Further views from professors, state directors, and analysts

ABSTRACTThis study seeks to answer the following question: What are the organizational attributes that influence organizational responses to institutional complexity? Building on core ideas of organizational imprinting, I argue that organizational response is influenced by the imprint from the dominant logic of organizing during the founding period and from the institutional position an organization possessed at founding. Empirically, I examine the variation in board composition of Chinese state-owned firms listed in the Hong Kong Stock Exchange market. It is found that state-owned firms founded in the market logic dominant period tend to have more non-state directors on the board in that they were organized around the prescription of the market logic and more responsive to shareholders’ demands for legitimacy reasons. Besides, state-owned firms founded by central government agencies tend to have fewer non-state directors because they were born at the center of the socialist system to accomplish strategic goals of the central government and non-state directors may challenge the vested interests. This study contributes to the organizational imprinting and institutional literature and resonates with the contemporary call for a more systematic examination of organizational attributes that influence organizational responses to institutional complexity.

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State Directors of Health, Physical Education, Recreation

Journal of Health Physical Education Recreation ◽

10.1080/00221473.1960.10611451 ◽

1960 ◽

Vol 31 (9) ◽

pp. 44-44

Keyword(s):

Physical Education ◽

State Directors

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Argentine Cinema in the Late 1950s and Early 1960s

Argentine Cinema and National Identity (1966-1976) ◽

10.5949/liverpool/9781786940544.003.0003 ◽

2018 ◽

Author(s):

Carolina Rocha

Keyword(s):

Film Industry ◽

Domestic Market ◽

Discursive Practice ◽

Film Production ◽

Trial And Error ◽

American Films ◽

State Directors ◽

Studio System ◽

Independent Filmmaking

Relying on Valentina Vitali and Paul Willemen’s statement that ‘both as an industry and a discursive practice, cinema is an adjunct of capitalism’ (2006, 7), I explain that to offset competition from American films, the Argentine state persistently sought to protect national film production through several laws, the most crucial of which was Law 62/57. Nevertheless, in the transition from the studio system to independent filmmaking, the Argentine film industry had an uneven success in its attempt to gain a considerable share of the domestic market. Through trial and error, the Argentine state, directors, and producers came up with different solutions to strengthen the production and circulation of national films, which in many cases were resisted by exhibitors and distributors.

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Teacher Competencies for Transition Programs as Reported by State Directors of Special Education.

Rural Special Education Quarterly ◽

10.1177/875687059401300403 ◽

1994 ◽

Vol 13 (4) ◽

pp. 10-16 ◽

Cited By ~ 4

Author(s):

Kay S. Bull ◽

Diane Montgomery ◽

John Beard

Keyword(s):

Special Education ◽

Training Programs ◽

Transition Programs ◽

The United States ◽

Teacher Preparation Programs ◽

Educational Training ◽

Preparation Programs ◽

Directors Of Special Education ◽

Essential Components ◽

State Directors

The Transition Special Interest Group (SIG) of the American Council on Rural Special Education (ACRES) established as one of its goals to identify the essential components of effective transition programs in the United States and, thereby to influence teacher preparation programs. The purpose of this study was to investigate the skills that the State Directors of Special Education (SDSE) list as necessary competencies required in their states for personnel in special education transition programs. Recognizing that some states may not have fully developed, articulated, and mandated the competencies they believe are necessary, the SDSE were additionally asked to report what knowledge and skills they felt should be required for transition program personnel. Responses indicate a consistency of several predictable required skills, but over half of the SDSE support a core of twelve common competencies that should be built into personnel training programs. This core represents a knowledge base that is defined more broadly than the current traditional special educational training programs. Implications for training are discussed.

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