Capabilities Accumulation and Development

Mapping Intimacies ◽

10.1093/oxfordhb/9780190900533.013.2 ◽

2021 ◽

pp. 28-55

Author(s):

Giovanni Dosi ◽

Xiaodan Yu

Keyword(s):

Organizational Learning ◽

Social Relations ◽

Income Growth ◽

Industrial Activities ◽

Market Signals ◽

Rural Economies ◽

Great Transformation

The chapter analyzes the basic ingredients and processes underlying the “great transformation” from traditional, mostly rural economies to economies driven by industrial activities and advanced services, able to systematically learn, imitate, and innovate. In that transformation, a major driver is the accumulation of knowledge and capabilities. Thus, the chapter addresses the nature of such knowledge and the ways its accumulation co-evolves with the “economic machine”—presiding over income growth and distribution—and with the systems of social relations, institutions, and policies. The latter are crucial in nurturing (or hindering) technological and organizational learning. Even if these vary a lot across historical experiences, all successful episodes have in common fundamental departures from “pure market” prescriptions, but rather shape market signals and the very nature and strategies of economic actors. Finally, in the context of these “historical lessons,” the chapter focuses on the analogies and specifications of the case of China.

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Drivers of Growth and Decline in Sahelian Livestock Sectors

10.1093/oxfordhb/9780198816959.013.16 ◽

2021 ◽

pp. 284-302

Author(s):

Marjatta Eilittä

Keyword(s):

Climate Change ◽

Transaction Costs ◽

Income Growth ◽

Agricultural Expansion ◽

Market Signals ◽

Regional Markets ◽

Market Opportunities ◽

Production Practices ◽

Livestock Products ◽

Livestock Systems

Sahelian livestock systems, an indelible feature of its landscapes and significant contributor to its economies, are under significant pressures to change. Whereas high predicted demand increases for livestock products offer great prospects for income growth, expansion of croplands and settlements as well as climate change will likely negatively impact Sahelian producers. It is clear that for Sahel to respond to livestock market opportunities, changes in traditional trade and production practices are needed, in particular to improve reach of market signals to producers, reduce the high transaction costs, and improve productivity. The Sahelian markets have to date shown continued capacity to supply growing Sahelian and regional markets, and in fact the changes, are already evident. These include expansion and diversification of trader networks, changing procurement patterns, agricultural expansion, and increased use of supplemental feeds, among others. These changes are certain to further evolve.

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A APRENDIZAGEM ORGANIZACIONAL SOB A PERSPECTIVA SÓCIO-COGNITIVA: CONTRIBUIÇÕES DE LEWIN, BANDURA E GIDDENS

Revista de Negócios ◽

10.7867/1980-4431.2008v13n4p40-55 ◽

2009 ◽

Vol 13 (4) ◽

pp. 40

Author(s):

Sandra Ferreira Freitas ◽

Christiane Kleinübing Godoi

Keyword(s):

Organizational Learning ◽

Social Relations ◽

Attribution Theory ◽

Cognitive Learning ◽

Social Aspects ◽

Learning Theories ◽

The Social ◽

Theory Of Structuration ◽

Central Argument ◽

Cognitive Social Learning

This article seeks to establish the transfer of contributions of socio-cognitive learning theories to the sphere of organizational learning. The central argument is the idea that social cognition explains organizational learning more adequately than the fragmented studies of learning derived from the organizational field. Within the socio-cognitive perspective, organizational learning is understood as the result of a reciprocal exchange between socio-cognitive constructs and organizational culture. The understanding of organizational learning requires consideration of the social aspects of learning, and is based on theories capable of interconnecting individual processes, the functioning of the groups, and social relations. Among the learning theories that consider the social context, we elect the analysis and transfer of the following theories, to the organizational sphere: a) Kurt Lewin’s field theory (and his influence on Dewey); b) Bandura’s cognitive social learning theory (and the influence of the attribution theory); and Giddens’ theory of structuration.

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Organizing for Continuous Improvement in Education

Education ◽

10.1093/obo/9780199756810-0229 ◽

2019 ◽

Author(s):

Lora Cohen-Vogel ◽

Christopher Harrison ◽

Megan Rauch Griffard

Keyword(s):

Organizational Learning ◽

Social Organization ◽

Continuous Improvement ◽

Social Relations ◽

Educational Systems ◽

Organizational Studies ◽

Comprehensive Overview ◽

Daily Lives ◽

Double Loop Learning ◽

Problems Of Practice

In education, the organization of continuous improvement refers to the structure of social relations between subgroups and institutions working to integrate quality improvement into the daily lives of individuals within the PreK-16 education system. On its own, the term social organization generally refers to patterns of relationships both among and between individuals and groups that persist over time, are interrelated, and affect the operations of the entity as well as the actions of its individual members. In a broad sense, organizations engaged in continuous improvement draw from two theories of organizational learning: Englebart’s stratified model of organizational improvement and Argyris’s single- and double-loop learning. These organizations engage in improvement work with regularity, infusing it into the day-to-day activities of members, and situating problems of practice as the naturally occurring outputs of a system as its currently designed. This article provides an overview of the research on the social organization of continuous improvement in education, highlighting selections that inform how the structures through which people interact enhance or inhibit organizational learning. Organized into nine sections, the article begins with a general overview with key selections from organizational studies and closely related fields that inform today’s understanding of improvement-focused organizations. The second section covers early, seminal texts that apply ideas about organizational learning to educational systems. Next are sections related to the organizational forms in which improvement work in education is occurring: research-practice partnerships; research alliances; networked improvement communities; designed-based research collaboratives; interagency restructuring; and individual schools as improvement organizations. The final section focuses on what’s known about how to lead organizations engaged in continuous improvement. The citations, though not exhaustive, provide a comprehensive overview of the topic and provide an entry point for those looking build or study improvement-focused organizations in education. Citations have been included because of their significance in the field and the lessons they hold for their readers.

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The Theory Of Innovative Enterprise

The Oxford Handbook of the Corporation ◽

10.1093/oxfordhb/9780198737063.013.12 ◽

2019 ◽

pp. 489-514 ◽

Cited By ~ 1

Author(s):

William Lazonick

Keyword(s):

Organizational Learning ◽

Division Of Labor ◽

Social Relations ◽

Social Condition ◽

Strategic Control ◽

Political Implications ◽

Common Goals ◽

Innovative Enterprise ◽

Organizational Integration ◽

And Performance

This chapter outlines the theory of innovative enterprise, showing how it provides a framework for explaining the growth and performance of the firm, and drawing out the methodological, ideological, and political implications of the theory. In combination with strategic control and financial commitment, key to the success of the corporation is organizational integration, which is a set of social relations that provides participants in a complex division of labor with the incentives to cooperate in contributing their skills and efforts toward the achievement of common goals. Organizational integration provides an essential social condition for an enterprise to engage in and make use of collective and cumulative, or organizational, learning. Through organizational integration, people in a hierarchical and functional division of labor work together to create value that would otherwise not exist.

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The SRM Approach to Family Assessment

European Journal of Psychological Assessment ◽

10.1027/1015-5759.21.4.216 ◽

2005 ◽

Vol 21 (4) ◽

pp. 216-225 ◽

Cited By ~ 21

Author(s):

William L. Cook

Keyword(s):

High Risk ◽

Risk Behaviors ◽

Social Relations ◽

Family Relationships ◽

Family Dynamics ◽

Family Assessment ◽

High Risk Behaviors ◽

Analysis Group ◽

The Social ◽

Direction Of Effects

Abstract. In family systems, it is possible for one to put oneself at risk by eliciting aversive, high-risk behaviors from others ( Cook, Kenny, & Goldstein, 1991 ). Consequently, it is desirable that family assessments should clarify the direction of effects when evaluating family dynamics. In this paper a new method of family assessment will be presented that identifies bidirectional influence processes in family relationships. Based on the Social Relations Model (SRM: Kenny & La Voie, 1984 ), the SRM Family Assessment provides information about the give and take of family dynamics at three levels of analysis: group, individual, and dyad. The method will be briefly illustrated by the assessment of a family from the PIER Program, a randomized clinical trial of an intervention to prevent the onset of psychosis in high-risk young people.

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Meta-Accuracy and Perceived Reciprocity From the Perception-Meta-Perception Social Relations Model

Social Psychology ◽

10.1027/1864-9335/a000356 ◽

2019 ◽

Vol 50 (1) ◽

pp. 24-37

Author(s):

Ben Porter ◽

Camilla S. Øverup ◽

Julie A. Brunson ◽

Paras D. Mehta

Keyword(s):

Structural Equation Modeling ◽

Social Relations ◽

Latent Variables ◽

Structural Equation ◽

Multilevel Structural Equation Modeling ◽

Equation Modeling ◽

Complete Understanding ◽

Social Relations Model ◽

Flexible Framework ◽

Multilevel Structural Equation

Abstract. Meta-accuracy and perceptions of reciprocity can be measured by covariances between latent variables in two social relations models examining perception and meta-perception. We propose a single unified model called the Perception-Meta-Perception Social Relations Model (PM-SRM). This model simultaneously estimates all possible parameters to provide a more complete understanding of the relationships between perception and meta-perception. We describe the components of the PM-SRM and present two pedagogical examples with code, openly available on https://osf.io/4ag5m . Using a new package in R (xxM), we estimated the model using multilevel structural equation modeling which provides an approachable and flexible framework for evaluating the PM-SRM. Further, we discuss possible expansions to the PM-SRM which can explore novel and exciting hypotheses.

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