Linking technological and educational level diversities to innovation performance

Subramanian, Annapoornima M.; Choi, Young Rok; Lee, Soo‐Hoon; Hang, Chang-Chieh

doi:10.1007/s10961-015-9413-z

Cited by 35 publications

(27 citation statements)

References 84 publications

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“…Moreover, board members with diverse educational level might mitigate challenges in sophisticated and strategic directional way. Subramanian, Choi, Lee, and Hang () documented no relationship between educational level and innovation performance. Harjoto et al () and Katmon et al () documented positive association between educational level diversity and CSR performance and disclosure, respectively.H5 Board educational level diversity is positively associated with QCSR disclosure.…”

Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

Does board diversity affect quality of corporate social responsibility disclosure? Evidence from Pakistan

Khan

Saeed

2019

Corp Soc Responsibility Env

100

119

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The study proposed that the effect of board diversity on quality of corporate social responsibility (QCSR) disclosure in Pakistan should be patterned differently from existing literature of other nations. The study has focused seven different dimensions of board diversity such as age, gender, nationality, ethnicity, educational level, educational background, and tenure across 86 firms listed in Pakistan Stock Exchange from 2010 to 2017. The results of panel regression supported resource-based view theory and indicated that gender, nation, and tenure diversity are resources improving QCSR disclosure. However, educational background has a negative impact on QCSR disclosure. Further analysis across alternative measurement and estimation techniques produces robust results. The results revealed that there is no universal law of CSR supportive board diversity, due to the unique characteristic of various institutional contexts. This study suggests policy makers to focus on gender,nation, tenure and relevant educational background diversity while setting board diversity framework in Pakistan. KEYWORDS board diversity, Pakistan, quality of CSR disclosure, RBV theory

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Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

Does board diversity affect quality of corporate social responsibility disclosure? Evidence from Pakistan

Khan

Saeed

2019

Corp Soc Responsibility Env

100

119

View full text Add to dashboard Cite

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“…This approach means unequivocably bridging the gap between science and profession, between researchers and professionals, in order to jointly redefine the big challenges that face the science and the profession (Walter et al, 2013). Only in this way can Psychology -and especially Educational Psychology- position itself strategically in the present-day international context of Science and Innovation (de la Fuente and Vera, 2010; Subramanian et al, 2016), alongside other social sciences, education and healthcare (Seelos and Mair, 2005; European Commission, 2014; Ferguson, 2016). At present, steps are being taken in this direction (de la Fuente et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Adapting the Research Development and Innovation (RD & I) Value Chain in Psychology to Educational Psychology Area

Fuente

Kauffman²,

Díaz-Orueta

et al. 2018

Front. Psychol.

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Educational Psychology, as an area of Psychology that specializes in formative processes, faces several important challenges in the information and knowledge society of this twenty first century. One of these challenges is to facilitate a paradigm shift from a nearly exclusive focus on social science to the scientific-technological approach of a discipline that produces innovation and meaningful transfer of science and technology. The Research, Development, and Innovation (RD & I) value chain means pursuing these three endeavors in both the academic and professional lines of Educational Psychology. It is a strategy of innovation that leads us to integrate academic or research activity (R), research-related or professional scientific-technological development of innovation (D) and transfer and entrepreneurship activity (I). Generating innovation and transfer, applicable to educational contexts, can be an important stimulus of activity for new practicing psychologists in Educational Psychology. The RD & I value chain can become an academic, research-related or professional advantage in different activities, since it pertains to the processes, products and services found in the sphere of Educational Psychology. Several examples of how the RD & I chain can help improve psychoeducational activities are presented. First, we analyze competitive improvements that the RD & I chain can offer in competitive bids. Second, we give examples of the RD & I chain in the development of new processes, products and services in Projects of Innovation and Entrepreneurship in Educational Psychology, specifically illustrating the chain in each case. In order for this conception to take shape, a new cross-functional area must be created in professional and educational organizations. Specifically, this means creating an RD & I Department, or some area that branches across the other functions. The mission of this cross-functional unit is the actual implementation of the RD & I chain in the educational organization, as well as an incentive for innovative activities: use of ICT applications, organizational improvement, improved assessment, analysis of information produced by the organization itself, cost-benefit analysis, strategic decision-making processes, and so on.

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“…Studies on dynamic capabilities (Bruni and Verona, 2009;Alegre et al, 2011; Quintana-García and Benavides-Velasco, 2016) were concentrated on the different innovation capabilities of the firms. Subramanian et al (2016) adopted human capital and functional diversity theory, Knockaert et al (2011) and Visintin and Pittino (2014) used principles from upper echelons theory and principles from knowledge-based theory, and upper echelons theory were used again by Knockaert et al (2011). These theories were mainly adopted to explain the human resources and the top management team interactions with performances.…”

Section: Eligibility Includedmentioning

confidence: 99%

Linking science-based firms with performance factors

Setti

2020

IJRBS

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Science-based firms (SBFs) are venture or corporation based on the development and commercialization of scientific discoveries that are exposed to the unique challenge to handle together business and science. Despite extensive efforts in the attempt to identify those factors that lead to the success of an SBFs the adoption of different definitions and names resulted in a lack of comprehensive picture on the determinants of SBFs' performances. With the objective to review the extant literature on SBFs’ performances and to understand what are the most appropriate parameters to evaluate an SBF, a systematic literature review adopting a comprehensive definition of SBFs was performed. The review, adopting an integrative approach, identified 30 papers published in top journals whose research questions deal with the determinants of SBFs' performances. Findings showed that determinants widely used such as net income within profitability measures, do not fully reflect SBFs performances and innovation abilities should be further investigated. Moreover, preconceived factors such as location and size have low or no impact on SBFs which opens the debate for more investigation. Also, the review identifies a comprehensive and multi-level set of determinants which allows delineating a number of research questions to be addressed in future research.

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Linking technological and educational level diversities to innovation performance

Cited by 35 publications

References 84 publications

Does board diversity affect quality of corporate social responsibility disclosure? Evidence from Pakistan

Does board diversity affect quality of corporate social responsibility disclosure? Evidence from Pakistan

Adapting the Research Development and Innovation (RD & I) Value Chain in Psychology to Educational Psychology Area

Linking science-based firms with performance factors

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