University of North Carolina at Greensboro

About: University of North Carolina at Greensboro is a education organization based out in Greensboro, North Carolina, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 5481 authors who have published 13715 publications receiving 456239 citations. The organization is also known as: UNCG & UNC Greensboro.

Cultural differences, convergence, and crossvergence as explanations of knowledge transfer in international acquisitions

Abstract: In spite of the proliferation of research on cultural differences in international mergers and acquisitions, we lack systematic analyses of the impact of cultural factors on knowledge transfer. In this paper, we argue that both national and organizational cultural differences and cultural integration in the form of cultural convergence and crossvergence affect knowledge transfer in acquisitions. We develop specific hypotheses concerning the nature of these effects, and test our hypotheses with data on international acquisitions carried out by Finnish corporations. The analyses performed show that national cultural differences provide great potential for knowledge transfer in international acquisitions. Furthermore, organizational cultural convergence and crossvergence have a significant positive impact on knowledge transfer. In particular, convergence and crossvergence moderate the impact of national cultural differences on knowledge transfer.

Scholarly leadership of the study of leadership: A review of The Leadership Quarterly's second decade, 2000-2009.

Abstract: In a reprise of Lowe and Gardner's (2000) review of The Leadership Quarterly's (LQ) first decade as a premier outlet for scholarly leadership research, we review 353 articles published in LQ during its second decade. Multiple methods were employed to prepare this review, including: interviews with the journal's current Senior Editor and Associate Editors; an assessment of LQ's impact, reputation, and most cited articles through citation analyses; a content analysis of article type (theory, empirical, and methods), contributors (e.g., discipline, nationality, and institutional affiliation), theoretical foundations, research strategies, sample location/type, data collection methods, and analytical procedures; survey and follow-up focus groups conducted with LQ Editorial Review Board members; and qualitative analyses to assess the prevalent themes, contributions, and trends reflected in LQ during its second decade. Drawing from these sources, we describe anticipated directions for future research.

Beyond Knowledge: Exploring Why Some Teachers Are More Thoughtfully Adaptive Than Others

Abstract: As teacher educators, we have observed that knowledge alone does not lead to the kinds of thoughtful teaching we strive for. Puzzled by differences in the teaching practices of teacher candidates having similar professional knowledge, we explore what might account for these differences. We address what is necessary, beyond traditional forms of professional knowledge, to support the development of thoughtful teachers who are responsive to students and situations. We provide four perspectives, each drawn from areas in which we conduct our research, and suggest a need to move beyond knowledge in teacher education. Our aim is to explore questions about preparing thoughtful teachers and to challenge others to do the same. We postulate that self-knowledge and a sense of agency with the intent of purposefully negotiating personal and professional contexts may be as important, if not more important, than the more traditional conceptions of professional knowledge.