lends itself easily to self-managed, opportunity-driven, entrepreneurial approaches to careers.
Abstract: Entrepreneurship as a career option has become increasingly desirable, and there is a real need to develop an opportunity-oriented entrepreneurial mindset among tertiary students. Current entrepreneurship education heavily relies on the linear process of business planning and rarely encourages the complex and non-linear thinking patterns necessary for entrepreneurial careers. Based on a theory-driven understanding of the nature of opportunity recognition, we propose a two-pronged approach combining classroom exercises with experiential exercises to enhance opportunity-recognition ability. Our model is not limited to new business creation, and it lends itself easily to self-managed, opportunity-driven, entrepreneurial approaches to careers. Links between entrepreneurship and self-managed careers are discussed.
TL;DR: In this article, the authors investigated the relationship between the underlying dimensions of boundaryless (boundaryless mindset and organizational mobility preference) and protean (self-directed and values-driven) career attitudes and subjective career success, within today's complex and dynamic organizational context in which careers are unfolding.
Abstract: This research is aimed at analyzing the relationship between the underlying dimensions of boundaryless (boundaryless mindset and organizational mobility preference) and protean (self-directed and values-driven) career attitudes and subjective career success, within today’s complex and dynamic organizational context in which careers are unfolding. Drawing on a sample of 150 Spanish professionals from the Catalonia region, which enabled hypotheses testing by means of hierarchical regression analysis, the research results suggest that self-direction in managing one’s career and vocational development is instrumental in achieving subjective career success. Organizational mobility preference was found to be negatively associated with individuals’ perceptions of the success achieved in their careers. Furthermore, the study suggests some future research lines that could draw more light upon the hypothesized relationships. This research is aimed at approaching the relationship between the underlying dimensions of boundaryless (boundaryless mindset and organizational mobility preference) and protean (self-directed and values-driven) career attitudes and subjective career success, within today’s complex and dynamic organizational context in which careers are unfolding. Drawing on a sample of 150 Spanish professionals from the Catalonia region, which enabled hypotheses testing by means of hierarchical regression analysis, the research results suggest that self-direction in managing one’s career and vocational development is instrumental in achieving subjective career success. Organizational mobility preference was found to be negatively associated with individuals’ perceptions of the success achieved in their careers. Furthermore, the study suggests some future research lines that could draw more light upon the hypothesized relationships.
Posted Content•
TL;DR: In this article, a general and prioritized landscape of perceived benefits (taxonomy) is proposed based on practitioners' judgment, which is derived from 42 interviews conducted in the context of two German federal states.
Abstract: Accrual Output-Based Budgeting (AOBB) in government has been disputed intensely among academics and practitioners. While normative, conceptual, or theory-based literature made promising claims about which benefits can be expected from reforming government accounting and budgeting, recent empirical research finds that at least some of these expectations have been massively overstated. The observed gap between promises and reality poses the question for the true benefits anew. Basing our analysis on practitioners' judgment, we suggest a general and prioritized landscape of perceived benefits (taxonomy). Our findings are derived from 42 interviews conducted in the context of two German federal states. Mapping our results to prior claims in the literature, we reveal that the practitioners interviewed do not see upsides in areas that former research deems to be important while other and previously not emphasized areas, such as mindset changes, seem to convince in practical life. The results of our analysis offer a profound basis for further exploration of the benefits and/or even cost/benefit evaluations.
TL;DR: Drawing on the twin concepts of competence exploration and competence exploitation, this work suggests that the theoretical dichotomy between entrepreneurial mindset and strategic components of strategic entrepreneurship does not hold up in practice.
Abstract: Strategic entrepreneurship captures firms’ efforts to simultaneously excel at opportunity seeking and advantage seeking. But little research exists into mechanisms that might facilitate strategic entrepreneurship. Drawing on the twin concepts of competence exploration and competence exploitation, we study their effects on strategic entrepreneurship. Theoretically, the entrepreneurial components of strategic entrepreneurship (an entrepreneurial mindset and creating innovation) should benefit from competence exploration while its strategic components (managing resources strategically and executing competitive advantages) should benefit from competence exploitation, but not vice-versa. Our findings, however, suggest that this theoretical dichotomy does not hold up in practice.
TL;DR: The authors showed that consumers who are in the predecisional phase of decision-making are more likely to be persuaded by messages framed using psychologically distant orientation (i.e., focusing on the future or targeting a distant other), whereas consumers who were in the postdecisionalphase are more receptive to messages using psychologically close orientation (e.g. focusing on either the past or the future) and provided evidence of the process through which these effects occur.
Abstract: The current research shows that the persuasive impact of messages can be maximized if their framing is matched to where target consumers are in their decision making process at the time they evaluate the message. Results from two experimental studies show that consumers who are in the predecisional phase of decision-making are more likely to be persuaded by messages framed using psychologically distant orientation (i.e., focusing on the future or targeting a distant other), whereas consumers who are in the postdecisional phase are more likely to be persuaded by messages using psychologically close orientation (i.e., focusing on the present or targeting a close other). Evidence of the process through which these effects occur is provided by showing that consumers in a pre- versus postdecisional mindset identify their actions in terms of the actions’ high-level versus low-level identities, respectively.
TL;DR: The authors applied mindset theory to the domain of inhibited social behavior and found that shyness mindset did not moderate changes in interaction anxiety, but was partially mediated through college belongingness, which is a useful target for intervention during transition to a new social environment.
TL;DR: In this paper, the authors explore the concept of strategic management accounting (SMA) in an English university and investigate SMA practices and processes, and their meaning to participants in the English university context.
Abstract: Purpose – The purpose of this paper is to explore the concept of strategic management accounting (SMA) in an English university. It is in search of and investigates SMA practices and processes, and their meaning to participants in an English university context. The higher education (HE) institution under research had gone through a major change a couple of years prior to this study, including implementation of new strategic management and management accounting practices.Design/methodology/approach – The approach taken is an interpretive one and the adopted methodology is grounded theory according to Glaser's evolved approach. Data collection took place largely through interviews and, where possible, participant observation.Findings – The main findings of the research concern the core concept of the strategising mindset, which encapsulates the institutional, divisional and individual stance towards strategy and SMA. The strategising mindset is understood as the belief system that is adopted with regard to ...
TL;DR: The present research demonstrates a reversal of the classical prototypicality effect by simply inducing an exploratory mindset to judge the attractiveness of dot patterns that represented prototypes of familiar categories, exemplars ofamiliar categories, or exemplar of novel categories.
Abstract: Previous research has shown that prototypes of familiar categories are preferred over novel exemplars of familiar and unfamiliar categories. The present research demonstrates a reversal of this effect by simply inducing an exploratory mindset. Specifically, participants were asked to judge the attractiveness of dot patterns that represented prototypes of familiar categories, exemplars of familiar categories, or exemplars of novel categories. An exploratory mindset was manipulated by asking participants to imagine the stimuli as stars (versus as peas). Results show that participants in the exploration condition preferred exemplars of novel categories (thereby reversing the classical prototypicality effect), whereas participants in the control condition preferred prototypes. The role of mindsets and familiarity in attractiveness ratings is discussed.
TL;DR: In this article, the authors emphasise the need for changing the mindset of all the players of the construction industry in order to meet the sustainability challenges, energy and resources, in building future cities.
Abstract: – This paper seeks to emphasise the need for changing the mindset of all the players of the construction industry in order to meet the sustainability challenges, energy and resources, in building future cities., – This paper introduces the need for collaboration and coordination between all the players in the construction industry in order to develop construction innovation and technology to build sustainable cities., – The construction industry needs to shift to a new mindset in the development of existing or new cities. Global warming and depletion of natural resources cannot be ignored any more. Project planning should take into consideration the “From Cradle to Grave” concepts and Life Cycle Assessments., – This paper provides the reader with an overview of the challenges that are facing humanity and shows how to built future cities in order to improve the quality of life and preserve natural resources.