Knowledge processes and learning outcomes in MNCs: an empirical investigation of the role of HRM practices in foreign subsidiaries

2009 ◽  
Vol 48 (4) ◽  
pp. 505-530 ◽  
Author(s):  
Bernard L. Simonin ◽  
Ayşegül Özsomer
Keyword(s):  
Learning Outcomes ◽  
Empirical Investigation ◽  
Foreign Subsidiaries ◽  
Hrm Practices ◽  
Knowledge Processes

Integrating the Linkages between Learning Systems and Knowledge Process: An Exploration of Learning Outcomes

2016 ◽  
Vol 5 (1) ◽  
pp. 11-23 ◽  
Author(s):  
Pooja Kushwaha ◽  
M. K. Rao
Keyword(s):  
Informal Learning ◽  
Learning Outcomes ◽  
Process Integration ◽  
Learning Systems ◽  
Learning System ◽  
Extensive Literature ◽  
Knowledge Process ◽  
Individual Level ◽  
Knowledge Processes

This study intends to explore the influence of learning systems (formal and informal) and knowledge process integration on individual level learning outcomes. This article reviews the extensive literature on the role of learning systems to acquire, disseminate, interpret, and store knowledge within the organizational purview, which subsequently leads toward learning outcomes in the workplace. A methodical review of the literature has been conducted to explore the connection among learning systems, knowledge process, and learning outcomes. Based on the theoretical underpinnings, a conceptual framework has been proposed. Furthermore, this study incorporates a discussion on Huber’s (1991) learning components for achieving better learning outcomes. Findings of the study outline that the role of informal learning is preferential than formal learning system, which harmonizes with knowledge processes and subsequently affects organizational learning outcomes. Authors point out the potentiality of contextual factors to affect the aforesaid relationship. Later part of the study discusses implication, limitations, and future suggestions for the researchers.

scholarly journals Foreign Language Anxiety and Student Interpreters’ Learning Outcomes: Implications for the Theory and Measurement of Interpretation Learning Anxiety

2010 ◽  
Vol 55 (3) ◽  
pp. 589-601 ◽  
Author(s):  
Yung-Nan Chiang
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Learning Outcomes ◽  
Outcome Measures ◽  
Trait Anxiety ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Learning Anxiety ◽  
Exam Scores

Although anxiety has been documented as an important variable in both interpretation performance and second language acquisition, there has been virtually no research on the interconnections between the anxiety reactions induced by these two cross-linguistic / cultural endeavors. A review of the literature on anxiety and interpretation performance finds that most of the existing studies have treated the anxiety induced by interpretation as a transfer of other general types of anxieties, such as trait anxiety, without considering the probable role of second language anxiety in interpretation performance. In order to determine the role of foreign language anxiety in 213 Chinese-English interpretation students’ learning outcomes, which were indexed by the participants’ mid-term exam scores and semester grades, this study employed Spielberger’s (1983)Trait Anxiety Inventoryto measure the students’ trait anxiety, while utilizing Horwitz, Horwitzet al.’s (1986)Foreign Language Classroom Anxiety Scale(FLCAS) to measure the participants’ foreign language anxiety. Results of correlation analyses showed that a) trait anxiety was not related to either mid-term exam scores or semester grades, b) foreign language anxiety was significantly and negatively associated with both outcome measures, c) after controlling for the effect of trait anxiety, the relationship between foreign language anxiety and interpretation learning outcomes remained significant, and d) a vast majority of theFLCASitems had significant and negative associations with both outcome measures. Implications for developing a theory of and a measurement instrument for interpretation learning anxiety are suggested.

Institutions, Models of Capitalism and Inequality in Income Distribution: An Empirical Investigation

2017 ◽  
Vol 17 (3) ◽  
pp. 651-685 ◽  
Author(s):  
Gilberto Antonelli ◽  
Pinuccia P Calia ◽  
Giovanni Guidetti
Keyword(s):  
Income Inequality ◽  
Income Distribution ◽  
Empirical Investigation ◽  
Econometric Evidence ◽  
Definition Of ◽  
The Empirical Analysis ◽  
Statistical Indicators ◽  
Different Levels

Abstract The article analyses the role of institutions in the determination of income inequality in a sample of OECD countries. Basing on the seminal approach by Amable, the article discusses the theoretical definition of model of capitalism. The basic idea is that each model of capitalism is defined by the cobweb of complementary relationships established among different institutions. Using a set of statistical indicators of the operation of institutions in two different years, 1995 and 2010, the empirical analysis points out five models of capitalism and exhibits how their composition has changed in this lapse of 15 years. In the following sections of the article, we investigate the role played by the model of capitalism in the determination of income distribution, measured through a standard Gini index. After controlling for a set of variables, the econometric evidence shows that different models of capitalism present significantly different levels of income inequality.

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