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By adopting a cognitive perspective, we examine ways in which knowledge creation processes within organizations effectively enhance organizational knowledge via the cognitive processes of organizational members. We identify two distinct yet complementary learning processes—informational and interactive—and argue that these processes contribute to the creation of organizational knowledge in different ways. We use cognitive mapping to examine changes in knowledge and use a research design involving pre‐test and post‐test of cognitive maps. Results suggest that organizational knowledge generally improves as organizations engage in the knowledge creation processes and that the effectiveness of such processes in creating knowledge depends on the context. The conceptual arguments and methods developed in this paper should encourage researchers to conduct additional empirical research and help managers change the mix of the informational and interactive learning processes for effective learning as their firm's competitive environment becomes more volatile.

Despite the growing body of literature on both organizational learning (OL) and corporate venture development (CVD), very few attempts have been made to establish connections between these two literature streams. While existing literature provides some evidence that OL may facilitate the process of CVD, several interesting research issues remain unexamined. We know very little about (a) what type of learning processes are effective at various stages of CVD; and (b) whether and how knowledge created through various OL processes enhances venture performance. These research issues are examined in this paper by integrating the literature from OL and CVD. We develop a conceptual model that integrates organizational learning with the antecedents and outcomes of CVD. We argue that (a) organizational learning in CVD occurs through two distinct and yet complementary processes; (b) productive organizational learning occurs when organizations vary their emphases on different types of learning depending upon the stages of CVD; and (c ) different types of learning are associated with different types of venture outcomes. Propositions are developed and implications are discussed to facilitate empirical research.

Why do so many firms have difficulty improving their strategic management processes, even though many of their operating departments gain benefits from the “experience curve”? For example, an impressively successful midwestern bank improves the performance of acquired banks in contiguous markets but struggles with acquisitions in more remote parts of the country. A large diversified Asian manufacturer invests substantial sums of money annually documenting and distributing knowledge among top executives who are being transferred between countries, but the company cannot effectively use marketing data bases that are available across various divisions.

Few would argue with the proposition that socially, economically and politically, the United States is in a period of turbulence and uncertainty. We are navigating the rapids, and white water is all around us. In the daily struggle to keep the boat afloat and on course, we have little inclination and less time to look ahead. Perhaps we fear that the future holds more of the same, that our present troubles constitute a new normalcy to which we must inure ourselves. In a remarkable turnaround from traditional American optimism, there is now a pronounced feeling abroad in the land that the present is worse than the past, and that the future will be still worse than the present.

What can and should we do as managers when our sense of personal morality is at odds with our organization's strategic thrust? There are essentially seven types of strategic responses based on game theory, philosophy, and everyday pragmatics: Avoid thinking about it; obey; leave; conscientiously object; secretly go outside the company to the press or government; publicly go outside the company to the press or government; or negotiate and build a consensus for a change in strategic management. The seven case studies below offer examples of each of these choices.

Virtually all managers acknowledge the importance of understanding their competition in the marketplace. As a result, interest has grown rapidly in formalizing competitive intelligence activities within companies seeking the competitive edge. Almost any business information can be termed competitive intelligence, depending on how it is used. Most typically, it means any of several different kinds of valuable data on the competition’s finances, manufacturing processes, product lines, promotional budgets, key personnel, and so forth. It also involves and integrates areas like marketing research, strategic planning, technical research, and legal developments.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.

A collection of essays by a social economist seeking to balance economics as a science of means with the values deemed necessary to man′s finding the good life and society enduring as a civilized instrumentality. Looks for authority to great men of the past and to today′s moral philosopher: man is an ethical animal. The 13 essays are: 1. Evolutionary Economics: The End of It All? which challenges the view that Darwinism destroyed belief in a universe of purpose and design; 2. Schmoller′s Political Economy: Its Psychic, Moral and Legal Foundations, which centres on the belief that time‐honoured ethical values prevail in an economy formed by ties of common sentiment, ideas, customs and laws; 3. Adam Smith by Gustav von Schmoller – Schmoller rejects Smith′s natural law and sees him as simply spreading the message of Calvinism; 4. Pierre‐Joseph Proudhon, Socialist – Karl Marx, Communist: A Comparison; 5. Marxism and the Instauration of Man, which raises the question for Marx: is the flowering of the new man in Communist society the ultimate end to the dialectical movement of history?; 6. Ethical Progress and Economic Growth in Western Civilization; 7. Ethical Principles in American Society: An Appraisal; 8. The Ugent Need for a Consensus on Moral Values, which focuses on the real dangers inherent in there being no consensus on moral values; 9. Human Resources and the Good Society – man is not to be treated as an economic resource; man′s moral and material wellbeing is the goal; 10. The Social Economist on the Modern Dilemma: Ethical Dwarfs and Nuclear Giants, which argues that it is imperative to distinguish good from evil and to act accordingly: existentialism, situation ethics and evolutionary ethics savour of nihilism; 11. Ethical Principles: The Economist′s Quandary, which is the difficulty of balancing the claims of disinterested science and of the urge to better the human condition; 12. The Role of Government in the Advancement of Cultural Values, which discusses censorship and the funding of art against the background of the US Helms Amendment; 13. Man at the Crossroads draws earlier themes together; the author makes the case for rejecting determinism and the “operant conditioning” of the Skinner school in favour of the moral progress of autonomous man through adherence to traditional ethical values.