Scholars of the theory of the firm have begun to emphasize the sources and conditions of what has been described as “the organizational advantage,” rather than focus on the causes and consequences of market failure. Typically, researchers see such organizational advantage as accruing from the particular capabilities organizations have for creating and sharing knowledge. In this article we seek to contribute to this body of work by developing the following arguments: (1) social capital facilitates the creation of new intellectual capital; (2) organizations, as institutional settings, are conducive to the development of high levels of social capital; and (3) it is because of their more dense social capital that firms, within certain limits, have an advantage over markets in creating and sharing intellectual capital. We present a model that incorporates this overall argument in the form of a series of hypothesized relationships between different dimensions of social capital and the main mechanisms and proces...

https://www.jstor.org/stable/pdfplus/259373.pdf

Social Capital, Intellectual Capital, and the Organizational Advantage

The psychology of interpersonal relations , The psychology of interpersonal relations , کتابخانه دیجیتال و فن آوری اطلاعات دانشگاه امام صادق(ع)

The psychology of interpersonal relations

Attention to the beliefs of teachers and teacher candidates should be a focus of educational research and can inform educational practice in ways that prevailing research agendas have not and cannot. The difficulty in studying teachers’ beliefs has been caused by definitional problems, poor conceptualizations, and differing understandings of beliefs and belief structures. This article examines the meaning prominent researchers give to beliefs and how this meaning differs from that of knowledge, provides a definition of belief consistent with the best work in this area, explores the nature of belief structures as outlined by key researchers, and offers a synthesis of findings about the nature of beliefs. The article argues that teachers’ beliefs can and should become an important focus of educational inquiry but that this will require clear conceptualizations, careful examination of key assumptions, consistent understandings and adherence to precise meanings, and proper assessment and investigation of spec...

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Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct:

In this article, the authors describe how they used a hybrid process of inductive and deductive thematic analysis to interpret raw data in a doctoral study on the role of performance feedback in the self-assessment of nursing practice. The methodological approach integrated data-driven codes with theory-driven ones based on the tenets of social phenomenology. The authors present a detailed exemplar of the staged process of data coding and identification of themes. This process demonstrates how analysis of the raw data from interview transcripts and organizational documents progressed toward the identification of overarching themes that captured the phenomenon of performance feedback as described by participants in the study.

/pdf/demonstrating-rigor-using-thematic-analysis-a-hybrid-1dwp4s40od.pdf

Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development

In this chapter a theory of motivation and emotion developed from an attributional perspective is presented Before undertaking this central task, it might be beneficial to review the progression of the book In Chapter 1 it was suggested that causal attributions have been prevalent throughout history and in disparate cultures Studies reviewed in Chapter 2 revealed a large number of causal ascriptions within motivational domains, and different ascriptions in disparate domains Yet some attributions, particularly ability and effort in the achievement area, dominate causal thinking To compare and contrast causes such as ability and effort, their common denominators or shared properties were identified Three causal dimensions, examined in Chapter 3, are locus, stability, and controllability, with intentionality and globality as other possible causal properties As documented in Chapter 4, the perceived stability of a cause influences the subjective probability of success following a previous success or failure; causes perceived as enduring increase the certainty that the prior outcome will be repeated in the future And all the causal dimensions, as well as the outcome of an activity and specific causes, influence the emotions experienced after attainment or nonattainment of a goal The affects linked to causal dimensions include pride (with locus), hopelessness and resignation (with stability), and anger, gratitude, guilt, pity, and shame (with controllability)

/pdf/an-attributional-theory-of-achievement-motivation-and-2eu5g13rxj.pdf

An attributional theory of achievement motivation and emotion.

In this book, his major work, Alfred Schutz attempts to provide a sound philosophical basis for the sociological theories of Max Weber. Using a Husserlian phenomenology, Schutz provides a complete and original analysis of human action and its "intended meaning."

The phenomenology of the social world

The following considerations concern the structure of what Husserl calls the “life-world” (Lebenswelt) in which, in the natural attitude, we, as human beings among fellow-beings, experience culture and society, take a stand with regard to their objects, are influenced by them and act upon them. In this attitude the existence of the life-world and the typicality of its contents are accepted as unquestionably given until further notice. As Husserl has shown, our thinking stands under the idealities of the “and so forth” and “I can do it again.” ** The first leads to the assumption that what has proved valid thus far in our experience will remain valid in the future; the latter to the expectancy that what thus far I have been able to accomplish in the world by acting upon it I shall be able to accomplish again and again in the future. Therefore we can speak of fundamental assumptions characteristic of the natural attitude in the life-world, which themselves are accepted as unquestionably given; namely the assumptions of the constancy of the structure of the world, of the constancy of the validity of our experience of the world, and of the constancy of our ability (Vermoglichkeit) to act upon the world and within the world.

The Structures of the Life-World

Der sinnhafte Aufbau der sozialen Welt : eine Einleitung in die verstehende Soziologie

Collected Papers I. The Problem of Social Reality

Die folgenden Uberlegungen beziehen sich auf die Struktur der von Husserl so genannten „Lebenswelt,“ in der wir als Menschen unter Mitmenschen in naturlicher Einstellung Natur, Kultur und Gesellschaft erfahren, zu ihren Gegenstanden Stellung nehmen, von ihnen beeinflust werden und auf sie wirken. In dieser Einstellung ist die Existenz der Lebenswelt und die Typik ihrer Inhalte als bis auf Widerruf fraglos gegeben hingenommen. Wie Husserl gezeigt hat, vollzieht sich unser Denken unter der Idealitat des „und so weiter“ und des „ich kann immer wieder“: Die erstere fuhrt zu der Annahme, das, was sich bisher in unserer Erfahrung als gultig erwiesen hat, auch weiterhin gultig bleiben werde; die letztere fuhrt zu der Erwartung, das ich, was ich bisher in dieser Welt und auf sie wirkend vollbringen konnte, in Hinkunft wieder und immer wieder vollbringen konnen werde. Wir konnen daher von Grundannahmen sprechen, die fur die naturliche Einstellung in der Lebenswelt charakteristisch sind und selbst als fraglos gegeben angesetzt werden: Namlich Annahmen der Konstanz der Weltstruktur, der Konstanz der Gultigkeit unserer Erfahrung von der Welt und der Konstanz unserer Vermoglichkeit, auf die Welt und in ihr zu wirken.

Alfred Schutz

Papers

The phenomenology of the social world

The Structures of the Life-World

Der sinnhafte Aufbau der sozialen Welt : eine Einleitung in die verstehende Soziologie

Collected Papers I. The Problem of Social Reality

Strukturen der Lebenswelt