Structuration and Learning in a Software Firm

This case study presents the evolution of a software firm from startup into early internationalization. Building on a structuration theory, the case is framed within a conceptual model that illustrates the way skills and routines co-evolve both at the level of the founding entrepreneur (agency) and of the firm (structure). As such, this article contributes to an emergent structurational view of technology-based entrepreneurship. Such views places emphasis on learning both at the individual and collective level, in terms of software engineering, commercial, managerial and strategic capabilities. In addition, it supports a dynamic perspective of entrepreneurship in the software industry by covering not only the startup phase but also early growth and consolidation of the firm.

Destabilizing effects of L2 explicit pronunciation instruction on L1 speech:

Anchored in a Complex Dynamic perspective on language development, this study explores the effects of L2 explicit pronunciation instruction on L2 English and L1 Brazilian Portuguese VOT production. To this end, 16 Brazilian intermediate users of L2 English were investigated. Volunteers were divided into control and experimental groups. The latter received explicit pronunciation instruction on the production of the English voiceless stops. The study included three data collections, a pre-test, an immediate post-test and a delayed post-test. An acoustic analysis of VOT duration is reported. The results revealed that the control group did not produce the expected VOT pattern for L2 English at any time of the study. No alterations in the L1 were reported. On the other hand, after the instruction, the experimental group produced higher L2 English VOT values. First language attrition was reported since the L1 BP VOT durations also increased after instruction. In addition to highlighting the effects of explicit instruction on L2 development and L1 attrition, this study confirms that language development is constant, and that even L1 adult grammars are not rigid, with potential to change due to the perception and processing of novel nonnative phonetic-phonological categories.

What Are the Boundaries to the Expansion of Digital Labour Platforms? Understanding Uberization through a Cognitive Sustainability Lens

While digital labour platforms are booming, their ability to constitute a sustainable alternative to the managerial firm and to salaried work is questionable. To date, this debate has been approached mainly from legal or political angles, and the organizational sustainability of such platforms remains underexplored. We respond to calls to study more specifically the cognitive capabilities of platforms by mobilizing knowledge-based theories of the firm. We contribute to the literature in three ways: (1) we introduce the concept of ‘cognitive sustainability’, which we define as the capacity to ensure the integration, conservation and creation of knowledge; (2) we develop a set of propositions aimed at identifying the activities that platforms are most likely to carry out in a cognitively sustainable way; (3) we argue for the possibility of an increased hybridization of digital labour platforms to perform complex activities. Mobilizing knowledge-based theories of the firm to explore new objects such as platforms and taking such hybridization processes into account adds to this body of literature by extending its application domain and taking a more dynamic perspective.

The Attitude of Teachers Towards Intercultural Education in Schools

Promoting an intercultural perspective in education must rely on a certain vision upon society. Given the special significance in educational approaches, the intercultural approach is a new way of designing and implementing the school curriculum and a new relational attitude among teachers, students and parents. The intercultural perspective opens new avenues for the manifestation of diversity and differences. Intercultural positioning is not reduced to a cumulative presentation of knowledge about the values of others, but it means cultivating attitudes of respect and openness to diversity. This attitude is born through a permanent communication with others and through a careful and optimal decentralization towards one’s own cultural norms. Therefore, the management of the intercultural conflicts made in the context of school learning experiences must be related to the dynamic perspective on the changes that characterize the educational reality in terms of educational innovation. As a consequence, a pertinent analysis of this phenomenon is required, in order to bring the necessary restructuring in order to optimize school activity and prevent conflict management between students belonging to different cultures, being known the fact that the more elaborate the interaction, the more effective and productive it becomes.

More than a snapshot: dynamic value-in-use emergence in e-services

Supporting consumers’ value-in-use (ViU) emergence throughout a usage process has become increasingly challenging as, in today’s environment, usage has shifted from discrete events to continuous e-service interactions. Although researchers acknowledge that ViU is dynamic and evolves over time, most studies treat it as a static concept. Using the empirical context of language learning applications, the authors adopt a dynamic perspective on e-service ViU and extend it with regulatory mode theory using a qualitative approach. By applying the underlying functions of self-regulation: locomotion and assessment, the authors investigate how ViU emerges throughout a usage process and establish an eight-stage ViU emergence process, ranging from initial trigger to termination. By examining a consumer’s usage, assessments, and movements, practitioners can pinpoint a consumer’s location in the ViU emergence process and take appropriate measures to further promote ViU emergence in e-services.