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The purpose of this paper is to examine the evolution of the literature on technology transfer and culture, identifying the main contents of the current body of knowledge encompassing culture and technology transfer (TT), thus contributing to a better understanding of the relationship between TT and culture based on bibliometric and multivariate statistical analyses of the relevant body of literature.

Data for this study were collected from the Web of Science (WoS) Core Collection database. Based on a bibliometric analysis and in-depth empirical review of major TT subjects, supported by multivariate statistical analyses, over 200 articles were systematically reviewed. The use of these methods decreases biases since it adds rigor to the subjective evaluation of the relevant literature base.

The exploratory analysis of the articles shows that first, culture is an important topic for TT in the literature; second, the publication data demonstrate a great dynamism regarding the different contexts in which culture is covered in the TT literature and third, in the last couple of years the interest of stimulating a TT culture in the context of universities has continuously grown.

This study focuses on culture in the context of TT and identifies the main contents of the body of knowledge in the area. Based on this first insight, obtained through more detailed bibliometric and multivariate analyses, it is now important to develop and validate a theory on TT culture, emphasizing the dimensions of organizational culture, entrepreneurial culture and a culture of openness that fosters economic and societal spillovers, and to link those dimensions to the performance of TT activities.

From the practical point of view, managers in companies and universities should be aware of the importance of identifying those dimensions of culture that contribute most to the success of their TT activities.

Despite several literature reviews on the TT topic, no studies focusing specifically on culture in the context of TT have been developed. Therefore, given the multifaceted nature of the research field, this study aims to expand and to deepen the analysis of the TT literature by focusing on culture as an important and commonly cited element influencing TT performance.

Since the development of the COVID-19 vaccinations, questions surrounding race have been prominent in the literature on vaccine uptake. Early in the vaccine rollout, public health officials were concerned with the relatively lower rates of uptake among certain racial/ethnic minority groups. We suggest that this may also be patterned by racial/ethnic residential segregation, which previous work has demonstrated to be an important factor for both health and access to health care.

In this study, we examine county-level vaccination rates, racial/ethnic composition, and residential segregation across the U.S. We compile data from several sources, including the American Community Survey (ACS) and Centers for Disease Control (CDC) measured at the county level.

We find that just looking at the associations between racial/ethnic composition and vaccination rates, both percent Black and percent White are significant and negative, meaning that higher percentages of these groups in a county are associated with lower vaccination rates, whereas the opposite is the case for percent Latino. When we factor in segregation, as measured by the index of dissimilarity, the patterns change somewhat. Dissimilarity itself was not significant in the models across all groups, but when interacted with race/ethnic composition, it moderates the association. For both percent Black and percent White, the interaction with the Black-White dissimilarity index is significant and negative, meaning that it deepens the negative association between composition and the vaccination rate.

The analysis is only limited to county-level measures of racial/ethnic composition and vaccination rates, so we are unable to see at the individual-level who is getting vaccinated.

We find that segregation moderates the association between racial/ethnic composition and vaccination rates, suggesting that local race relations in a county helps contextualize the compositional effects of race/ethnicity.

This paper aims to examine how market globalization orientation (i.e. a firm’s strategic commitment to developing the target markets beyond national borders) influences business-to-business (B2B) practices to achieve competitive performance outcomes.

A conceptual framework shows how to translate strategic orientation into integrated organizational practices for competitive outcomes. A research model defines key variables (drivers, B2B practices and performance outcomes). The research model is tested using an international survey of 439 firms from four continents. And the analysis results are reported.

The results suggest that market globalization orientation influences organizational practices and external B2B network processes to achieve desirable performance outcomes. Integrated product development is a crucial linkage mechanism that enables firms to translate strategic network coordination and product innovation goals into improved manufacturing and firm performance.

First, macro-level factors (e.g. the changing attitudes of domestic stakeholders toward globalization) do not necessarily dictate the critical aspects of the micro-level responses (e.g. firm-level practices). Despite negative narratives of globalization at the macro-level (e.g. economic inequality, unwanted immigration that spreads transmissible diseases, supply chain disruptions), firm-level responses toward global markets are determined by their missional direction and strategic priorities for achieving competitive advantage by expanding their B2B supply chains and market frontiers (Adams et al., 2019; Kobrin, 2020; Witt, 2019; Zinn and Goldsby, 2020). Second, the findings suggest that many firms take globalization orientation as an essential strategic driver that governs critical operational and network practices for achieving desirable performance outcomes. Market globalization orientation motivates B2B firms of all sizes –including small and medium-sized enterprises (SMEs) – to pursue globalization in their unique paths of differentiation. Globalization orientation expands their spheres of influence beyond their local, regional and domestic fronts. The globalization orientation of business leadership motivates firms to stretch their business frontiers without self-imposed geographical constraints.

Competitive firms choose market globalization orientation in their supply flow and implement strategic and operational practices to pursue global market opportunities. Globalization orientation is imperative to firms that seek new growth engines to achieve competitive performance that appeals to diverse market segments of the world.

Outstanding firms expand their value frontiers to secure a flexible supplier base and reach out to diverse B2B customers in their domestic and global market segments. This study also suggests that firms with a market globalization orientation aim to develop novelty products, offer essential services, support the livelihood goals of people and pursue a shared vision of a sustainable planet.

In the context of conflicting societal attitudes and political priorities toward globalization, this study examines the crucial role of market globalization orientation. Using an empirical study, this paper suggests that globalization efforts succeed as firms deploy their internal and network resources to address people’s essential and timeless needs beyond national boundaries.

This paper aims to examine how instructional videos produced by retail employers and tech companies have modelled cashier roles and skills in service encounters over time, providing insights into cashier training and job responsibility evolution across different retail eras.

Online video research is used, with YouTube as data source and the theory of practice architectures and related concepts as analytical framework, to examine 50 instructional video narratives produced between 1917 and 2021.

Cashiers’ selling practice comprises transactions and customer service, which are often taught separately. Technology has explicitly influenced changes in cashier work and training at three points in history: mechanised checkout (1917), computerised checkout (1980) and connected checkout (2010). “New technology” involves a combination of arrangements with the potential to transform the semantic, physical and social dimensions of cashiers’ selling practice. However, despite technological advancements, employers’ cashier training videos have not evolved significantly since the 1990s and still focus on emotional labour skills.

The findings indicate a need for transforming training for service work in the connected service encounter.

The relationship between technological innovations and changes in frontline service work and workplace learning is examined through the lens of instructional videos produced by retail employers and tech companies, giving rise to insights into limitations of current training methods for service workers. This paper suggests the need for a more holistic perspective on service encounters to understand service work and workplace learning changes.

Place-based, social studies teaching and learning has the potential to foster engaged citizens connected and committed to improving their communities. This study explored the research question, “In what ways do classroom and field-based experiences prepare teacher candidates (TCs) to make connections between place-based education and elementary social studies education?”

This qualitative case study examined how elementary TCs learned about, researched, curated and created place-based social studies educational resources related to community sites. Data collection included TCs’ Pre- and Post-Course Reflections as well as Self-Evaluations, which were analyzed using an inductive approach and multiple rounds of concept coding. Several themes emerged through data analysis.

The authors organized their findings around three themes: connections (i.e. place becomes personal), immersion (i.e. learning about place to learning in place) and bridge building (i.e. local as classroom). The classroom and field-based experiences in the elementary social studies methods course informed the ways in which TCs learned about and connected to the concept of place, experienced place in a specific place (i.e. downtown Statesboro, Georgia), and reflected upon the myriad ways that they could utilize place in their future elementary social studies classrooms.

TCs (as well as in-service teachers and teacher educators) must become more informed, connected and committed to places within their local communities in order to consider them as resources for elementary social studies teaching and learning.