Suffolk University

About: Suffolk University is a education organization based out in Boston, Massachusetts, United States. It is known for research contribution in the topics: Population & Sugar beet. The organization has 6462 authors who have published 9321 publications receiving 235328 citations.

The many moods of inter‐organizational imitation: A critical review

Abstract: The management literature is paying increasing attention to the phenomenon of imitation. However, there are several gaps in understanding what drives firms’ imitative behaviors. Furthermore, a fragmented array of disciplinary perspectives has investigated imitation phenomena in the past. This paper reviews the literature on imitation and offers a unifying framework to understand what theory has said about the predictors of imitative behaviors, in terms of purposes, driving forces and target. At the end of the review, two over-arching rationales for imitation seem to emerge: risk reduction and search for effectiveness. Next, the review distinguishes between what drives the general propensity for imitation of a firm and what makes a specific decision more likely to be imitated by the same firm. Implications and indications for future research are offered in the final section.

Somalia after state collapse: Chaos or improvement?

Abstract: Many people believe that Somalia's economy has been in chaos since the collapse of its national government in 1991. We take a comparative institutional approach to examine Somalia's performance relative to other African countries both when Somalia had a government and during its extended period of anarchy. We find that although Somalia is poor, its relative economic performance has improved during its period of statelessness. We describe how Somalia has provided basic law and order and a currency, enabling the country to achieve the coordination that has led to improvements in its standard of living.

Student Attitudes and Behaviors Towards Digital Textbooks

Abstract: The purpose of this article is to add to the collective body of knowledge on student behavior and attitudes relative to the adoption of digital textbooks. The article summarizes an ongoing research project that examines past, current and evolving behavior in the classroom related to digital textbooks and school. It includes students, faculty and administrative attitudes behaviors and perceptions. This research was undertaken at the Sawyer Business School of Suffolk University in Boston, Massachusetts. Student attitudes and behavior toward their use of digital textbooks (eTextbooks) in higher education was examined in an ongoing longitudinal study over two years at Sawyer Business School, Suffolk University. Students in the class were divided into six teams. Five of the teams were assigned an eTextbook device and the sixth team was given a paper textbook for use through the semester. The digital technologies examined were: Amazon Kindle, Sony eReader Touch, Apple iPad, enTourage eDGe, and CourseSmart. Student attitudes and behaviors were examined pre and post class by survey each semester, and during the semesters through quizzes, journals and classroom discussion. Differential learning was measured between the six teams. Student attitudes and behaviors are becoming more receptive to and accepting of using digital textbooks each year. There was no significant difference in learning between the eTextbook devices teams or between them and the paper textbook team.

Online communication preferences across age, gender, and duration of Internet use.

Abstract: The present study explored variations in online communication and relationship preferences for friends, family, coworkers, and unknown individuals across gender (men, women), age (young, middle, late), and duration of Internet use (low, medium, high). A total of 174 individuals participated in this study. They were divided into two gender (86 men and 88 women), three age (60 young, 60 middle, and 54 late) and three Internet use duration (60 low, 58 medium, and 54 high) groups. All participants completed several questionnaires that assessed online communication and relationship building preferences. Results indicated no significant main effect for gender and online communication and relationship preferences. The main effect for age was significant for online communication with friends and unknown individuals. Young adults indicated their higher preferences for online communication with friends and unknown individuals compared to middle and late adult age groups. The main effect for duration of Internet use was significant for online communication and relationship preferences. High Internet users indicated higher scores on online communication and relationship building, compared to their counterparts. No significant main effects for duration of Internet use were significant on any of the offline characteristics. Implications of these findings and their relevance to mental health issues and organizational environment were discussed.

The Gay Identity Questionnaire: a brief measure of Homosexual Identity Formation

Abstract: This article describes the development of the Gay Identity Questionnaire (GIQ) which was derived from tenets of the Homosexual Identity Formation (HIF) model proposed by Cass in 1979. The GIQ is a brief measure that may be used by clinicians and researchers for identifying gay males in the various stages of homosexual identity formation. The test construction procedures included the selection of questionnaire items based upon constructs of the Homosexual Identity Formation Model, establishment of interrater and interitem reliability for those items, and refinement of the GIQ through two pilot tests. The final version of the GIQ was administered to two hundred twenty-five males who reported having same-sex fantasies or engaging in homosexual behavior. In addition, demographic and psychosocial data were collected and used to describe the sample and examine the relationship of these variables to subject stage of HIF. Results support the use of the Gay Identity Questionnaire as a brief measure for identifying subject stage of homosexual identity formation. The data also suggest that homosexual identity acquisition may be a two-stage process rather than the six-stage process proposed by Cass (1979). The differentiation between these stages includes whether or not a subject had resolved a coherent self-identity as gay and had a significant relationship to some aspect of the gay culture.