Browsing Conference Presentations by Title
Now showing items 1-20 of 1773
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3rd Key - Education: Teach mediation as a core subject aligned to real world needsMediation is rarely taught as a core subject in business schools, law schools and other professional curricula, despite the fact that an increasing number of jurisdictions now provide for some form of court sponsored mediation. A number of global companies include courses in negotiation and mediation in their professional development offering, but the courses are not always effective in addressing real life situations. The case for, and benefits of, including negotiation and mediation as core modules in law courses rather than a mere elective has already been made elsewhere (e.g., Riskin 1984; Lewis 2016). Results from the GPC Series 2016-17 for North America published on the International Mediation Institute’s website[3] further confirm that education in law and business schools in these disciplines has become a major demand for users of dispute resolution services throughout North America.
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A contingency perspective on dynamic capabilities to deal with market disruptionWe develop a contingency view of the contribution of different types of dynamic capabilities to firm external fitness in context of market disruption. Specifically, we argue that the dynamic capabilities most conducive to maintaining external fitness vary in function of the stage of market disruption. The effort of incumbent to develop and use dynamic capabilities should thus match the stage of market disruption they are in. More than the level of environmental dynamism extensively discussed in the literature, the contingent approach we develop elaborates on the nature of environmental dynamism that changes as markets evolve from one stage of disruption to another. Specifically, we distinguish between three stages of market disruption (emergence, acceleration, and maturity) and three main components of environmental dynamism (unpredictability, frequency, and intensity of change).