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The contribution of universities to business innovation
No full textEmpirical evidence suggests that university knowledge contributes to business innovation, by, among other benefits, inducing higher firm productivity and R&D spending, increasing the value of industry inventions, enabling innovations that would not have otherwise been possible and shortening the time lag between invention and commercialization. Firms source university knowledge through many different channels, from licensing university patents to engaging in collaborations with academics. Such interactions are more likely to occur when the university and the firm are geographical close and when they enjoy other forms of proximity such as cognitive and institutional proximity. Some directions for future research are proposed.
Book synopsis: A landmark reference work in the field, this Elgar Encyclopedia presents over 60 entries from scholars that have shaped the economics of innovation as a distinct and specialised field of investigation. Comprehensive and accessible, it further elaborates the relationship between the economics of knowledge and the economics of innovation.
The Encyclopedia offers an overview of the classical origins of the early economics of technical change, and the role of Schumpterian legacies and the Arrovian economics of knowledge as indispensable ingredients to understanding innovation. The entries demonstrate that the analysis of the full array of feedbacks, interactions and transactions that take place within economic systems show how and why out-of-equilibrium conditions in both factor and product markets are the cause and consequence of the introduction and diffusion of innovations.
This will be a critical read for economics scholars, particularly those focusing on knowledge and innovation as it offers an understanding of the definitions of key terms in the field, the founding tenets of the topic, and the economics of knowledge and innovation in more specific contexts. It will also be a useful reference tool for business school students
Images of objects are interpreted as symbols: a case study of automatic size measurement
Get PDFAre photographs of objects presented on a screen in an experimental context treated as the objects them- selves or are they interpreted as symbols standing for objects? We addressed this question by investigating the size Stroop effect—the finding that people take longer to judge the relative size of two pictures when the real-world size of the depicted objects is incongruent with their display size. In Experiment 1, we repli- cated the size Stroop effect with new stimuli pairs (e.g., a zebra and a watermelon). In Experiment 2, we replaced the large objects in Experiment 1 with small toy objects that usually stand for them (e.g., a toy ze- bra), and found that the Stroop effect was driven by what the toys stood for, not by the toys themselves. In Experiment 3, we showed that the association between an image of a toy and the object the toy typically stands for is not automatic: when toys were pitted against the objects they typically represent (e.g., a toy zebra vs. a zebra), images of toys were interpreted as representations of small objects, unlike in Experiment 2. We argue that participants interpret images as discourse-bound symbols and automatically compute what the images stand for in the discourse context of the experimental situation
Racial Capitalism
No full textThis chapter reviews theories of racial capitalism and black critical theory published in 2021 under the following headings: 1. Introduction; 2. History and Aesthetics (Histories of Racial Capitalism, edited by Destin Jenkins and Dustin Leroy; Anna Arabindan-Kesson, Black Bodies, White Gold: Art, Cotton, and Commerce in the Atlantic World); 3. Critical Theory (Zakiyyah Iman Jackson, Becoming Human: Matter and Meaning in an Antiblack World); 4. Globalization and Technology (Neferti Tadiar, ‘Thresholds’; Seb Franklin, The Digitally Disposed: Racial Capitalism and the Informatics of Value); and 5. Conclusion
Recommendations for improving the working conditions and cultures of distressed junior doctors, based on a qualitative study and stakeholder perspectives
Get PDFBackground: Doctors, including junior doctors, are vulnerable to greater levels of distress and mental health difcul‑
ties than the public. This is exacerbated by their working conditions and cultures. While this vulnerability has been
known for many years, little action has been taken to protect and support junior doctors working in the NHS. As such,
we present a series of recommendations from the perspective of junior doctors and other relevant stakeholders,
designed to improve junior doctors’ working conditions and, thus, their mental health.
Methods: We interviewed 36 junior doctors, asking them for recommendations for improving their working con‑
ditions and culture. Additionally, we held an online stakeholder meeting with a variety of healthcare professionals
(including junior doctors), undergraduate medical school leads, postgraduate speciality school leads and NHS policy‑
makers where we asked what could be done to improve junior doctors’ working conditions. We combined interview
data with notes from the stakeholder discussions to produce this set of recommendations.
Results: Junior doctor participants and stakeholders made organisational and interpersonal recommendations.
Organisational recommendations include the need for more environmental, staf and educational resources as well
as changes to rotas. Interpersonal recommendations include changes to communication and recommendations for
better support and teamwork.
Conclusion: We suggest that NHS policymakers, employers and managers consider and hopefully implement the
recommendations set out by the study participants and stakeholders as reported in this paper and that the gold
standards of practice which are reported here (such as examples of positive learning environments and supportive
supervision) are showcased so that others can learn from them
A systematic review of interventions to support adults with ADHD at work—implications from the paucity of context-specific research for theory and practice
Get PDFAttention Deficit Hyperactivity Disorder (ADHD) is estimated to affect 3.5% of the global workforce. Despite the high prevalence rate, little is known about how best to support adults with ADHD (ADHDers) at work. Relevant research is dispersed across different disciplines such as medicine, health studies and psychology. Therefore, it is important to synthesize interventions aimed at ADHDers to examine what learning can be gleaned for effective workplace support. We conducted a systematic review of relevant interventions framed by realist evaluation and the Context-Intervention-Mechanism-Outcome classification to identify key mechanisms of effectiveness for workplace interventions. We searched 10 databases including a range of journals from medical science to business management applying predetermined inclusion criteria and quality appraisal through a risk of bias assessment for quantitative and qualitative methods. We synthesized 143 studies with realist evaluation. Most studies evaluated the effectiveness of pharmacological interventions highlighting the dominance of the medical approach to supporting ADHDers. Key mechanisms of effectiveness were identified from psychosocial interventions including group therapy, involvement of people in the ADHDers network, and the importance of the client-patient relationship. Overall, there is limited research that examines the effectiveness of workplace interventions for ADHDers. Furthermore, much of the existing research evaluates pharmacological interventions which is difficult to transfer to the workplace context. It is recommended that future research and practice consider the key mechanisms identified in this review when designing interventions as well as barriers to accessing support such as disclosure and self-awareness
Caring and the feminist imaginary: creating moments of equality when researching sensory ways of knowing homecare: toward an aesthetics of care?
No full textBook synopsis: This book argues that feminist aesthetics as practices of adult education can inform our responses to gendered, racial, class and ecological injustices. It illustrates the critical, creative, and provocative pedagogical theorising, research, and engagement work of feminist adult educators and researchers who work in diverse community, institutional, and social movement contexts across North America and Europe. This book captures the complexity, diversity, energy, and imagination of those who theorise, decolonise, facilitate, investigate, visualize, story, and create within the politics of gender (in)justice and radical change
The long demise of Germany’s student revolt
No full textThe German student revolt of the 1960s gave birth to a wave of left-wing publishers, whose politics gradually shifted from radicalism to accommodation with the end of history
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