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The sources of dynamism in dynamic capabilities
Research Summary: We develop a multi-level theory of dynamic capabilities (DCs) that explains resource dynamics by giving a central role to persons and interpersonal interactions rather than to abstract, firm-level entities. Our theory integrates the contrasting approaches to DCs in individual-, interpersonal-, and organization-level scholarship. Existing organization-level approaches portray DCs as collective endeavors but do not specify how they emerge and operate within organizations, while microfoundational approaches illuminate actors' contributions but reduce a firm's DCs to the cognitions and actions of a few top managers. Our integrated theory instead explains DCs as effortful social accomplishments emerging from individual employees' capacity to leverage interpersonal relationships conducive to productive dialogue. The framework we propose offers new ground for understanding how DCs can be sources of sustainable competitive advantage. Managerial Summary: How can firms navigate the transformations that relentlessly raise new threats and opportunities in dynamic environments? We suggest that firms develop dynamic capabilities to navigate change when their employees are connected through high-quality relationships, empowering their innovative potential. Strategic adaptation is possible when people are given the opportunity to act, think, and feel creatively while performing tasks, thus envisioning opportunities to improve how the firm operates. This ability supports sustainable, firm-level innovation when employees are connected through interpersonal relationships founded on constructive dialogue. Dialogue allows participants to advance and accept proposals for change even in the presence of conflicting interests and viewpoints. Managers may therefore enhance their firm's capacity for change by fostering individual integration and developing contexts that facilitate dialogue and constructive opposition.
Journal Article
The psychology of personhood : philosophical, historical, social-developmental and narrative perspectives
\"What is a person? Surprisingly little attention is given to this question in psychology. For much of the past century, psychology has tended to focus on the systematic study of processes rather than on the persons who enact and embody them. In contrast to the reductionist picture of much mainstream theorizing, which construes persons as their mental lives, behaviours or neurophysiological particulars, The Psychology of Personhood presents persons as irreducibly embodied and socially situated beings. Placing the study of persons at the centre of psychology, this book presents novel insights on the typical, everyday actions and experiences of persons in relation to each other and to the broader society and culture. Leading scholars from diverse academic disciplines paint an integrative portrait of the psychological person within evolutionary, historical, cultural, developmental and everyday contexts\"-- Provided by publisher.
Book
Autocratic Breakdown and Regime Transitions: A New Data Set
When the leader of an autocratic regime loses power, one of three things happens. The incumbent leadership group is replaced by democratically elected leaders. Someone from the incumbent leadership group replaces him, and the regime persists. Or the incumbent leadership group loses control to a different group that replaces it with a new autocracy. Much scholarship exists on the first kind of transition, but little on transitions from one autocracy to another, though they make up about half of all regime changes. We introduce a new data set that facilitates the investigation of all three kinds of transition. It provides transition information for the 280 autocratic regimes in existence from 1946 to 2010. The data identify how regimes exit power, how much violence occurs during transitions, and whether the regimes that precede and succeed them are autocratic. We explain the data set and show how it differs from currently available data. The new data identify autocratic regime breakdowns regardless of whether the country democratizes, which makes possible the investigation of why the ouster of dictators sometimes leads to democracy but often does not, and many other questions. We present a number of examples to highlight how the new data can be used to explore questions about why dictators start wars and why autocratic breakdown sometimes results in the establishment of a new autocratic regime rather than democratization. We discuss the implications of these findings for the Arab Spring.
Journal Article
Personalization of Power and Mass Uprisings in Dictatorships
Most major nonviolent civil resistance campaigns target autocratic regimes. Yet, most dictators are toppled by their close supporters, not civilian protesters. Building on theories of strategic interactions between leaders, security agents, and protesters, we make three core claims: first, protesters are relatively less likely to mount a major nonviolent uprising against dictatorships with personalized security forces; secondly, personalized security forces are more likely to repress realized protest; and, thirdly, security force personalization shapes the prospects for success of mass uprisings in promoting democratic transitions. We leverage new data on security force personalization—a proxy for loyal security agents—and major nonviolent protest campaigns to test these expectations. Our theory explains why many dictatorships rarely face mass protest mobilization and why uprisings that are met with violent force often fail in bringing about new democracies.
Journal Article
A Personalist Approach to the Just Allocation of Resources in the Midst of a Pandemic
This paper examines the ethical implications of healthcare resource allocation during the first wave of COVID-19 in Italy, from 21 February to 31 May 2020, with a focus on the utilitarian principles that prioritized age-based resource allocation. By comparing this approach to an ontological personalist bioethics framework, the study aims to offer a more equitable strategy for healthcare allocation applicable to any pandemic. Data from governmental reports, healthcare policies, and ethical guidelines were analyzed, revealing that Italy’s utilitarian method led to significant ethical concerns, particularly regarding age discrimination. In contrast, the ontological personalist approach emphasizes the dignity and intrinsic worth of each individual, irrespective of age or health condition. The findings demonstrate that this personalist framework fosters a more balanced and fair allocation of resources, respecting human dignity and offering a universally applicable alternative to age-based prioritization. Ultimately, the study suggests that integrating ontological personalist principles into healthcare policies could enhance ethical decision-making in future pandemics, ensuring that resource allocation practices align more closely with human rights and individual dignity.
Journal Article
Do Authoritarian Institutions Constrain? How Legislatures Affect Economic Growth and Investment
This article explores why authoritarian regimes create legislatures and then assesses their effect on economic growth and investment. In authoritarian regimes more dependent on domestic investment than natural resource revenue, the dictator creates a binding legislature as a credible constraint on the regime's confiscatory behavior. In regimes dependent on natural resource revenue, the nonbinding legislature serves as a mechanism for the dictator to bribe and split the opposition when he faces credible challenges to the regime. Using data from 121 authoritarian regimes from 1950 to 2002, the results indicate that binding legislatures have a positive impact on economic growth and domestic investment, while nonbinding legislatures have a negative impact on economic growth.
Journal Article
The Role of the Teacher in Personalized Education in the Opinion of Female Students of Preschool and Early Childhood Education Studies
In compliance with the recommendations laid down in the
report, one of the reforms to be introduced in the Polish education system is the individualization of the education process. Putting the education based on the personalized approach in the centre translates into a greater focus on the student, the recognition of their individual potential and bringing them to the forefront in the knowledge acquisition process, which means that the student is an active co-author of and participant in the process rather than assuming the role of a recipient. This paper presents the results of the research concerning teachers-to-be opinions on personalized education in the context of both the role of the school and the teacher. The applied research method was the diagnostic survey method. It was found that teachers-tobe have a high belief in personalized education. The role of the teacher assumed under this approach is mostly consistent with the role of the teacher as perceived by research participants. What is more, the majority of the research participants agreed with the statements concerning the role of the school itself in implementing the education process based on personalism. The presented research results provide an important rationale for increasing the personalized education component in pre-school and early childhood education curricula. The rationale is coherent with the university students’ vision of their future role as teachers. Given the challenges of the contemporary world and the clear direction of education which puts an increasing emphasis on an individual approach to each student, this task should be carried out with utmost care.
Journal Article