Does industry matter? Examining the role of industry structure and organizational learning in innovation and brand performance

A manager's perception of industry structure (dynamism) has the potential to impact various organizational strategies and behaviors. This may be particularly so with regard to perceptions driving organizational learning orientations and innovation based marketing strategy. The position taken here suggests that firms operating within a competitive industry tend to pursue innovative ways of performing value-creating activities, which requires the development of learning capabilities. The results of a study of SMEs suggest that market focused learning, relative to other learning capabilities plays a key role in the relationships between industry structure, innovation and brand performance. The findings also show that market focused learning and internally focused learning influence innovation and that innovation influences a brand's performance. (c) 2005 Elsevier Inc. All rights reserved.

Incremental learning for interactive e-mail filtering

In this article, we propose a framework, namely, Prediction-Learning-Distillation (PLD) for interactive document classification and distilling misclassified documents. Whenever a user points out misclassified documents, the PLD learns from the mistakes and identifies the same mistakes from all other classified documents. The PLD then enforces this learning for future classifications. If the classifier fails to accept relevant documents or reject irrelevant documents on certain categories, then PLD will assign those documents as new positive/negative training instances. The classifier can then strengthen its weakness by learning from these new training instances. Our experiments’ results have demonstrated that the proposed algorithm can learn from user-identified misclassified documents, and then distil the rest successfully.

A sociocultural analysis of learning to teach

This paper addresses the question of how teachers learn from experience during their pre-service course and early years of teaching. It outlines a theoretical framework that may help us better understand how teachers' professional identities emerge in practice. The framework adapts Vygotsky's Zone of Proximal Development, and Valsiner's Zone of Free Movement and Zone of Promoted Action, to the field of teacher education. The framework is used to analyse the pre-service and initial professional experiences of a novice secondary mathematics teacher in integrating computer and graphics calculator technologies into his classroom practice. (Contains 1 figure.) [For complete proceedings, see ED496848.]

Learning from the story of a great leader

This paper reports on research findings from a larger study which seeks to understand leadership from the experiences of well-known and well-recognised Australian leaders across a spectrum of endeavours such as the arts, business, science, the law and politics. To date there appears to be limited empirical research that has investigated the insights of Australian leaders regarding their leadership experiences, beliefs and practices. In this paper, the leadership story of a well-respected medical scientist is discussed revealing the contextual factors that influenced her thinking about leadership as well as the key values she embodies as a leader. The paper commences by briefly considering some of the salient leadership literature in the field. In particular, two prominent theoretical frameworks provided by Leavy (2003)and Kouzes and Posner (2002) are explored. While Leavy’s framework construes leadership as consisting of three “C’s” – context , conviction and credibility, Kouzes and Posner (2002)refer to five practices of exemplary leadership. The paper provides a snapshot of the life forces and context that played an important role in shaping the leader’s views and practices. An analytical discussion of these practices is considered in the light of the earlier frameworks identified. Some implications of the findings from this non-education context for those in schools are briefly noted.

Maintaining the change: Studying and supporting teaching for new learning

Teacher educators who advocate new learning approaches hope that their graduates will address the needs of digitally and globally sophisticated students. A critical, enquiry-based framework for teaching attempts to unravel many traditional assumptions about learning, assumptions which continue to shape preservice teachers’ practices even through early career years. Evidence in relation to effective take up of New Learning education approaches by graduates is sparse. This paper will explore how three teacher educators attempt to wrestle with ways New Learning frameworks can transform outmoded yet embedded views in beginning teachers. They ask: Can changed approaches be consolidated and mobilised against some of the adverse conditions that predominate in schools? And if this is possible, what support might be required for beginning teachers who are struggling to implement a change process

Entrepreneurship and innovation through experience:student and employer perspectives of the value of work-based learning in promoting entrepreneurialism

The 'internationalisation' of Business and Management education, reflective of EU enlargement and the unprecedented globalisation of education, has resulted in growing numbers of overseas students adding a diversity and richness to the learning environment within many contemporary European Higher Educational Institutions (Green, 2006, Sliwa & Grandy, 2006). However, cross-national studies analyzing the impact that the internationalisation of business education has on the employability of business and management graduates are rare. Furthermore, there exists a notable gap in research aimed at identifying and conceptualising the generic business skills and competencies required by European employers of business and management graduates. By proposing a conceptual framework based upon a working model of business graduate employability, this goes some way to addressing this gap.

Adaptive back-propagation in on-line learning of multilayer networks

An adaptive back-propagation algorithm is studied and compared with gradient descent (standard back-propagation) for on-line learning in two-layer neural networks with an arbitrary number of hidden units. Within a statistical mechanics framework, both numerical studies and a rigorous analysis show that the adaptive back-propagation method results in faster training by breaking the symmetry between hidden units more efficiently and by providing faster convergence to optimal generalization than gradient descent.

The learning dynamics of a universal approximator

The learning properties of a universal approximator, a normalized committee machine with adjustable biases, are studied for on-line back-propagation learning. Within a statistical mechanics framework, numerical studies show that this model has features which do not exist in previously studied two-layer network models without adjustable biases, e.g., attractive suboptimal symmetric phases even for realizable cases and noiseless data.

The exact sample complexity of PAC-learning problems with unit VC dimension

The Vapnik-Chervonenkis (VC) dimension is a combinatorial measure of a certain class of machine learning problems, which may be used to obtain upper and lower bounds on the number of training examples needed to learn to prescribed levels of accuracy. Most of the known bounds apply to the Probably Approximately Correct (PAC) framework, which is the framework within which we work in this paper. For a learning problem with some known VC dimension, much is known about the order of growth of the sample-size requirement of the problem, as a function of the PAC parameters. The exact value of sample-size requirement is however less well-known, and depends heavily on the particular learning algorithm being used. This is a major obstacle to the practical application of the VC dimension. Hence it is important to know exactly how the sample-size requirement depends on VC dimension, and with that in mind, we describe a general algorithm for learning problems having VC dimension 1. Its sample-size requirement is minimal (as a function of the PAC parameters), and turns out to be the same for all non-trivial learning problems having VC dimension 1. While the method used cannot be naively generalised to higher VC dimension, it suggests that optimal algorithm-dependent bounds may improve substantially on current upper bounds.

Globally optimal parameters for on-line learning in multilayer neural networks

We present a framework for calculating globally optimal parameters, within a given time frame, for on-line learning in multilayer neural networks. We demonstrate the capability of this method by computing optimal learning rates in typical learning scenarios. A similar treatment allows one to determine the relevance of related training algorithms based on modifications to the basic gradient descent rule as well as to compare different training methods.

Globally optimal on-line learning rules for multi-layer neural networks

We present a method for determining the globally optimal on-line learning rule for a soft committee machine under a statistical mechanics framework. This rule maximizes the total reduction in generalization error over the whole learning process. A simple example demonstrates that the locally optimal rule, which maximizes the rate of decrease in generalization error, may perform poorly in comparison.

The role of biases in on-line learning of two-layer networks

The influence of biases on the learning dynamics of a two-layer neural network, a normalized soft-committee machine, is studied for on-line gradient descent learning. Within a statistical mechanics framework, numerical studies show that the inclusion of adjustable biases dramatically alters the learning dynamics found previously. The symmetric phase which has often been predominant in the original model all but disappears for a non-degenerate bias task. The extended model furthermore exhibits a much richer dynamical behavior, e.g. attractive suboptimal symmetric phases even for realizable cases and noiseless data.

Dynamics of on-line learning in radial basis function networks

On-line learning is examined for the radial basis function network, an important and practical type of neural network. The evolution of generalization error is calculated within a framework which allows the phenomena of the learning process, such as the specialization of the hidden units, to be analyzed. The distinct stages of training are elucidated, and the role of the learning rate described. The three most important stages of training, the symmetric phase, the symmetry-breaking phase, and the convergence phase, are analyzed in detail; the convergence phase analysis allows derivation of maximal and optimal learning rates. As well as finding the evolution of the mean system parameters, the variances of these parameters are derived and shown to be typically small. Finally, the analytic results are strongly confirmed by simulations.

On-line learning with adaptive back-propagation in two-layer networks

An adaptive back-propagation algorithm parameterized by an inverse temperature 1/T is studied and compared with gradient descent (standard back-propagation) for on-line learning in two-layer neural networks with an arbitrary number of hidden units. Within a statistical mechanics framework, we analyse these learning algorithms in both the symmetric and the convergence phase for finite learning rates in the case of uncorrelated teachers of similar but arbitrary length T. These analyses show that adaptive back-propagation results generally in faster training by breaking the symmetry between hidden units more efficiently and by providing faster convergence to optimal generalization than gradient descent.

Transients and asymptotics of natural gradient learning

We analyse natural gradient learning in a two-layer feed-forward neural network using a statistical mechanics framework which is appropriate for large input dimension. We find significant improvement over standard gradient descent in both the transient and asymptotic phases of learning.