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From followers to leaders:A four-stage process model of EMNE capability development
No full textWe advance the springboard perspective by investigating how emerging-market multinational enterprises (EMNEs) evolve into global leaders, uncovering the specific mechanisms for capability development in the post-springboarding phase. We propose a four-stage process model that delineates the transformation of EMNEs, in response to technological paradigm shifts and business opportunities, from followers to leaders: (1) capability acquisition via springboarding from international value-chain partners, (2) capability scaling via co-exploitation with domestic value-chain partners, (3) capability creation via co-exploration with domestic value-chain partners, and (4) capability diffusion via reverse knowledge transfer to international value-chain partners. Using the transition of the automotive supply sector in China from internal combustion engines (ICE) to electric vehicles (EV) as an exemplary case, we illustrate how EMNEs can evolve from learning extant knowledge from, and to contributing new knowledge to, advanced-market multinational enterprises (AMNEs). Our model extends the springboard perspective by detailing the rarely-explored post-springboarding phase, particularly in the context of contemporary geopolitical tensions. More broadly, we contribute to a deeper understanding of the action-based view of dynamic capabilities in international business by specifying the entrepreneurial actions that make EMNE capability development and transformation possible
The development of mental simulation as a strategy for solving problems with multiple alternatives
No full textMaterials related to the project "The development of mental simulation as a strategy for solving problems with multiple alternatives" (funded by a British Academy/Leverhulme Trust Small Research Grant
Technological and Digital tools in guiding therapists supporting autistic individuals: A scoping review
No full textOn aspectual coercion in "before"/"after"-clauses, Experiment 2
No full textAs initially observed by Heinamäki (1974), sentences with an accomplishment predicate in a "before"-clause are ambiguous: "Carrie was nervous before Jack climbed the mountain" can either mean that she was nervous before he started climbing the mountain (the "before-start" reading) or mean that she was nervous before he finished (the "before-finish" reading). In this study, we experimentally test one recent theory of this ambiguity: namely, that of Rett (2020). According to Rett (2020), sentences with an accomplishment predicate in a "before"-clause carry a "before-start" meaning by default; "before-finish" interpretations arise from the insertion of an aspectual coercion operator in the "before"-clause, one that forces an accomplishment like "Jack climbed the mountain" to be interpreted as "Jack finished climbing the mountain." Rett (2020) claims that this instance of accomplishment-to-achievement coercion exemplifies a more general mechanism known as completive coercion, a mechanism independently motivated by sentences in which an accomplishment predicate comes to denote its telos in the presence of an "at"-adverbial. For example, "Jack climbed the mountain" describes the process of Jack trying to attain the goal of summiting the mountain, while "Jack climbed the mountain at 7pm sharp" picks out the moment at which he attained this goal. Rett argues that "Jack climbed the mountain at 7pm sharp," just like the before-finish reading of "Carrie was nervous before Jack climbed the mountain," involves a coercion operator that forces the accomplishment predicate to denote its telos. Although completive coercion has not been studied in past psycholinguistic literature, a large body of work has shown that other types of aspectual coercion are processed slower than minimally different non-coercive sentences at the point when the parser realizes coercion is necessary (Piñango et al 1999, 2006; Brennan & Pylkkänen 2008, 2010; Todorova et al. 2000; Bott 2008, 2010; Paczynski et al. 2014). If completive coercion (as exemplified by sentences like "Jack climbed the mountain at 7pm sharp") is also associated with processing slowdowns, Rett's (2020) theory predicts that "before-finish" readings should affect processing in the same way (since they also involve completive coercion). In a past experiment, we found that completive coercion in "at"-sentences is indeed associated with an online cost. Thus, Rett predicts that "before-finish" readings will be associated with a similar online cost. The present study seeks to test this prediction. To do so, we compare the processing of sentences like "Carrie was nervous before Jack climbed the mountain in the United States" in before-finish contexts vs. in before-start contexts. As a sanity check, we also expose participants to instances of what is known as complement coercion. Complement coercion, a process whereby an entity ("the book") takes on an eventive meaning (e.g. "reading the book") in the presence of verbs like "finish" ("finish the book") has consistently been found to incur a processing cost (see Piñango & Deo 2015 for overview). If we find an online effect for complement coercion but no comparable effect for completive coercion with the same participants, our null results on completive coercion cannot be chalked up to an overall inability to capture coercion effects within our paradigm. To probe for complement coercion, we compare sentences like "Carrie was nervous before Jack climbed the mountain in the United States" (in a before-start context) to "Carrie was nervous before Jack finished the mountain the United States" (in a before-finish context)
Data Collection Part IV: Observations of Child Participation in Court & Mediation
No full textThe quantitative data collection is supplemented with several qualitative parts among subsamples of participants, including setting-specific observations of child participation. These will provide unprecedented insights into the practice of child participation. Whereas children and parents in the home context will be observed during a structured decision-making task, the approach and practices of child participation in court and mediation will be observed directly
ADA MINToring - Promoting Learning Efficacy and Gender Equity in STEM Education Through a Female-Coded AI Chatbot
No full textThe objective of ADA MINToring is to develop and evaluate an AI-based methodology that enhances learning efficacy and promotes gender equity in STEM education. This will be achieved by utilising a female-centric AI-based learning assistant, named Ada
A study of sociopsychological drivers of extremism across 13 European countries
No full textThis project concerns a survey across 13 European countries investigating the social psychological drivers of extremism. We are looking into the effects of worldviews, identifications and beliefs of disaffection of the social fabric and of how society and the political system is functioning on everyday extreme behaviors
Uso de simulações clínicas como estratégia educacional em HIV/Aids: Protocolo de scoping review
No full textEste projeto é um protocolo de scoping review focado no uso de simulações clínicas para a educação em HIV/Aids. Ele segue as diretrizes do JBI e busca examinar estudos que abordem simulações em contextos de educação permanente, saúde e formação acadêmica. A análise incluirá o impacto das simulações no desenvolvimento de competências nos diferentes cenários educacionais
2025 - Zellner et al. - Lernprozessanalyse Simulationsspiele - QfI
No full textData, code and figures in this project belong to the following paper: Zellner, J., Ebenbeck, N. & Gebhardt, M. (2024). Entwicklung fallbasierter Lernspiele mit integrierten Entscheidungsbäumen zur Förderung der diagnostischen Entscheidungskompetenzen in der sonderpädagogischen Lehrkräfteausbildung. Qualifizierung für Inklusion, 6(2). DOI: 10.21248/QfI.16