Journal Articles

Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915

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Subject: search.filters.subject.Innovation

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    Award-winning CEOs and corporate innovation
    (Elsevier B.V., 2024-12-23) Pham MH; Merkoulova Y; Veld C
    We examine the role of award-winning CEOs in corporate innovative activities. We find no significant difference in innovation outputs between firms of media award-winning CEOs and a matched sample of predicted winners. However, firms headed by winners of non-media awards generate significantly more patents and citations in the second and third year after the award. Firms led by CEO-winners of media awards attract more interest in Google and see an increase in the number of financial analysts that follow them. These effects likely exert more pressure on managers to meet short-term goals and hence impede the firms’ innovation. We do not find the same effects for firms that have CEOs who win non-media awards. The latter category sees an improvement in employee treatment following the award year. These different channels explain why innovation only increases for firms that are headed by CEOs who win non-media awards.
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    Recognising and valuing Māori innovation in the high-tech sector: a capacity approach
    (Taylor and Francis Group on behalf of the Royal Society of New Zealand, 2019-10-06) Ruckstuhl K; Haar J; Hudson M; Amoamo M; Waiti J; Ruwhiu D; Daellenbach U; Priestley R
    This paper explores what it takes to develop a common language and shared sense of purpose between Māori and the high-tech science sector. Robotics and automation, 3-D printing, sensors, and digital technologies are shaping New Zealand’s economy in fundamental ways. If, as envisioned under New Zealand’s Vision Mātauranga policy, Māori contribution to economic growth through distinctive Indigenous innovation is to be recognised and valued, then how this happens in these frontier science domains requires investigation. Findings are presented from the first phase of a longitudinal study of one National Science Challenge: Science for Technological Innovation (SfTI)–Kia Kotahi Mai, Te Ao Pūtaiao me te Ao Hangarau. Collecting a variety of data from science, business and Māori participants, the findings suggest that while there is enabling macro policy, organisational and science team human and relational capacities require recalibrating. The authors outline a model of how this can be done through a focus on mātauranga (knowledge), tikanga (practice) and kaupapa (focus areas) and how SfTI is reshaping its organisational practice to align to this model. The research also identifies the important role of the science intermediary as crucial to this alignment within teams.
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    Local creative culture and firm value
    (Elsevier Inc, 2024-01) D’ Costa M; Habib A
    In this paper we investigate the association between local creative culture, and firm value. Using data of US listed firms, we find strong evidence that firms headquartered in US counties with highly creative cultures generate higher firm value. We also find evidence that the positive association between creative culture and firm value is mediated partially through both the innovation and cash holding channels. Our results hold after controlling for endogeneity concerns. Our study contributes to the emerging literature on local creative culture by documenting that such a culture influences managers to undertake risky but profitable projects, thereby, increasing firm value.
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    Innovation and identity in distance language learning and teaching
    (Multilingual Matters, 2007) White, Cynthia
    Innovation in distance language learning and teaching has largely focused on developments in technology and the increased opportunities they provide for negotiation and control of learning experiences, for participating in collaborative learning environments and the development of interactive competence in the target language. Much less attention has been paid to pedagogical innovation and still less to how congruence develops between particular pedagogical approaches, various technologies and the skills, practices, actions and identities of language learners and teachers. In this article I explore the process of innovation in distance language teaching from the point of view of key participants in the process, the teachers, and the ways in which their identities are disrupted and challenged as they enter new distance teaching environments. Innovative approaches to distance language teaching are analysed for the insights they provide into the sites of conflict and struggle experienced by teachers, experiences which have a major impact on their selves as distance teachers and on the course of innovation. To conclude I argue that attention to issues of identity can deepen our understanding of innovation, of the tensions that are played out in the experiences and responses of teachers, and of the ways they accept or resist the identity shifts required of them.