Abstract not found

TSER Contract SOE1-CT97-1072Executive Summary This report deals with the role of educational background in diffusion of management knowledge. The role of educational background as a carrier of management knowledge has been one of the main issues in the Creation of European Management Practice project (the CEMP project). This report addresses two issues on this matter: educational background as a provider of management knowledge and educational background as a legitimating factor in managerial qualification systems. The first issue is based on a study of the relationship between 551 Norwegian managers ’ educational background and their management competence. The results from the study of business education and engineering education as providers of management knowledge reveal that there are no strong relationship between type of educational background and managerial meta-competence. This suggests that the diffusion of management knowledge from so-called management education is quite meager at least regarding direct influence on managers ’ competence reservoir. The second issue conceptualizes previous research in the field. Based on these

In many personnel selection testing situations, scales from various tests are combined to provide optimal prediction of a criterion space. Linear methods are often used, such as summation of scale scores, or use of multiple linear regression models (Guion, 1978). This is known as a compensatory model, where

Abstract not found

A Kohonen self-organizing map—a type of artificial neural network similar to κ-means cluster analysis and multidimensional scaling— was used to classify clients into eight categories on the basis of objectively measured aptitudes. The resulting categories bear strong resemblances to major vocational typologies of persons and jobs, especially models proposed by Holland, Gottfredson, Ackerman, and Prediger. Applications of self-organizing neural networks are suggested for psychological assessment in general and career assessment in particular.

This study was designed to investigate a phenomenon, persistence of undergraduate women in their engineering majors, from a qualitative paradigm. Guided by the tenets of feminist and inclusive research, the assumption was made that all women, whether they persist or not in their engineering majors, have strengths and insights into their own personal experiences. The experiences of African American women, Asian women, Caucasian women, Hispanic women, women from rural geographical areas, and non-persisters were investigated. A developmental lifespan and social learning perspective called for an examination of factors relevant to engineering major choice and persistence from early childhood to the present time, including family background and individual factors, environmental factors and experiences with the engineering culture, and social factors relevant to major choice and persistence. Twenty-eight (28) persisters and 8 nonpersisters participated in the study which was conducted at a large land-grant university in the southeastern United States in the fall of 1996. The following questions guided the study: (1) What experiences have been influential in undergraduate women’s selection of engineering as a major? (2) How does the culture and climate of engineering education influence the experiences of these undergraduate women? (3) How do

Women's college culture has been found to have qualities that promote the success of the women who graduate from these institutions. This research sought to identify aspects of women's college culture that students perceive as having impacted their aspirations for an advanced degree. Fifty-eight women at two southern women's colleges were interviewed. The participants were members of each college's senior class and had spent their entire undergraduate years at the same institution. After an email solicitation was sent to all members of the senior class, participants were accepted until there were eight women in each of the three categories. These three categories; Keepers, Droppers, and Aspirers; were developed in order to study participant perceptions by whether they maintained or dropped their previous educational aspirations or had developed new aspirations for an advanced degree while attending a women's college. The interviews were completed over a two-month period with each interview lasting from 45 to 60 minutes. Participants were asked about the importance of aspects of women's college culture on their aspirations for an advanced degree as well as other factors that they perceived as having influenced their decision whether or not to pursue an advanced degree. The majority of the White women in this study confirmed the positive impacts of women's college culture including high academic expectations, a mission and history that supports women, more female role models, a caring, supportive environment, and an abundance of opportunities for involvement and to learn about oneself. In addition, participants confirmed the importance of peer relationships and romantic relationships on their educational aspirations. Some women, however, perceived these same factors as...

gratefully acknowledged. We also thank the Science Resources Statistics Division of the National Science Foundation for providing the restricted-use SESTAT database employed in our empirical analysis. However, “the use of NSF data does not imply NSF endorsement of With few exceptions, empirical innovation research has focused on firm-level pecuniary incentives. Innovation at the firm-level, however, should also depend heavily on the level and quality of individual effort in response to individuals ’ pecuniary as well as non-pecuniary incentives. In this paper, we examine the impact of individual-level motives and incentives upon innovative effort and performance. Based on research in economics and social psychology, we first develop a basic model of the impact of extrinsic, intrinsic, and social incentives on individuals ' innovative effort and performance. Using a survey-based data set (SESTAT 2003), we then present descriptive data on the motives salient to personnel in industrial R&D and test predictions derived from our model. In doing so, we control for a wide range of other variables at the individual, firm, and industry level that have been considered in prior innovation research. We find that individuals engaged in industrial R&D

The Information Systems (IS) discipline is facing a sharp downturn in student enrollments. Despite the steady decline in students pursuing the IS major, the demand for information technology (IT) professionals continues to increase. These trends indicate that there might be a shortage of qualified IT employees in the near future. In order to overcome this dilemma, academicians have recently begun to look for mechanisms targeted at improving IS enrollments. This study investigates how such a mechanism – IT sophistication – influences students ’ aspirations to pursue an IS degree. More specifically, the study suggests that IT sophistication, self-efficacy, outcome expectations, and interests are expected to independently and cumulatively affect students ’ choice of IS as their major. The data utilized to investigate this issue was collected from students enrolled in introductory IS courses at two large public universities. A total of 151 usable responses were obtained. The results indicate that the degree to which students perceive the IT to be sophisticated affects their aspiration to major in IS. Specifically, utilizing state-of-the art technologies that reflect current industry practices not only enhances students ’ confidence in their ability to successfully perform as an IS major, but also elevates students ’ expectations that valued rewards will be received by majoring in IS. In turn, strong self-efficacy and outcome expectations foster student

Undergraduate nursing students ' compatibility with the nursing