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This study examines how foreign R&D investment may explain interfirm variations in productivity performance of home country firms in terms of spillovers. Many have studied spillovers from MNCs to host country’s firms, but there is still scarce evidence on spillovers from outward FDI to the home country. This study analyzes spillovers from foreign R&D investment and hypothesizes that the benefit of outward R&D spillovers occurs only when knowledge accumulated in foreign R&D centers is effectively transferred to MNCs’ parent companies at home. This benefit depends on the mandate of foreign R&D units, their embeddedness in the host economy, and their entry mode. Using detailed firm-level data for Switzerland, our findings seem to support our arguments.

The paper is the story of the marginalization of the concept of networks of dyadic exchanges or patronage and clientage by Brazilian intellectuals and Brazilianist academics. I contend that though it is a pervasive pattern in the culture of the nation, Brazilian intellectuals wrote about patronage/clientage as an aspect of politics that is responsible for the country's backwardness and underdevelopment. Anthropologists, for the most part, judged it to be exploitative of the people involved and believed that it should be eliminated. The Workers Party (Partido dos Trabalhadores or PT), as it implemented a highly commended conditional cash transfer program to help the poor, attempted to replace it with an alternative way they believed electoral politics ought to be conducted. I suggest that the pattern continues to be more than exchanges between political office seekers and voters in Brazil as it transcends the political, economic, and religious categories of modernity and may provide the most needy with what the labor market does not.

This chapter investigates whether traditional design-oriented coordination instruments or more modern management concepts have a stronger influence on the success of forward technology transfers within MNCs.

We conducted an empirical study analyzing the relative influence of (a) traditional coordination instruments (structural, technocratic, and person-oriented) and (b) modern management concepts (epistemic community and absorptive capacity) on the success of forward technology transfers within MNCs.

The study finds evidence that the traditional coordination instruments relate to specific aspects of the success of such transfers. Comparing the different types of coordination instruments, this chapter shows that not only the person-oriented, but also the structural and technocratic coordination instruments relate positively with the achievement of technology transfer goals. The study finds stronger relationships between the traditional coordination instruments and the technology transfer goals than between the modern management concepts and the technology transfer goals.

We believe that these results have important implications for the management of international technology transfers in particular and for the focus of future (international) management research in general. Future MNC research studies need to include traditional coordination instruments, since they continue to strongly influence organizational behavior and outcomes. This would help to make organizational research on MNCs more cumulative and complete.

Universities are considered as learning institutions and their output is knowledge. Their main objectives are to promote knowledge and to integrate three main roles: (1) teaching and learning toward an award; (2) research and publication; and (3) activities centred toward work-based learning. Researchers generally categorize knowledge in three dimensions, cognitive, functional and social competence which are clearly consistent with the French paradigm- savoir, savoir faire, and savoir être. Delamare Le Deist and Winterton (2007) acknowledged that knowledge, that is, understanding is captured by cognitive competence, skills are captured by functional competence and behavioral and attitudinal competencies are captured by social competencies. This chapter describes some basic concepts of social competence in the tertiary education and examines the relationship that exists among knowledge, knowledge management, and social competence. Achieving personal goals and at the same time maintaining positive relationship over time and across situations is one of the main definition of social competence, as brought forward by Rubin and Rose-krasner (1992). Social competence also embraces all the social, emotional and cognitive knowledge and skills individuals require to achieve their goals and to be effective in their relations with others (Kostlenik et al., 2014).

To explain how the components of attraction theory work in unison to prompt students to take an initial stimulus and progress through critical thinking processes and into knowledge acquisition, organization, and synthesis.

Although schema theory has an important role in understanding knowledge acquisition, it does not provide directives for how to plan instruction so students can build their understandings and comprehension of subject matter. This chapter outlines a pedagogical approach to the implementation of a new theory of learning that builds on cognitive science, affect, and interest.

Students can become re-attracted to learning through effective teaching inclusive of a jolt, curiosity, retrieving explanations, counterexamples, clarifications, and embedding that information within schemata.

Proactive investigations and continued research on attraction theory can enrich our understanding of teaching and learning, provide answers for what works in the classroom, and equip us with tools from which to select for unique classroom circumstances.