Imitation to Innovation: Late Movers’ Catch-up Strategy and Technological Leadership Change

2016 ◽  
Vol 2016 (1) ◽  
pp. 14403
Author(s):  
Sungyong Chang ◽  
Hyunseob Kim ◽  
Jaeyong Song ◽  
Keun Lee
2021 ◽  
Author(s):  
Sungyong Chang ◽  
Hyunseob Kim ◽  
Jaeyong Song ◽  
Keun Lee

We examine the role of latecomers’ optimal resource allocation between innovation and imitation in latecomers’ catch-up under diverse technological regimes. Building on Nelson and Winter (1982), we develop computational models of technological leadership change. The results suggest that one-sided dependency upon either imitation or innovation deters technological leadership change. At an early stage with low-level technologies, latecomers should focus on imitation; then, as the technological gap decreases, they should allocate more R&D resource to innovation. We also examine the role of several variables, such as appropriability, cumulativeness, and cycle time of technologies (CTT), as related to technological regimes. The simulation results show that while low appropriability tends to increase the probability of technological leadership change, it makes imitation a more e˙ective strategy compared to innovation; in addition, while a higher level of cumulativeness tends to reduce the probability of leadership change, it makes imitation a more valuable option because innovation becomes more diÿcult for latecomers. We also find an inverted U-shaped relationship between the CTT and the probability of technological leadership change. When the CTT is short, it makes sense for latecomers to allocate more resources to imitation, especially when their technology level is initially low.


Author(s):  
Nada Rahmawati ◽  
Saodah Wok

Objective - This study aims to examine the effects of perception on technological change, leadership change and structural change towards students' emotions; and to analyze the mediating effect of experience on perception towards emotion resulting from organizational changes. Using the Theory of Emotional Contagion (Hatfield, Cacioppo & Rapson, 1993), organizational change can produce a number of positive and negative emotional responses that can be transferred to others. Methodology/Technique - The study employs the quantitative research design using the survey method with the self-administered questionnaire. A total of 223 respondents were identified among the undergraduate students at a faculty in a public university who have faced organizational changes (technological, leadership and structural). Findings - The results reveal that perceptions of technology, leadership and structural changes are found to have moderate effects on students' emotions. However, experiences of change partially mediate students' emotion and perception of technological, leadership and structural changes. Experience with organizational changes affects students' emotions badly. Novelty - The implications of the Emotional Contagion Theory holds true for organizational changes as the hypotheses are supported. Students' emotions are equally important to be considered before applying any change to any academic institution. Type of Paper: Empirical. Keywords: Emotional Contagion Theory; Emotional Effect; Leadership Change; Structural Change; Technological Change. JEL Classification: I21, O33.


2015 ◽  
Author(s):  
Sungyong Chang ◽  
Hyunseob Kim ◽  
Jaeyong Song ◽  
Keun Lee

2004 ◽  
Vol 63 (1) ◽  
pp. 17-29 ◽  
Author(s):  
Friedrich Wilkening ◽  
Claudia Martin

Children 6 and 10 years of age and adults were asked how fast a toy car had to be to catch up with another car, the latter moving with a constant speed throughout. The speed change was required either after half of the time (linear condition) or half of the distance (nonlinear condition), and responses were given either on a rating scale (judgment condition) or by actually producing the motion (action condition). In the linear condition, the data patterns for both judgments and actions were in accordance with the normative rule at all ages. This was not true for the nonlinear condition, where children’s and adults’ judgment and also children’s action patterns were linear, and only adults’ action patterns were in line with the nonlinearity principle. Discussing the reasons for the misconceptions and for the action-judgment dissociations, a claim is made for a new view on the development of children’s concepts of time and speed.


Author(s):  
Elizabeth Terry-Humen ◽  
◽  
Jennifer Manlove ◽  
Kristin A. Moore ◽  
Keyword(s):  

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