Pursuing a nodal (i.e., subsidiary) level of analysis, this paper advances and tests an overarching theoretical framework pertaining to intracorporate knowledge transfers within multinational corporations (MNCs). We predicted that (i) knowledge outflows from a subsidiary would be positively associated with value of the subsidiary’s knowledge stock, its motivational disposition to share knowledge, and the richness of transmission channels; and (ii) knowledge inflows into a subsidiary would be positively associated with richness of transmission channels, motivational disposition to acquire knowledge, and the capacity to absorb the incoming knowledge. These predictions were tested empirically with data from 374 subsidiaries within 75 MNCs headquartered in the U.S., Europe, and Japan. Except for our predictions regarding the impact of source unit's motivational disposition on knowledge outflows, the data provide either full or partial support to all of the other elements of our theoretical framework. Copyright © 2000 John Wiley & Sons, Ltd.

https://www.jstor.org/stable/pdfplus/3094239.pdf

Knowledge flows within multinational corporations

Historically, education goals have tended to fluctuate from emphasis solely on cognitive outcomes to major concern with social and affective ones. The emphasis on achievement and the "cult of efficiency" (Callahan, 1962) early in this century was followed by a shift in the 1930's to the comprehensive high school with its social and affective concerns (cf. the Eight Year Study, Aikin, 1942). Then Sputnik initiated a rapid and dramatic reemphasis on cognitive outcomes (Bruner, 1960) from which the current trend seems to be moving in its emphasis on "humanistic" aspects of education. The sharp increase in the number of studies on self-concept is one reflection of the reemphasis on noncognitive outcomes of education. (For references to current educational studies, see reviews by Coller, 1971; Purkey, 1970; Yamamoto, 1972; Zirkel, 1971.) Another symptom of this shift has taken the form of increased concern with enhancing the child's self-concept, espe-

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Self-Concept: Validation of Construct Interpretations

In this article we suggest that events and contexts relevant to the initiation and regulation of intentional behavior can function either to support autonomy (i.e., to promote choice) or to control behavior (i.e., to pressure one toward specific outcomes). Research herein reviewed indicates that this distinction is relevant to specific external events and to general interpersonal contexts as well as to specific internal events and to general personality orientations. That is, the distinction is relevant whether one's analysis focuses on social psychological variables or on personality variables. The research review details those contextual and person factors that tend to promote autonomy and those that tend to control. Furthermore, it shows that autonomy support has generally been associated with more intrinsic motivation, greater interest, less pressure and tension, more creativity, more cognitive flexibility, better conceptual learning, a more positive emotional tone, higher self-esteem, more trust, greater persistence of behavior change, and better physical and psychological health than has control. Also, these results have converged across different assessment procedures, different research methods, and different subject populations. On the basis or these results, we present an organismic perspective in which we argue that the regulation of intentional behavior varies along a continuum from autonomous (i.e.. self-determined) to controlled. The relation of this organismic perspective to historical developments in empirical psychology is discussed, with a particular emphasis on its implications for the study of social psychology and personality. For several decades American psychology was dominated by associationist theories. Assuming that behavior is controlled by peripheral mechanisms, these theories held that the initiation of behavior is a function of stimulus inputs such as external contingencies of reinforcement (Skinner, 1953) or internal drive stimulations (Hull, 1943) and that the regulation of behavior is a function of associative bonds between inputs and behaviors that develop through reinforcement processes. With that general perspective, the central processing of information was not part of the explanatory system, so concepts such as intention were considered irrelevant to the determination of be

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The support of autonomy and the control of behavior.

When an attitude changes from A1 to A2, what happens to A1? Most theories assume, at least implicitly, that the new attitude replaces the former one. The authors argue that a new attitude can override, but not replace, the old one, resulting in dual attitudes. Dual attitudes are defined as different evaluations of the same attitude object: an automatic, implicit attitude and an explicit attitude. The attitude that people endorse depends on whether they have the cognitive capacity to retrieve the explicit attitude and whether this overrides their implicit attitude. A number of literatures consistent with these hypotheses are reviewed, and the implications of the dual-attitude model for attitude theory and measurement are discussed. For example, by including only explicit measures, previous studies may have exaggerated the ease with which people change their attitudes. Even if an explicit attitude changes, an implicit attitude can remain the same.

A model of dual attitudes.

Feedback as an individual resource: personal strategies of creating information

The first book-length treatment of an important new statistical technique. .Called the Sequential Probability Ratio Test, this new method of statistical analysis has many proven advantages over other procedures for testing a statistical hypothesis. This valuable new technique of statistical inference was developed by the author and was used extensively during the war in development work on military and naval equipment. A comprehensive two-volume discussion of fungi, with the emphasis throughout both books on the activities of fungi. Volume I comprises a treatment of developmental morphology and taxonomy of fungi-the basic material for a comprehensive study of the subject. Volume RI deals more specifically with the activities of fungi and focuses attention on the reactions of a fungus. Ready in May and June. A significant and penetrating new textbook which gives the broad outline of the psychology of socialization. Professors Sherif and Cantril have correlated previously disconnected observations and facts from the experimental laboratory, from sociology and ethnology, from controlled studies of social life, and from everyday life situations. They have formulated certain conclusions from these facts concerning the problems of ego formation and social identifications. Ready in May. A modern, authoritative discussion of natural fibers, regenerated natural fibers, and synthesized fibers-prepared by well-known specialists under the editorship of Herbert R. Mauersberger. As in previous editions, each fiber is dealt with separately. A complete, up-to-date bibliography at the end of each chapter, informative illustrations, graphs, charts, diagrams, and tables add much to the book's value. Published in April. 1133 pages. 6 by 9g. $12.50.

Munzafer Sherif

Papers

the psychology of ego-involvements, social attitudes and identifications