Most firms use secrecy to protect their knowledge from potential imitators. However, the theoretical foundations for secrecy have not been well explored. We extend knowledge protection literature and propose theoretical mechanisms explaining how information visibility influences the importance of secrecy as a knowledge protection instrument. Building on mechanisms from information economics and signaling theory, we postulate that secrecy is more important for protecting knowledge for firms that have legal requirements to reveal information to shareholders. Furthermore, we argue that this effect is contingent on the location in a technological cluster, on a firm’s investment in fixed assets and on a firm’s past innovation performance. We test our hypotheses using a representative sample of 683 firms in Germany between 2005 and 2013. Our results support the moderation effect of a technological cluster and a firm’s investment in fixed assets. Our findings inform both academics and managers on how firms balance information disclosure requirements with the use of secrecy as a knowledge protection instrument. 相似文献
Observed process quality in infant/toddler classrooms was compared in Germany (n = 75) and the USA (n = 219). Process quality was assessed with the Infant/Toddler Environment Rating Scale(ITERS) and parent attitudes about ITERS content with the ITERS Parent Questionnaire (ITERSPQ). The ITERS had comparable reliabilities in the two countries and similar factors were found. Content validity of the ITERS is supported in both countries by similarly high ITERSPQ importance scores. ITERS classroom mean scores are similar (Germany = 3.21; USA = 3.36), but a higher US standard deviation is found. A discriminant analysis revealed differences between countries on a bipolar dimension, with US programs characterized by higher scores on custodial issues while German programs have higher scores on educational aspects. Spearman rank order correlations were completed on ITERSPQ importance scores and observed ITERS scores, showing an association only in the USA. Results are discussed in terms of the parental values and infrastructures found in the two countries.
La qualité de processus observée dans les salles de classe des Enfants/Petits Enfants a été comparée en l’Allemagne (n = 75) et aux Etats‐Unis (n = 219). La qualité de processus a été évaluée avec l’Échelle d’Évaluation de l’Environnement des Enfants/Petits Enfants (ITERS) et les attitudes des parents au sujet du contenu de l’ITERS avec le Questionnaire d’ITERS pour les Parents (ITERSPQ). L’ITERS a eu fiabilités comparables dans les deux pays et des facteurs semblables ont été trouvés. La validité du contentu de l’ITERS est soutenue dans les deux pays par des points sur l’importance d’ITERSPQ pareillement hauts. Les points moyens ITERS de la salle de classe sontsemblables, (Allemagne = 3.21 ; Etats‐Unis = 3.36), mais un écart type plus élevé pour les Etats‐Unis est trouvé. Une analyse discriminante a indiqué des différences entre les pays sur une dimension bipolaire, avec les programmes des Etats‐Unis caractérisés par de points plus hauts sur la question de la garde tandis que les programmes allemands ont de points plus hauts sur des aspects éducatifs. Des corrélations Spearman d’ordre de rang ont été accomplies sur les points d’importance ITERSPQ et on a observé des points d’ITERS montrer une association seulement pour les Etats‐Unis. Des résultats sont discutés en termes de valeurs et infrastructures parentales trouvées dans les deux pays.
La calidad de proceso observada en salas de clase de infantes/niños pequeños fue comparada en Alemania (n = 75) y los E.E.U.U. (n = 219). La calidad de proceso fue determinada con la Escala para Evaluar el Ambiente del Infante/ Niño pequeño (ITERS) y las actitudes de los padres hacia el contenido del ITERS con el Cuestionario ITERS para los Padres (ITERSPQ). El ITERS tenía confiabilidades comparables en los dos países y se encontraron factores similares. La validez del contenido del ITERS es apoyada en ambos países por los puntajes sobre la importancia del ITERSPQ que son semejantemente altos. Los puntajes medios ITERS de la sala de clase son similares, (Alemania = 3.21; E.E.U.U. = 3.36), pero se encuentra una desviación estándar más alta con los E.E.U.U. Un análisis discriminante reveló diferencias entre los países en una dimensión bipolar, con los programas de los E.E.U.U. caracterizados por puntajes más altos en el área de la custodia mientras que los programas alemanes tienen puntajes más altos en los aspectos educativos. Las correlaciones Spearman sobre el orden de rango fueron completadas en los puntajes sobre la importancia de ITERSPQ y se observaron puntajes de ITERS demostrando una asociación solamente en los E.E.U.U. Los resultados se discuten en términos de los valores parentales e infraestructuras encontradas en los dos países. 相似文献
Der vorliegende Beitrag besch?ftigt sich unter Bezugnahme auf einen systemtheoretischen Kommunikationsbegriff mit der (p?dagogischen)
Strukturierung des Lernens Erwachsener. Er geht von der These aus, dass die P?dagogisierung des lernbezogenen Umgangs mit
Wissen im Erwachsenenalter unsichtbar (gemacht) wird. Auf der Grundlage eines abgeschlossenen DFG-Projekts werden unterschiedliche
Formen p?dagogischer Kommunikation dargestellt und das in ihren Settings, ihrer kommunikativen Verfasstheit und den Mustern
ihrer Strukturierung eingelagerte Invisibilisierungspotenzial herausgearbeitet. Vor diesem Hintergrund wird das Konzept des
Lebenslangen Lernens als eine entwickelte Form des Umgangs mit dem Paradox der (Un-)Sichtbarkeit p?dagogischer Kommunikation
interpretiert. Was diese Institutionalisierungsform des Lernens kennzeichnet, ist somit eine doppelt gegenl?ufige Gleichzeitigkeit
von Visibilisierung und Invisibilisierung. 相似文献
This paper describes findings of a longitudinal study that was carried out to examine relationships among different aspects
of young children's cognitive development, namely, theory of mind, metacognitive vocabulary, and metamemory, which seem theoretically
connected but so far have not been studied simultaneously. In total, 174 children were included in the present analyses who
were about 4;6 years of age at the first measurement point. Children were tested at four time points, separated by a testing
interval of approximately half a year. At the first time of testing, children completed a set of theory of mind tasks. At
each of the following measurement points, measures of metacognitive vocabulary and general vocabulary as well as metamemory
were given. Overall, the findings show that theory of mind performance assessed at the age of 4;6 predicts metacognitive knowledge
assessed about one and a half years later. Furthermore, they point to a reciprocal relationship between metacognitive vocabulary
and metamemory in that comprehension of metacognitive vocabulary predicted later metamemory and, conversely, metamemory significantly
predicted later comprehension of metacognitive verbs.
This research was supported by a grant from the German Research Foundation (SCHN 315 /20–7) to the German Research Group on
Cognitive Development. 相似文献
Studying abroad is one way in which university students can develop personal capital and distinguish themselves in an increasingly congested graduate labour market. Data show that studying abroad indeed provides employment benefits, with evidence pointing to even greater positive effects for students from low socio‐economic status backgrounds. Focusing on a group of Canadian students about to embark on a study exchange, we find no evidence that career‐instrumental reasons played a role in participants’ decisions to study abroad. Rather, they sought personal growth and escape from the everyday frustrations of being an undergraduate student. We argue, however, that these motivations nonetheless have to be understood as strategic, since going on a study exchange abroad allows students to escape temporarily, while ‘staying in the game’ of becoming credentialed at home. We discuss the role of socio‐economic status, as well as the policy implications of these findings. 相似文献
Minerva - The independence of research is a key strategic issue of modern societies. Dealing with it appropriately poses legal, economic, political, social and cultural problems for society, which... 相似文献
The concept of “Home Learning Environment” (HLE) covers activities in a family providing intellectual stimulation for a child, such as reading to him or her or visiting libraries. Numerous studies have shown an association between HLE and children's cognitive development. In this longitudinal study, we focus on HLE as a predictor for children's behavioral development, namely, for later symptoms of attention-deficit hyperactivity disorder (ADHD), controlling for relevant aspects like socioeconomic status (SES), or television viewing behavior. We analyzed the development of ADHD symptoms from kindergarten to the end of grade 2 and possible associations with HLE, SES, and television exposure, using a German community sample (N?=?924). Results indicated that ADHD symptoms were negatively and significantly correlated to HLE for all five measurement points as well as to SES (except T4) and to television exposure for T1 to T4. Observing later development, only early HLE but not SES or television exposure served as a significant predictor for ADHD symptoms at school, when age, sex, and ADHD symptoms in kindergarten were controlled for. A structural equation model showed that HLE acted as a mediator between SES and later ADHD symptoms. Our results highlight the importance of the concept of home learning environment also for children's behavioral development. As a consequence, parents should be supported in offering their children a more favorable learning environment. 相似文献
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