Organisational Resilience in Acquisition Integration—Organisational Antecedents and Contingency Effects of Flexibility and Redundancy

Resilience has received increasing attention in organisational research; however, it has remained understudied in the context of acquisitions. This is surprising given acquisitions involve challenging events that would benefit from a consideration of organisational resilience. We outline how flexibility and redundancy, as dimensions of organisational resilience, influence acquisition outcomes. We find flexibility can lower negative impacts of competitor retaliation and employee resistance during acquisition integration, but this depends on a decentralised approach to managing integration. Additionally, it appears developing organisational resilience depends on acquisition experience.     

The ABCs of analogical abilities: Evidence for formal analogical reasoning abilities in 24‐month‐olds

Solving formal analogy problems requires the identification of an initial term and the transformation that occurs between the initial two terms as well as the determination of the final term. Experiment 1 tested 24‐month‐olds' ability to determine final terms when they were shown the initial term and told the transformation that was to occur. Children selected their responses from an array of two principled distracters. The children were able to determine the correct final term when they were given information about the initial term and transformation. Experiment 2 tested 24‐month‐olds' ability to solve final‐term problems, partial analogies, and complete analogies. The children solved all the three types of problems.     

“You can Talk in Espagñol!”: An Ethnographic case Study of an African-American Emergent Bilingual and Biliterate Identity

Abstract

This ethnographic case study explores the dynamic and fluid development of one African-American student’s bilingual/biliterate identity through her enrollment in a Spanish-English Dual Language Education program. We integrate the frameworks of identity in interaction and monoglossic and raciolinguistic language ideologies to understand how this student approaches her Spanish language and literacy development from kindergarten to grade 5. The study documents the fluid nature of the focal student, Tamara’s, identity as she journeyed from a Spanish enthusiast in kindergarten who embraced her emerging bilingualism/biliteracy to a student who seemed to question her identity as Spanish literate person. Specifically, we examine her affective response to developing bilingualism and biliteracy. We identify three paradoxical influences, or double-binds, in how she was differently positioned across multiple interactions as a bilingual African-American student.