Organizational wisdom practices and firm product innovation

Review of Managerial Science - The manner in which organizational wisdom-related variables or practices (e.g., reasoning, intuition, virtue, prudence, and aesthetics) are related to firm product...     

Organizational refinements of Nash equilibrium

Theory and Decision - Strong Nash equilibrium (see Aumann, 1959) and coalition-proof Nash equilibrium (see Bernheim et al., 1987) rely on the idea that players are allowed to form coalitions and...     

Organizational emotional capability,product and process innovation,and firm performance: An empirical analysis

The concept of emotional capability is one of the competencies that a firm has which is vital for the daily life of the organization. However, the effect of emotional capability, involving the dynamics of encouragement, displaying freedom, playfulness, experiencing, reconciliation, and identification constructs on the firm innovativeness (i.e., product and process) is interestingly missing in the technology and innovation management (TIM) literature. In this study, by investigating 163 Turkish firms, the dynamics of encouragement and experiencing were found to have a positive association with both firm product and process innovativeness; and the dynamics of displaying freedom have a positive relationship with firm process innovativeness. We also demonstrate that the impact of emotional capability constructs on firm innovativeness is contingent upon environmental uncertainty. Specifically, we find that the influence of the dynamics of encouragement on firm product innovation increases with increased rate of environmental uncertainty. Interestingly, the relationship between the dynamics of experiencing and product innovation across low, medium, and high levels of environmental uncertainty is an ∩-shaped. And, the relationship between the dynamics of displaying freedom and product innovation across low, medium, and high levels of environmental uncertainty is a U-shaped. In addition, we show that a firm's emotional capability influences its financial and market performance via firm innovativeness. We discuss the theoretical and managerial implications of the study's findings.     

Most and Least Meaningful Learning Experiences in Marriage and Family Therapy Education

Marriage and family therapy educators increasingly emphasize training competencies. What we know less about is what makes family therapy education meaningful to marriage and family therapy (MFT) graduate students and what does not. In this study, through an Internet survey, we explored the most and least meaningful learning experiences of 68 MFT graduate students and recent graduates of Commission on Accreditation for Marriage and Family Therapy Education—accredited programs. We used thematic analysis to identify and illustrate resulting themes, which included the importance of experiential and personal components to learning, the professor‐student alliance, tying theory to practice, and the experiences of students with their clients, among others. We discuss the implications of these findings to support family therapy education and offer tentative suggestions for formative discussions both within and across programs. Video Abstract is found in the online version of the article .     

Within- and between-person associations among internalizing and externalizing problems during middle childhood

Internalizing and externalizing problems are likely to co-occur in childhood and are related to concurrent and prospective mental health outcomes. We examined the longitudinal relations among internalizing and externalizing problems during middle childhood utilizing the Random Intercept – Cross Lagged Panel Model. We investigated three research questions: (1) how overall levels of internalizing and externalizing problems are related, (2) whether internalizing and externalizing problems predict each other longitudinally, and (3) whether girls and boys show different longitudinal associations among internalizing and externalizing problems. Mother-reported internalizing and externalizing problems were used through first to sixth grade (N = 1364). Results showed positive random intercepts and positive within-time correlations of internalizing and externalizing problems. Further, internalizing problems predicted externalizing problems at the within-person level. Although previous research mostly has shown a significant effect from externalizing problems to internalizing problems, the current study shows that when within- and between-person variance are disentangled, internalizing problems also may predict externalizing problems.