Career development (CD) is a multilevel topic involving both the individual and the organization and influencing outcomes at the individual, group and organization level. The established limitations in current CD theory and human resource development (HRD) theory building can be addressed by examining the topic of CD through a multilevel lens. Using multilevel theory building (MLTB) to bridge the theoretical gap between individuals and organizations, this approach to theory building provides an opportunity for HRD professionals to address goals important to both individuals and organizations. Based on the CD and HRD interests described above, the threefold purpose of this study is to develop a multilevel theory of CD as a means of strengthening the theoretical connection between CD and HRD, advancing theory building in HRD, and contributing to meaningful convergence amongst existing CD theory. A new MLTB framework is developed and subsequently used to develop a multilevel theory of CD. Finally, future research options are suggested in order to make the appropriate theory refinements, continue the dialogue about MLTB and multilevel considerations in HRD, and add to the convergence of CD theory by providing a multilevel perspective of CD.

This thesis seeks to develop insights into the nature of small and medium sized enterprises (SMEs) that are effective in competing internationally, over the longer term. It therefore aims to provide a better understanding of the behaviour that engenders this capability. Its contributory value lies in the development of the new perspectives which emerged from inductive theory development grounded in longitudinal data collected between1996-1999. Traditionally explanations for the success of SMEs in export markets, it is suggested, have been sought in the marketing mix paradigm rooted in exchange theory. This thesis draws from a range of literature in seeking an understanding of the behaviours observed. In developing a substantive theory to explain the dynamic nature of firms that sustain their competitive effectiveness on international markets this thesis then seeks explanations from the organisational learning paradigm. This study follows the tradition of the naturalistic paradigm and as such the research was a phenomenological study of an exploratory and qualitative nature. The naturalistic paradigm recognises the importance of the subjective experiences of individuals and groups. In the verstehen tradition this study stresses the importance of the informant as the primary source of information. The aim of the inquiry was to develop an ideographic body of knowledge, the emphasis being on explanation and understanding rather than the identification of general and universal laws. The epistemological stance taken required an inductive approach to theory building. Examining the firms longitudinally was the means by which the author was able to take an holistic view of the international activities of the firms studied and focus on the change processes and challenges faced in the study period. The central proposition of this thesis is that the firms that compete effectively on international markets exhibit a positive marketing orientation, and have a strong core purpose on which is generated a clear internationally based strategic direction. It is further proposed that over a period of time, through an iterative process of strategy development, firms build a sustainable competitive advantage in their international markets and develop the ability to maintain this advantage, even when faced with hostile challenges in their international markets. Firms, it is suggested through their relationships, build a virtual structure to their international markets, which provide the means through which a knowledge of their markets is acquired, and an input is made to the strategy development process by external partners. However, it is through the dynamic processes of organisational learning that SMEs develop these capabilities and so enhance their ability to sustain a competitive advantage over a period of time.

Yes / John Austin introduced the formulation “performative utterance” in his 1962 book How to do things with words. This term and the related concept of performativity have subsequently been interpreted in numerous ways by social scientists and philosophers such as Lyotard, Butler, Callon, or Barad, leading to the co-existence of several foundational perspectives on performativity. In this paper we review and evaluate critically how organization and management theory (OMT) scholars have used these perspectives, and how the power of performativity has, or has not, stimulated new theory-building. In performing a historical and critical review of performativity in OMT, our analysis reveals the uses, abuses and under-uses of the concept by OMT scholars. It also reveals the lack of both organizational conceptualizations of performativity and analysis of how performativity is organized. Ultimately our aim is to provoke a ‘performative turn’ in OMT by unleashing the power of the performativity concept to generate new and stronger organizational theories.

本研究透過瞭解理論發展的過程, 辨識學術文獻在創新開端發展的樣式與軌跡, 並以之為基礎, 分析該學術領域之研究概況與趨勢. 分析之單元為理論建立之過程以及學術文獻; 本研究之文獻資料主要來自於Journal of Product Innovation Management, Management Science, Journal of Marketing, R&D Management, Technovation, IEEE Transactions on Engineering Management, Research Policy…等24份國際期刊, 共167篇文獻. 透過對於這些文獻的分析, 本研究辨識出三種類別, 14種研究的樣式與其相對應於理論建立過程的軌跡, 為理論建立過程提供了分類的依據, 同時也為”理論建立的理論(theory of theory-building)”提供了實徵研究的確認結果; 並以此樣式和軌跡為基礎, 分析創新開端目前研究的趨勢與概況, 提供創新開端領域目前學術研究概況的實徵數據; 本文最後將對本研究的限制提出說明, 以及對於未來可能的發展提出建議. / This study identifies trajectories and patterns of research towards theory-building in the early stage of front-end innovation. The trajectories and patterns serve as a tool to explore and analyze the trends and the landscape of current research situation in the domain of interest. The units of analysis are individual research project and the process of theory-building. The source of data come from 24 peer-review academic journals, including Journal of Product Innovation Management, Journal of Marketing, R&D Management, Technovation, Management Science, Research Policy…and so on. In total, 167 academic articles are collected for further analysis. The result demonstrates that 14 patterns and corresponding trajectories along the theory-building process are identified. This study also discusses the possibilities of a research pattern that could be followed by these patterns and trajectories. In the end of the study, specific contributions to the knowledge of the early stage of front-end innovation are listed and future research opportunities are also suggested.

Thesis (Ph.D)--Technische Universiteit Eindhoven, 2005. / Title from document title page. Title from title screen (viewed on Dec. 6, 2007). Includes bibliographical references. Available in PDF format via the World Wide Web.

This research takes steps towards developing a new theory of organizational information management based on the ideas that, first, information creates ordering effects in transactions and, second, that there are multiple centers of authority in organizations. The rationale for developing this theory is the empirical observation that hospitals have great difficulty in managing information relating to transactions with patients. The research illustrates the detailed workings of an initial conceptual framework based on an action research project into the revenue cycle of a hospital. The framework facilitates a deeper understanding of how information technology can help to transform information management practices in complex organizations, such as hospitals. At the same time, this research adds to the literature on Polycentricity Theory by linking its two core concepts—multiple nested centers of decision making and context-dependent governance—with Transaction Cost Theory and information management theories to establish a new foundation for understanding the role of information technology in organizational contexts.

No description available.

No description available.

Thesis advisor: Dennis Shirley / This dissertation is a conceptual study of Catholic education as a distinctive approach for learning in elementary and secondary Catholic schools. It draws upon the academic disciplines of philosophy, theology, and education to construct a theory of pedagogy that attends to and faithfully reflects the particular beliefs and aspirations of Catholic education. The opening historical analysis describes significant changes to the US Catholic school landscape, including the ways in which Catholic education is defined and accounted for in the life of the school. This analysis is widened to explore the claim that there is no adequate definition of Catholic education today. Together, these observations reveal an urgent need for new theories to realize the core mission of Catholic education. Toward this end, I develop a conceptual framework for Catholic education interbraiding Christian anthropology—emphasizing the themes of imago Dei, relationship, and grace—relevant Church documents authored by the Congregation of Catholic Education, and the pedagogical theory of Bernstein (1990, 2000). I employ this framework to construct a new pedagogical theory for Catholic education. The theory explores the identity of the person as both a knower and a learner. Bernstein’s (2000) concepts of classification and framing are used to articulate the distinctively Catholic qualities of the pedagogy. The pedagogical discourse features three dynamic movements: composition, juxtaposition, and transposition. Each movement consists of practical and spiritual considerations that, over time, foster learning and strengthen relationships. These outcomes, or text (Bernstein, 2000), create the conditions for deepening the dispositions of discipleship while allowing persons an essential way to participate in the flourishing and fullness of each other’s lives in the realm of God’s grace. The final segment of the dissertation explores the ways in which the instructional model, tutoría, appropriates the new pedagogical theory for Catholic education. I trace the evolution of tutoría and highlight the experiences of students and educators who are implementing the model in four schools in Chile. The dissertation concludes with a discussion on the value of the new pedagogical theory for Catholic schools globally. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

This classic textbook is a comprehensive introduction to structural steelwork design. It describes the design theory and code requirements for common structures, connections, elements and frames. The book is structured to meet the needs of courses in structural steelwork, introducing and explaining each concept before allowing the student to test the knowledge with practical examples. Each section is illustrated with exercises for the student to reinforce their learning. It continues to be an indispensable introduction to structural steelwork design for students of structural and civil engineering.