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This chapter presents five differentiated models of curriculum, each designed with templates created from learning theories. The discipline of distributed leadership is chosen to develop a cognition-based curriculum, a behavior-based curriculum, a performance-based curriculum, a values-based curriculum, and collectively arranged into a competency-based curriculum. The research literature frames the attributes of a competency-based curriculum on psychological competence.

In this chapter, curricula are developed to demonstrate the process of adapting theories of learning, instruction, and environment into design templates with which to differentiate the dimensions and components of a curriculum. In these curricula, multiple conceptual frameworks are employed to translate the content and structure of the discipline into instructional objectives, instructional engagement, instructional experience, and instructional environment to align the instructional processes with the intended learning. For these demonstrations, the discipline of organizational leadership is chosen due to the multidimensional structure of this discipline and the opportunities it presents to differentiate the curriculum and learning. Each component of the curriculum adapts an appropriate framework to align and interconnect the instructional processes into an optimized learning experience. The result is curricula that have a coherent flow horizontally across the components for each outcome as well as interconnectedness vertically between the outcomes. This approach creates coherence, alignment, and interconnectedness to the curricula and order to the learning process for the learners.

This methodology is applied to design the curriculum for five instructional modules. Module 1 focuses on dualistic thinking developed through a cognition-based curriculum. Module 2 presents a multiplistic learning experience through a behavior-based curriculum. Module 3 presents relativistic learning through a performance-based curriculum. Module 4 delivers complex learning through a values-based curriculum. Module 5 compiles these four modules into a competency-based curriculum model.

Each of these modules employs a unique set of theories to configure the components of the curricula to reflect the structure of each discipline. The use of each theory is explained and demonstrated in the design process.

The essential investments in new product development (NPD) made by industrial companies entail effective management of NPD activities. In this context, performance measurement is one of the means that can be employed in the pursuit of effectiveness.

In this chapter, each of the completed models of curriculum is presented and evaluated using criteria from the attributes of effective curricula discussed in Chapter 1. Explanations of the design strategies that are used to demonstrate each attribute in a differentiated manner are included. The evaluation process provides an evaluation methodology to demonstrate the effectiveness of each model of a curriculum in a credible and trustworthy way.

In the previous chapters, the individual parts of the curricula were configured, aligned, and interconnected to deliver specific outcomes in each learning module. In this chapter, the components of each curriculum are assembled into one table to exhibit the order contained within each learning module within the overall curriculum. The standards for curricular attributes adopted at the beginning of the design process are the criteria for the evaluation of the completed curriculum. The strategies used to configure the components of each curriculum provide evidence of the curriculum’s characteristics, which demonstrate compliance with each criterion.

The evaluation of these attributes within a curriculum serves several purposes. First, they provide a checklist to guide the design process toward curricula that reflect these standards as developed by the profession of curriculum design in higher education. Second, they provide a measurement of the attributes of the curriculum to demonstrate the compliance of each curricular design with conventional standards. Third, these measurements can be compared with other institutional data to uncover correlations between the design assumptions and learner performance. These correlations often reveal unanticipated results, which inform the effectiveness of the instructional system.

These criteria are applied to the evaluation of the curriculum for each module to demonstrate the diverse manner in which each can be achieved in a discipline-specific manner. The compliance with these criteria is explained to be a matter of demonstration, as used in the discipline of qualitative research. These qualitative evaluations can then be compared with other operational data to understand the effectiveness of the design assumptions for each curriculum.

A distinguishing feature of strategic human resource management research is an emphasis on human resource (HR) systems, rather than individual HR practices as a driver of individual and organizational performance. Yet, there remains a lack of agreement regarding what these systems are, which practices comprise these systems, how these systems operate, and how they should be studied. Our goal in this paper is to take a step toward identifying and addressing several conceptual and methodological issues regarding HR systems. Conceptually, we argue that HR systems should be targeted toward some strategic objective and operate by influencing (1) employee knowledge, skills, and abilities, (2) employee motivation and effort, and (3) opportunities for employees to contribute. Methodologically, we explore issues related to the relationships among policies and practices, sampling issues, identifying the appropriate referent group(s), and who should serve as key informants for HR system studies.

The interorganizational environment faced by business organizations presents unique challenges for management accounting and control. Past management accounting research has shown interest in such collaborations because despite their benefits, such relationships pose significant issues of coordination and control. As information and communication systems supplement management control systems in their support of decision facilitation and decision influencing, examining the design of management accounting systems (MASs) in the management of interorganizational relationships and assessing how it affects the attainment of interorganizational exchange partner performance objectives is important. In this chapter, I extend past accounting research to examine the complementary nature of decision-facilitation and decision-influencing objectives of MAS design as enabled by the use of integrated information systems in interorganizational settings. The economic theory of complementarity is employed to examine synergistic effects of complementary MAS objectives. A field survey is used to examine hypothesized relationships, and data were obtained from 116 organizations involved in strategic alliance activity. This chapter reports findings that support the view that the degree of complementarity in decision-facilitation and decision-influencing objectives assists in the development of capabilities that enhance performance in the interorganizational relationship. The study blends theory in the areas of strategy, information systems, and management accounting and extends management accounting research in the context of IT-enabled interorganizational relationships.

The balanced scorecard (BSC) is the most popular toll for business performance management. It can be used by managers belonging to every kind of (public or private) organization to keep track of the execution of activities and to monitor the consequences arising from the improvements projects. The (financial, customer, internal business processes, and learning/growth) perspectives of the BSC allow to plan and control the company strategy in a holistic way. Starting from its theoretical bases, this chapter describes the BSC measurement perspectives and how to build a strategy map. The chapter closes with some suggestions for ensuring the success of the BSC.

The study this chapter reports focuses on how network theory contributes to the understanding of the internationalization process of SMEs and measures the effect of network capability on performance in international trade and has three research objectives.

The first objective of the study relates to providing new insights into the international market development activities through the application of a network perspective. The chapter reviews the international business literature to ascertain the development of thought, the research gaps, and the shortcomings. This review shows that the network perspective is a useful and popular theoretical domain that researchers can use to understand international activities, particularly of small, high technology, resource-constrained firms.

The second research objective is to gain a deeper understanding of network capability. This chapter presents a model for the impact of network capability on international performance by building on the emerging literature on the dynamic capabilities view of the firm. The model conceptualizes network capability in terms of network characteristics, network operation, and network resources. Network characteristics comprise strong and weak ties (operationalized as foreign-market entry modes), relational capability, and the level of trust between partners. Network operation focuses on network initiation, network coordination, and network learning capabilities. Network resources comprise network human-capital resources, synergy-sensitive resources (resource combinations within the network), and information sharing within the network.

The third research objective is to determine the impact of networking capability on the international performance of SMEs. The study analyzes 11 hypotheses through structural equations modeling using LISREL. The hypotheses relate to strong and weak ties, the relative strength of strong ties over weak ties, and each of the eight remaining constructs of networking capability in the study. The research conducts a cross-sectional study by using a sample of SMEs drawn from the telecommunications industry in Ireland.

The study supports the hypothesis that strong ties are more influential on international performance than weak ties. Similarly, network coordination and human-capital resources have a positive and significant association with international performance. Strong ties, weak ties, trust, network initiation, synergy-sensitive resources, relational capability, network learning, and information sharing do not have a significant association with international performance. The results of this study are strong (R2=0.63 for performance as the outcome) and provide a number of interesting insights into the relations between collaboration or networking capability and performance.

This study provides managers and policy makers with an improved understanding of the contingent effects of networks to highlight situations where networks might have limited, zero, or even negative effects on business outcomes. The study cautions against the tendency to interpret networks as universally beneficial to business development and performance outcomes.

Many argue that the design of compensation contracts for public company chief executive officers (CEOs) is often not guided by a goal of value maximization. Yet, there is limited direct empirical evidence on the negative consequences of the proposed inefficient contracting between shareholders and CEOs. Using data on CEO bonus contracts of the S&P 500 firms, we investigate potential firm performance implications of the use of qualitative criteria such as leadership and mentoring in those contracts. We maintain that unlike quantitative criteria, qualitative criteria are difficult to define and measure on an objective basis, possibly resulting in an inefficient and biased incentive structure. Twenty-five percent of the sample observations have CEO bonus contracts that include a qualitative criterion for bonus payment determination. Our results show that employee productivity, asset productivity, capital expenditures, and future abnormal stock returns are lower for firms that use a qualitative criterion in CEO bonus contracts than those that do not. Further, contrary to the argument in prior literature that earnings management decreases with the use of subjective performance indicators in incentive contracts, we find that income-increasing accruals are actually higher when the CEO bonus contract includes a qualitative criterion. We recommend that compensation committees set concrete, measurable performance goals for CEOs, providing CEOs with better guidance and helping improve their corporate decision making.