Acquiring new knowledge: The role of retaining human capital in acquisitions of high-tech firms   总被引：1，自引：0，他引：1  

Annette L. Ranft  Michael D. Lord 《The Journal of High Technology Management Research》2000,11(2):295-319

Many acquisitions of high-tech firms are motivated by the acquirers' desire to enhance their strategic technological capabilities. However, these capabilities are likely to be embedded to a large degree in the tacit and socially complex knowledge of the acquired firms' individual and collective human capital. This presents a dilemma for acquirers because, unlike tangible or financial assets, the acquired firms' valuable human assets cannot be purchased or owned outright and they can leave the firm at any time. Retention therefore is likely to be of central importance during acquisition implementation in knowledge-intensive firms. Using data from a sample of acquisitions in high-technology industries, the results of this study confirm that retention of specific types of human capital is critical for determining the success of the acquirers' efforts to gain valuable new technological capabilities. Applying the theory of relative standing to predict post-acquisition retention, we find that autonomy, status, and commitment significantly affect retention, but economic incentives do not. We discuss and integrate these results in the context of knowledge-based views of the firm and the existing literature on acquisition implementation.  相似文献   

Sport and Politics     

André Gounot  Annette Hofmann 《Sportwissenschaft》2000,30(3):363-366

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Flipped Classrooms for Advanced Science Courses     

Annette Tomory  Sunnie Lee Watson 《Journal of Science Education and Technology》2015,24(6):875-887

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Working with schools in identifying and overcoming emotional barriers to learning     

Poppy Nash  Annette Schlösser 《Educational studies》2015,41(1-2):143-155

This paper reports a case study on working closely with a secondary school, to enhance understanding of disruptive behaviour, through the use of bespoke Continuing Professional Development (CPD) materials. This project evolved from the researchers’ previous research on the extent to which teachers believe disruptive pupils can control their behaviour. A notable finding was the sizeable minority of teachers in both primary and secondary schools who appear to be unaware of the psychological underpinnings of disruptive behaviour. That is, that such behaviour frequently communicates unresolved emotional needs, rather than wilful defiance. The current project aims to develop, implement and evaluate CPD resources developed by the researchers, for a one-day staff training day at a secondary school in north England. Prior to training, school staff completed a questionnaire to “audit” their perceptions of disruptive behaviour in school. Following evaluation, the CPD materials will be made available to other schools. It is anticipated that the materials will enable greater mutual understanding and respect for the ways in which disruptive behaviour is perceived by practitioners and school staff. Moreover, they will provide an urgently needed means of facilitating a shared knowledge base and a shared language for addressing emotional barriers to learning.  相似文献   

The use of skill tests to predict status in junior Australian football     

T. E. Carl Woods  J. Annette Raynor  Lyndell Bruce  Zane McDonald 《Journal of sports sciences》2015,33(11):1132-1140

This study examined whether skill tests were predictive of status in junior Australian football. Players were recruited from the 2013 under 18 (U18) West Australian Football League competition and classified into two groups: elite (state U18 squad representative; n = 25; 17.9 ± 0.5 years) and subelite (nonstate U18 squad representative; n = 25; 17.3 ± 0.6 years). Both groups completed the Australian football kicking (AFK) and Australian football handballing (AFHB) tests, assessing kicking accuracy/ball speed and handballing accuracy on dominant and nondominant sides. A multivariate analysis of variance (MANOVA) modelled the main effect of “status”, whilst logistic regression models were built for the predictive analysis using the same test parameters. Between-group differences were noted across all parameters, with the combination of kicking accuracy and ball speed on the dominant and nondominant sides being the best predictor of status for the AFK test (wi = 0.25, AUC = 89.4%) and the combination of accuracy on the dominant and nondominant sides being the best predictor of status for the AFHB test (wi = 0.80, AUC = 88.4%). The AFK and AFHB tests are predictive of status, suggesting that their use is warranted as a means of talent identification in junior Australian football.  相似文献   

Local Identity and Sport: Historical Study of Integration and Differentiation     

Annette R. Hofmann 《Sportwissenschaft》2002,32(4):472-475

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International Encyclopedia of Women Sports     

Christensen K.  Guttmann A.  Pfister G.  Annette Hofmann  M. Buerke  S. Ewald  S. Flassplöher  A. Krause  S. Offermanns  B. Poschner 《Sportwissenschaft》2003,33(1):84-89

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4. Deutsch-japanisches sportwissenschaftliches Symposium     

Annette R. Hofmann 《Sportwissenschaft》2002,32(4):475-478

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Pigeons’ serial ordering of numerosity with visual arrays     

Jacky Emmerton  Annette Lohmann  Joachim Niemann 《Learning & behavior》1997,25(2):234-244

Pigeons were trained in a conditional discrimination paradigm to differentiate successively presented visual arrays according to the relative number of their elements. Transfer tests with novel stimuli demonstrated that they discriminated the categories of “many” (6 or 7) from “few” (1 or 2) items. In further tests, other new stimuli were introduced that consisted not only of these training numerosities, but also of the intervening ones (3, 4, and 5). Variations in the birds’ discrimination performance corresponded to the order of stimuli on a numerosity dimension. This serial ordering was maintained when other factors such as brightness, size, shape, area, and contour of the elements were systematically controlled across tests. Smaller numerosities were somewhat better discriminated than those at the higher end of this test range.  相似文献   

Language and Williams Syndrome: How Intact Is "Intact"?   总被引：2，自引：0，他引：2  

Annette Karmiloff-Smith  Julia Grant  Ioanna Berthoud  Mark Davies  Patricia Howlin  Orlee Udwin 《Child development》1997,68(2):246-262

It has been claimed that Williams syndrome (WS), a rare neurodevelopmental disorder, is characterized by serious cognitive deficits alongside intact language. The syndrome is often used as a prime example of the modularity of an innate faculty for morphosyntactic rules. We challenge this claim and hypothesize that morphosyntax, although surprisingly good given WS level of mental retardation, is by no means intact. We make an initial test of this hypothesis through an analysis of the receptive language of a group of English-speaking WS individuals on a standardized morphosyntactic test. We then present an experimental study of expressive language that examines grammatical gender assignment in French-speaking WS patients. Despite a Verbal Mental Age selected to be higher than the chronological age of the young control group, these people with WS continue even in adulthood to show clear-cut deficits in their production of an aspect of morphosyntax that normal children acquire effortlessly very early. The results of the 2 studies, one focusing on receptive language and the other on expressive language, challenge the notion that comprehension and use of morphosyntactic rules in WS individuals are intact. The within-domain dissociations regarding the use of grammatical gender assignment across several sentence elements and their difficulties in understanding embedded sentences—two quintessentially linguistic skills—suggest that we must rethink the notion of spared, modular, language capacities in Williams syndrome. We conclude that WS language follows a different path to normal acquisition and may turn out to be more like second language learning.  相似文献