Incumbent capability enhancement in response to radical innovations

Schumpeterian market disequilibrium marked by entrepreneurial entry and incumbent exit has long held an important place in management literature. The extant literature has overwhelmingly championed the newcomer, despite incumbents' obvious advantages in resources, experience and market knowledge. The current research provides evidence for the effectiveness of the incumbent's strategy of capability enhancement (along an established technological trajectory) while responding to radical technological innovations. We develop a cognitive process model that integrates managerial cognition with capability development and deployment views, depicting the dynamics of the incumbent's capability enhancement process. We analyze the cognitive drivers of organizational actions in all stages (rigidity, triggering event, and capability renewal) and elucidate the role of top management cognition in the processes of detecting and correcting errors in a strategic course of action. We ground our model in the case of a cork-stopper industry veteran's decline as corks ceded ground to screw tops and other stoppers in the wine industry. How a major company fought back in response to the emergence of these, in the industry context, radical technological innovations, provides the basis for our narrative. The proposed theoretical model contributes to literature on technology management (with regard to incumbent strategies in response to radical innovation threats) as well as the role of cognition in strategy (providing an explanation of the cognitive underpinnings of capability development).     

“I feel and think,therefore I am”: An Affect-Cognitive Theory of management decisions

I propose an Affect-Cognitive Theory to comprehensively understand how decisions occur in organizations. To this aim, I first review the assumptions of sensemaking and decision-making streams of research, especially the influence of bounded rationality, affective states and their relationships with cognition; then, I integrate them on the common basis of socially situated cognition. This new theory emphasizes the role of affective states in determining/being determined by cognition and its errors, pointing out decision makers’ affect as the result of multi-level adaptations to the physical and social environment. Management decisions are path dependent but not immutable; they, indeed, bank on the predominant feeling resulting from the modifying interactions and regulations of decision makers with their physical and social environment. Here, decision makers are proposed as “emotional cognizers” overcoming the thinking-feeling dichotomy that has often featured in the study of management decisions. This theory is beneficial for behavioral strategy, offering the needed assumptions to intertwine human cognition, emotions, and social behavior.     

素质教育对化学教师素质的要求

化学教师必须具备良好的思想道德素质 ,丰富的化学专业知识和较全面的知识技能、丰富的教育理论水平以及探索创新的精神才能适应新世纪的挑战     

科研活动与大学生创新能力的培养

对大学生开展科研活动在素质教育中的作用以及培养大学生创新能力的途径进行了阐述,并提出了大学生开展科研活动的具体措施。     

废名小说创作个性评析

废名是我国现代文学史上颇有个性的小说家。他的小说充满着幽静和平之美,颇有中国古代山水画和田园诗的韵味。其幽静平和的美学风格,突出地表现在对日常生活的诗意叙写和对大自然的禅味审视,即将少女诗化,将俗人雅化,将平凡田园劳动美化和注意时空的构成,诸多意象的衬托,空寂、清远、静谧的展现。之所以能形成这样的创作个性,是因为他当初是一位诗人,且深受中国古典诗词的浸润,同时他又是一个佛教徒,对佛教禅学有一定的研究。     

论创造性思维的时效性

创造性思维的时效是指创造性思维在一定的时间内所取得的思维成果。在追求创造性思维科学性的同时 ,力求其高效率是创造性思维的目的。我们要运用先进的思维工具 ,采用科学的思维方法 ,尽量减少创造性思维中的挫折和曲折 ,力戒不必要思维时间的浪费 ,以提高创造性思维的效率     

对建构主义教学观的几点认识

围绕建构主义教学观与传统教学观、建构主义教学策略、建构主义教学模式等几个方面 ,就数学教学谈了对建构主义教学观的几点认识     

论工程训练与创新人才培养

工程训练是重要的实践性教学环节 ,必须把工作重点转移到培养学生创新能力上来 ,创造有利于培养创新人才的环境 ,传授给学生丰富的创新知识基础 ,改革教学内容、教学方法、教学手段和考核办法 ,以保证培养创新人才的需要 ,并注意培养学生各种创新素质 ,鼓励学生创新 ,促进其创新能力的发展     

创造性思维对语文教师的技能要求

创造性思维是创造力的核心。它具有敏感性、流畅性、灵活性、独创性等特征。创造性思维教学目的在启发学生创造的动机、鼓励学生创造的表现。语文教师在语文教学中要培养学生的创造性思维品质、能力和方法。语文教师在具备创新意识与合理知识结构的基础上 ,要具备创造性思维教学技能     

源自身体的创造以现代舞教育塑造学生的创造性人格

现代舞自身的多变性、个性、原创性特征,与大学生开放活跃的心智、健全的体能、强烈的好奇心等身心特征有相通之处;现代舞的训练机制注重自我创造的内涵,能启发大学生思维的敏锐性和创建意识,催进创造性的培育;现代舞的多变独创魅力还可以在审美观念上引导大学生突破传统审美观念束缚、树立宽容豁达的理性精神,以个性化的参与去引发创造.所有这些,均与素质教育的创造目标有相通之处.