Spelling suggestions: "subject:"arelationship learning"" "subject:"1relationship learning""
1 |
Examining the drivers and boundary conditions of social innovation: Evidence from MNE subsidiaries in a developing economyNkrumah, M., Owusu-Yirenkyi, Diana, Nyuur, Richard B., Donbesuur, F., Essuman, D. 08 February 2024 (has links)
Yes / Although social innovation can help multinational enterprise (MNE) subsidiaries create social
value for developing countries, they often encounter significant challenges in successfully
implementing social innovation projects. This research applies the knowledge-based
perspective to propose and test a theoretical framework to explain why MNE subsidiaries
differ in their ability to pursue social innovation successfully in a developing country. The
framework contends that MNEs’ relationship learning contributes to social innovation
variability under varying levels of subsidiary autonomy and mode of entry. Analysis of
primary data collected from 207 subsidiaries of MNEs operating in Ghana shows that
relationship learning has a positive relationship with social innovation. Further analysis
reveals that subsidiary autonomy enhances the positive association between relationship
learning and social innovation, and that this moderating effect is stronger for subsidiaries
with equity entry mode as opposed to non-equity entry mode. These insights advance the
limited understanding of the antecedents of MNEs’ social innovation in developing countries
and offer guidance on how MNE subsidiaries can successfully pursue social innovation
interventions in a developing country.
|
2 |
Exploring associations between classroom relationships and learning for children with Autism Spectrum Disorders and Behavioural, Emotional and Social DifficultiesBulman, William January 2013 (has links)
A growing body of research supports the suggestion that the relationships which children form with their teachers and classmates have an impact on learning (Roorda, Koomen, Spilt, & Oort, 2011). Largely built on studies with typically developing children, the current understanding of the relationship-learning association is that these relationships can impact upon learning either by directly improving the quality of pedagogy or through mediating factors such as increased pupil motivation (Martin & Dowson, 2009).The aim of this study was to expand the discussion and evidence base surrounding relationship-learning association to include pupils with Autism Spectrum Disorders (ASD) and Behavioural, Emotional and Social Difficulties (BESD). Previously these groups were not directly addressed by this literature, yet there is evidence from both government-compiled (Department for Education, 2011d) national statistics and independent research (e.g. Symes & Humphrey, 2010) that these groups are at risk of poor academic and social outcomes. While classroom relationships might be an ingredient of superior teaching of children with special educational needs (Dyson, Farrell, Polat, Hutcheson, & Gallanaugh, 2004), it was hypothesised that difficulties commonly associated with either or both of these groups, such as communication problems (Cashin, 2005; Lindsay, Dockrell, & Strand, 2007) may serve to influence the nature and salience of the relationship-learning association.The study used a mixed methods design, incorporating a multiple regression analysis to determine whether changes in teacher or peer relationship quality over 18 months predicted attainment relative to other plausible predictors at the end of that period (N= ASD:143 BESD: 648) and an embedded, multiple case study (Yin, 2011) analysis around two children from each group to determine how the facets of their individual educational needs and other contextual factors influenced the importance and nature of the relationship-learning association in their education. Multiple regression models indicated that relationship change was not a statistically significant predictor of attainment other than peer relationship change for pupils with BESD, where the effect size implies that some academic benefits may accrue at group level from successful relationship interventions. Case study analysis suggested that many of the factors reducing the likelihood of relationships directly improving attainment also make them more important to the effectiveness of teaching and the classroom functioning of pupils. Implications and directions for future research are also discussed.
|
3 |
Designing the Framework of Entrepreneurial Relationship Management (ERM) for Strategic Actions and Effective Decision-MakingAjiboye, Shola 23 May 2019 (has links)
No description available.
|
Page generated in 0.0966 seconds