Micro Strategic Management



center274320Revised DATE \@ "M/d/yy" \* MERGEFORMAT 5/19/14Strategic Management PhD SeminarMHR 870 – Spring 2014Instructor: Russ CoffEmail: RCoff@bus.wisc.eduClass time: W 1:30-4:30, room 4423 (Weinert Ctr)Phone: (608) 263-6437Office Hrs: by appointmentCourse Overview and ObjectivesThis doctoral level strategy seminar invites students to explore drivers of performance heterogeneity among firms. Why do some firms out-perform others? The topic is integrative in that the answer draws on theory from economics, sociology, and even psychology as well as management and organizational theory that is interdisciplinary. In studying this topic, we will also focus on the process of conducting management research. What is the anatomy of a scholarly contribution and how does one conduct research in this field?Learning ObjectivesThe primary overarching goal is to help doctoral students become independent scholars who are knowledgeable in the field of strategic management. Specifically, students will be able to:Develop an understanding of the concepts, theory, and research in strategic management;Summarize, integrate, and evaluate and research in strategic management;Develop new ideas and/or approaches that advance this research literature and that might serve as starting points for publishable research papers; andMaster research process skills critical to success in an academic career such as the ability to think clearly and communicate effectively both orally and in written form.Seminar Format and AssignmentsComponent% of GradeClass preparation and participation 40%Pseudo comp outlines10%Research “proposal”50%Like other seminars you have taken, the assignments are built around understanding the readings and generating new research directions. The grading falls into the four areas reflected in the table to the right. Each is examined below.Class preparation and participation (30%)You are expected to be an active (and constructively critical) participant in all class sessions. Preparation before class is essential, and an important part of the evaluation of performance will be based on student preparedness and internalization of concepts as evidenced by in-class discussion. This component of the grade has three key elements: preparation of reading assignments before class, participation in class discussion, and contributing by offering feedback to one of your classmates on his/her research proposal.Annotated bibliography of readings. Preparation includes developing and maintaining the annotated bibliography of key readings that you started in prior seminars. This will serve as a database to help you study for comprehensive exams as well as class. Each entry should be less than one page but generally more than a brief abstract. At minimum, it should include the paper’s main contribution in your own words. You may then go on to note interesting questions or methods to which you may refer later. I will collect these each week. I don’t expect that you will read all of the supplemental readings (marked with *). However, if you decided to pursue the topic in your research, these are books and articles you should read on your own to get greater depth.Participation in discussions. Doctoral seminars are very small so the quality of the learning experience depends greatly on each person. A student who sits back and listens (however intently) is likely to detract from others’ learning experience. Your class contributions should go well beyond “I liked this reading” and “I didn’t like that one” (although these reactions are important). Try to dig deeper and ask questions like:What is missing?What relevant questions aren’t answered?What are the article’s broader implications?What assumptions does this perspective make about people? Firms? Markets?How tenable are those assumptions?You might also want to compare and contrast the articles on the questions above: How are these articles similar or different?What studies should be done to develop theory in the area under discussion?Discussion “followership” will be critical. While the leader will prepare an overview, participants will prepare to discuss at least one of the assigned readings. Each seeks to contribute to theory and empirically test the predictions offered. Participants should be prepared to discuss all aspects of the theoretical and methodological contribution.Review of classmate’s term project. Part of your class preparation will include providing feedback on a classmate’s paper. The fact that this will not be a blind review process should sensitize you to the need for constructive feedback. While the confidentiality of a blind review process gives the reviewer the freedom to provide frank, direct, and undiluted feedback without fear of negative consequences. Nevertheless, this confidentiality is not a license to be rude, insulting, or inappropriate. Rather, you should keep your criticisms constructive – i.e., focused on specific, concrete changes that could realistically improve the rough draft, taking into account all of the constraints on this term project assignment and on research projects in general. The peer review should be about 2 to 3 pages long.For further advice on reviewing, please see the Academy of Management Journal’s “Guidelines for Reviewers” web page at: . You will receive the rough draft for you to review at class meeting #11. Please submit two printed, stapled copies of your peer review at class meeting #12. “Pseudo-Comp” question outlines (10%)I have included “pseudo-comp” questions on the syllabus for each topic that force you to integrate the readings across sessions or explore how one might use data to test theories. This involves preparing detailed outlines to address two of these questions. They are “comp-like” in that they extend across sessions and often link to other areas of the literature (and perhaps even other seminars you have taken). That is, most questions on comprehensive exams require you to integrate literature covered in multiple research seminars. Rather than writing a complete answer to the question (≈15pgs), your task is to develop a detailed outline for how you would answer it. The outline should include cites (to assigned readings and other relevant sources) along with a few words to indicate why the citation fits in that point in your discussion/argument. This assignment only applies for MHR students who are not dissertators.Original research project (50%)You are required to prepare a 10 to 20 page term project that is a proposal for a research project. If executed, this could become the basis of a publishable paper or dissertation. It should be aimed at either adding new knowledge to the strategy field or bringing a new perspective to existing findings. Either way, it should be executed in a way that would be “interesting” in the sense of the Murray Davis “That’s Interesting” article.Format. This research paper should adhere to the format and submission guidelines provided by the Academy of Management Journal (see for details), and should be organized roughly as follows:Your introduction should identify the existing “conversation” you are joining, what is missing from this conversation, and how you intend to fill that gap. If your first two pages don’t clearly explain your point, and why it is important, most readers will lose interest – especially reviewers.A “Theory” section where you review the literature needed to put your contribution into focus. Then develop, explain, and justify your unique contribution. A complete theory would include three main elements – what causes what, why and how, and under what conditions: What causes what? An empirically falsifiable prediction, with Independent and dependent variables that are clearly articulated and defined.Why and how? A logical and internally-consistent causal mechanism, which provides a bridge or a process through which the assumptions and boundary conditions provided in part (c) below will lead naturally to the prediction provided in part (a) above.Under what conditions? A clear statement of the bare minimum set of assumptions and boundary conditions that must be fulfilled in order for the causal mechanism in part (b) above to apply, and in order for the prediction in part (a) above to be derived. (Imposing additional assumptions and boundary conditions beyond the bare minimum is viewed as undesirable, because it unnecessarily restricts the theory’s range of applicability.)Carve out a “bite-sized” contribution. Because it is nearly impossible to develop a complete, new, full-blown, paradigm-shifting theory in the space you will have, you may prefer to aim for making a smaller “bite-sized” contribution to theory, such as:Articulating a theory’s hidden assumptions or boundary constraints.Examining interesting special cases, where more and/or stronger predictions can be derived under additional assumptions or boundary constraints.Finding inconsistencies within a theory.Articulating previously overlooked points of inconsistency between theories.Introducing a new construct or variable.Questioning an existing conceptual construct or variable.Deriving new predictions from an old theory (or theories).Synthesizing multiple theories, where the combined whole differs from the sum of the parts – i.e., interaction effects, where the combination of theories generates new and different predictions.Extending a theory, by considering the consequences of relaxing restrictive assumptions or boundary constraints.Importing theories, constructs, or variables across levels of analysis.A “Methodology” section in which you describe a research design that would be appropriate to test your question or idea, using data that could realistically be collected, organized, and analyzed within a one year time horizon (taking into account the financial constraints, data-access constraints, and time constraints on a typical doctoral student). Although this section will most likely consider how and where you might collect data, it is nevertheless possible that the relevant data might be readily available (e.g., in public databases or in data sets already collected by other researchers), in which case you are strongly encouraged to go ahead and perform the actual data analysis and report the results in the paper, in a separate “Results” section.Length: Less is more. I have specified page limits that will push you to be very concise – this can be a special challenge. Accordingly, you should heed the following words of wisdom from the “Notice to Contributors” printed in every issue of Administrative Science Quarterly:“We are interested in compact presentations of theory and research, suspecting that very long manuscripts contain an unclear line of argument, multiple arguments, or no argument at all. Each manuscript should contain one key point, which the author should be able to state in one sentence. Digressions from one key point are common when authors cite more literature than is necessary to frame and justify an argument.”Schedule. You should start thinking about your topic early in the semester, and you should discuss your initial thoughts with me, so I can point you towards related work. If your desired topic is covered late in the semester, you will need to read ahead to get started. This term project will probably require you to do additional reading beyond the syllabus. In order to help you structure and pace your work, you must submit intermediate work-in-progress products as outlined below, and the topic of your term project must be approved (so don’t get too far along before coordinating with the instructor):Term project topic must be approved by me by class meeting #5, either verbally or via e-mail.Printed outline of the proposed term project, 2 to 3 pages in length (necessary in order to gain approval of instructor) is due by class meeting #7, but may be submitted earlier. This outline itself will not be graded, but rather will be used to provide developmental feedback. However, failure to submit an outline by the deadline may result in a reduced grade for the term project.Two printed copies of a rough draft of the term project, including references, are due by session #11. This rough draft will not be graded but will be used to provide developmental feedback.Reviews of the rough drafts will be exchanged at class meeting #12, at which time you will also receive the instructor’s feedback.Two single-sided printed copies of the completed term project are due by 5/16.There will be no incomplete grades given. If you want to further develop and polish the paper, you are encouraged to do so after the end of the semester, but this additional work will NOT be graded by using the “incomplete” grade to extend the term project deadline.Presentation. At the final sessions (class #14), you will give a 15-minute presentation about your project. The time limit will be strictly enforced, so you should practice to make sure it isn’t too long. In this spirit, you should plan to use no more than 6 slides and don’t cram more material in by talking faster or using smaller fonts. Rather than trying to present your entire term project, you should try to sell the audience on what the project is and make them want to see the full paper. Try to achieve the quality one would hope to see in a research presentation at a major academic conference.One purpose of this class presentation is to facilitate the generation of constructive feedback, ideas, and suggestions from your classmates about your term project. So, at the end of each presentation, there will be a brief period for the class to ask questions, give comments, and offer suggestions.Overview of Class Topics and Assignments?Date and TopicAssignments/Deadlines REF Ses1 \h \* MERGEFORMAT Pre-reading: Making a contribution & the life of a Mgt academicIdentify preferences (top 5) for which sessions to lead and/or prepare outlines for comp questions REF Ses2 \h \* MERGEFORMAT Session 1 (1/22/14): What is strategy research about? REF Ses3 \h \* MERGEFORMAT Session 2 (1/29/14): What is firm performance? REF Comp1 \h \* MERGEFORMAT “Pseudo-comp” question: How can firms get the types of resources/capabilities that hold the most promise as a source of advantage … at a bargain (e.g., below their value in use)? What type of study would advance this literature? REF Ses5 \h \* MERGEFORMAT Session 3 (2/5/14): Human Capital REF Comp2 \h \* MERGEFORMAT “Pseudo-comp” question: What are the boundary conditions under which one would expect to observe a sustained advantage stemming from human assets? What type of study would advance this literature? REF Ses6 \h \* MERGEFORMAT Session 4 (2/12/14): Top Management Teams REF Comp6 \h \* MERGEFORMAT “Pseudo-comp” question: How might the upper echelons perspective be linked to and integrated with the resource-based view? What type of study would advance this literature? REF Ses7 \h \* MERGEFORMAT Session 5 (2/19/14): CreativityTerm paper topics must be approved “Pseudo-comp” question: How do the antecedents of creativity differ at the individual, group, and organizational levels? What do the similarities and differences tell us about the role of creativity in generating and sustaining a competitive advantage? What type of study would advance this literature? REF Ses9 \h \* MERGEFORMAT Session 6 (2/26/14): Dynamic Capabilities REF Comp5 \h \* MERGEFORMAT “Pseudo-comp” question: Compare and contrast dynamic capabilities with organizational learning. What do they tell us about what “pieces” must be in place for a firm to have a competitive advantage in a dynamic environment? What type of study would advance this literature? REF Ses8 \h \* MERGEFORMAT Session 7 (3/5/14): Entrepreneurship and Radical InnovationOutline for term paper project No class 3/12 or 3/19 (Spring Break & SMS Israel Conference)Work on final papers REF Ses10 \h \* MERGEFORMAT Session 8 (3/26/14): Exploration and Innovation REF Ses11 \h \* MERGEFORMAT Session 9 (4/2/14): Corporate/Multi-business Strategies REF Comp3 \h \* MERGEFORMAT “Pseudo-comp” question: What does the literature tell us about the circumstances under which a multi-business firm might enjoy a competitive advantage? What type of study would advance this literature? REF Ses12 \h \* MERGEFORMAT Session 10 (4/9/14): Mergers & Acquisitions REF Comp4 \h \* MERGEFORMAT “Pseudo-comp” question: What are the conditions under which a buyer might create value in an M&A deal? Why do we observe so many transactions that don’t meet these criteria? What type of study would advance this literature? REF Ses13 \h \* MERGEFORMAT Session 11 (4/16/14): Strategic AlliancesTerm Paper Draft Due REF Ses4 \h \* MERGEFORMAT Session 12 (4/23/14): Paper Workshop + The reviewing processReviews Due REF Ses14 \h \* MERGEFORMAT Session 13 (4/30/14): Student’s choice topicsEach person will recommend one forthcoming paper to discuss during this session REF Ses15 \h \* MERGEFORMAT Session 14 (5/7/14): Final Paper PresentationsFinal paper due 5/16/12 ?Click on any of the session topics in the table to go to the readings for that session. Class meets in room 4423.Detailed Topics and Reading List (Supplemental readings indicated by *)Pre-reading: Making a contribution & the life of a Mgt academic ADDIN EN.CITE <EndNote><Cite><Author>Bartunek</Author><Year>2006 </Year><RecNum>7133</RecNum><DisplayText>Bartunek, Rynes, and Ireland. 2006 What Makes Management Research Interesting, and Why Does It Matter? . <style face="italic">Academy of Management Journal</style> <style face="bold">49</style>(1): 9-15 .</DisplayText><record><rec-number>7133</rec-number><foreign-keys><key app="EN" db-id="dsx5vsdxj292a9e9vso5xrvm0zdevpeavee9">7133</key><key app="ENWeb" db-id="TinnDgrtqgYAACtePIc">6543</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>Bartunek, Jean M.</author><author>Sara Rynes </author><author>R. Duane Ireland</author></authors></contributors><titles><title>What Makes Management Research Interesting, and Why Does It Matter? </title><secondary-title>Academy of Management Journal</secondary-title></titles><periodical><full-title>Academy of Management Journal</full-title></periodical><pages>9-15 </pages><volume>49</volume><number>1</number><dates><year>2006 </year></dates><isbn>0001-4273</isbn><accession-num>20785494</accession-num><urls><related-urls><url>, Rynes, and Ireland. 2006 What Makes Management Research Interesting, and Why Does It Matter? . Academy of Management Journal 49(1): 9-15 . ADDIN EN.CITE <EndNote><Cite><Author>Grant</Author><Year>2011</Year><RecNum>7710</RecNum><DisplayText>Grant and Pollock. 2011. Publishing in AMJ Part 3: Setting the Hook. <style face="italic">Academy of Management Journal</style> <style face="bold">54</style>(5): 873-879.</DisplayText><record><rec-number>7710</rec-number><foreign-keys><key app="EN" db-id="dsx5vsdxj292a9e9vso5xrvm0zdevpeavee9">7710</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>Adam M. Grant</author><author>Timothy G. Pollock</author></authors></contributors><titles><title>Publishing in AMJ Part 3: Setting the Hook</title><secondary-title>Academy of Management Journal</secondary-title></titles><periodical><full-title>Academy of Management Journal</full-title></periodical><pages>873-879</pages><volume>54</volume><number>5</number><dates><year>2011</year></dates><urls></urls></record></Cite></EndNote>Grant and Pollock. 2011. Publishing in AMJ Part 3: Setting the Hook. Academy of Management Journal 54(5): 873-879. ADDIN EN.CITE <EndNote><Cite><Author>Glick</Author><Year>2007 </Year><RecNum>7153</RecNum><DisplayText>Glick, Miller, and Cardinal. 2007 Making a life in the field of organizational science <style face="italic">Journal of Organizational Behavior</style> <style face="bold">28</style>(7): 817-835 .</DisplayText><record><rec-number>7153</rec-number><foreign-keys><key app="EN" db-id="dsx5vsdxj292a9e9vso5xrvm0zdevpeavee9">7153</key><key app="ENWeb" db-id="TinnDgrtqgYAACtePIc">6559</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>Glick, William H.</author><author>Miller, C. Chet </author><author>Cardinal, Laura B. </author></authors></contributors><titles><title>Making a life in the field of organizational science </title><secondary-title>Journal of Organizational Behavior</secondary-title></titles><periodical><full-title>Journal of Organizational Behavior</full-title></periodical><pages>817-835 </pages><volume>28</volume><number>7</number><dates><year>2007 </year></dates><urls></urls></record></Cite></EndNote>Glick, Miller, and Cardinal. 2007 Making a life in the field of organizational science Journal of Organizational Behavior 28(7): 817-835 . ADDIN EN.CITE <EndNote><Cite><Author>Sternberg</Author><Year>2013</Year><RecNum>7956</RecNum><DisplayText>Sternberg. 2013. Self-Sabotage in the Academic Career: 15 ways in which faculty members harm their own futures, often without knowing it. <style face="italic">Chronicle of Higher Education</style> <style face="bold">April 29</style>.</DisplayText><record><rec-number>7956</rec-number><foreign-keys><key app="EN" db-id="dsx5vsdxj292a9e9vso5xrvm0zdevpeavee9">7956</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>Robert J. Sternberg</author></authors></contributors><titles><title>Self-Sabotage in the Academic Career: 15 ways in which faculty members harm their own futures, often without knowing it</title><secondary-title>Chronicle of Higher Education</secondary-title></titles><periodical><full-title>Chronicle of Higher Education</full-title></periodical><volume>April 29</volume><dates><year>2013</year></dates><urls></urls></record></Cite></EndNote>Sternberg. 2013. Self-Sabotage in the Academic Career: 15 ways in which faculty members harm their own futures, often without knowing it. Chronicle of Higher Education April 29.* ADDIN EN.CITE <EndNote><Cite><Author>Davis</Author><Year>1971</Year><RecNum>7147</RecNum><DisplayText>Davis. 1971. That&apos;s Interesting! Towards a Phenomenology of Sociology and a Sociology of Phenomenology <style face="italic">Philosophy of the Social Sciences </style><style face="bold">1</style>: 309-344 .</DisplayText><record><rec-number>7147</rec-number><foreign-keys><key app="EN" db-id="dsx5vsdxj292a9e9vso5xrvm0zdevpeavee9">7147</key><key app="ENWeb" db-id="TinnDgrtqgYAACtePIc">6553</key></foreign-keys><ref-type name="Book Section">5</ref-type><contributors><authors><author>Davis, Murray S.</author></authors></contributors><titles><title>That&apos;s Interesting! Towards a Phenomenology of Sociology and a Sociology of Phenomenology </title><secondary-title>Philosophy of the Social Sciences </secondary-title></titles><pages>309-344 </pages><volume>1</volume><dates><year>1971</year></dates><urls></urls></record></Cite></EndNote>Davis. 1971. That's Interesting! Towards a Phenomenology of Sociology and a Sociology of Phenomenology Philosophy of the Social Sciences 1: 309-344 .* ADDIN EN.CITE <EndNote><Cite><Author>Lehrer</Author><Year>2010</Year><RecNum>7680</RecNum><DisplayText>Lehrer. 2010. THE TRUTH WEARS OFF: Is there something wrong with the scientific method? <style face="italic">The New Yorker</style>.</DisplayText><record><rec-number>7680</rec-number><foreign-keys><key app="EN" db-id="dsx5vsdxj292a9e9vso5xrvm0zdevpeavee9">7680</key></foreign-keys><ref-type name="Magazine Article">19</ref-type><contributors><authors><author>Jonah Lehrer</author></authors></contributors><titles><title>THE TRUTH WEARS OFF: Is there something wrong with the scientific method?</title><secondary-title>The New Yorker</secondary-title></titles><dates><year>2010</year><pub-dates><date>December 13, 2010</date></pub-dates></dates><urls></urls></record></Cite></EndNote>Lehrer. 2010. THE TRUTH WEARS OFF: Is there something wrong with the scientific method? The New Yorker.Session SEQ sess \# "0"\n 1 (1/22/14): What is strategy research about? ADDIN EN.CITE <EndNote><Cite><Author>Porter</Author><Year>1996</Year><RecNum>5191</RecNum><DisplayText>Porter. 1996. What is strategy? <style face="italic">Harvard Business Review</style> <style face="bold">74</style>(6): 61-78.</DisplayText><record><rec-number>5191</rec-number><foreign-keys><key app="EN" db-id="dsx5vsdxj292a9e9vso5xrvm0zdevpeavee9">5191</key><key app="ENWeb" db-id="TinnDgrtqgYAACtePIc">4850</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>Porter, Michael E.</author></authors></contributors><titles><title>What is strategy?</title><secondary-title>Harvard Business Review</secondary-title></titles><periodical><full-title>Harvard Business Review</full-title></periodical><pages>61-78</pages><volume>74</volume><number>6</number><keywords><keyword>Strategic planning|Productivity|Profitability|Management styles|Competitive advantage</keyword><keyword>2310 (CN=Planning)|2500 (CN=Organizational behavior)|9190 (CN=United States)</keyword></keywords><dates><year>1996</year></dates><urls></urls></record></Cite></EndNote>Porter. 1996. What is strategy? Harvard Business Review 74(6): 61-78. ADDIN EN.CITE <EndNote><Cite><Author>Ronda-Pupo</Author><Year>2012</Year><RecNum>7678</RecNum><DisplayText>Ronda-Pupo and Guerras-Martin. 2012. Dynamics of the Evolution of the Strategy Concept 1962–2008: A co-word analysis. <style face="italic">Strategic Management Journal</style> <style face="bold">33</style>(2): 162-188.</DisplayText><record><rec-number>7678</rec-number><foreign-keys><key app="EN" db-id="dsx5vsdxj292a9e9vso5xrvm0zdevpeavee9">7678</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>Guillermo Armando Ronda-Pupo</author><author>Luis Angel Guerras-Martin</author></authors></contributors><titles><title>Dynamics of the Evolution of the Strategy Concept 1962–2008: A co-word analysis</title><secondary-title>Strategic Management Journal</secondary-title></titles><periodical><full-title>Strategic Management Journal</full-title></periodical><pages>162-188</pages><volume>33</volume><number>2</number><dates><year>2012</year></dates><urls></urls></record></Cite></EndNote>Ronda-Pupo and Guerras-Martin. 2012. Dynamics of the Evolution of the Strategy Concept 1962–2008: A co-word analysis. Strategic Management Journal 33(2): 162-188. ADDIN EN.CITE <EndNote><Cite><Author>Mahoney</Author><Year>2013</Year><RecNum>7954</RecNum><DisplayText>Mahoney and Qian. 2013. Market frictions as building blocks of an organizational economics approach to strategic management. <style face="italic">Strategic Management Journal</style> <style face="bold">34</style>(9): 1019-1041.</DisplayText><record><rec-number>7954</rec-number><foreign-keys><key app="EN" db-id="dsx5vsdxj292a9e9vso5xrvm0zdevpeavee9">7954</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>Mahoney, Joseph T.</author><author>Qian, Lihong</author></authors></contributors><titles><title>Market frictions as building blocks of an organizational economics approach to strategic management</title><secondary-title>Strategic Management Journal</secondary-title></titles><periodical><full-title>Strategic Management Journal</full-title></periodical><pages>1019-1041</pages><volume>34</volume><number>9</number><dates><year>2013</year></dates><isbn>01432095</isbn><urls></urls><electronic-resource-num>10.1002/smj.2056</electronic-resource-num></record></Cite></EndNote>Mahoney and Qian. 2013. Market frictions as building blocks of an organizational economics approach to strategic management. Strategic Management Journal 34(9): 1019-1041. ADDIN EN.CITE <EndNote><Cite><Author>Barney</Author><Year>2013</Year><RecNum>7957</RecNum><DisplayText>Barney and Felin. 2013. What Are Microfoundations? <style face="italic">Academy of Management Perspectives</style> <style face="bold">27</style>(2): 138-155.</DisplayText><record><rec-number>7957</rec-number><foreign-keys><key app="EN" db-id="dsx5vsdxj292a9e9vso5xrvm0zdevpeavee9">7957</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>Barney, J.</author><author>Felin, T.</author></authors></contributors><titles><title>What Are Microfoundations?</title><secondary-title>Academy of Management Perspectives</secondary-title></titles><periodical><full-title>Academy of Management Perspectives</full-title></periodical><pages>138-155</pages><volume>27</volume><number>2</number><dates><year>2013</year></dates><isbn>1558-9080&#xD;1943-4529</isbn><urls></urls><electronic-resource-num>10.5465/amp.2012.0107</electronic-resource-num></record></Cite></EndNote>Barney and Felin. 2013. What Are Microfoundations? Academy of Management Perspectives 27(2): 138-155.* ADDIN EN.CITE <EndNote><Cite><Author>Arend</Author><Year>2010</Year><RecNum>7682</RecNum><DisplayText>Arend and Lévesque. 2010. Is the Resource-Based View a Practical Organizational Theory? <style face="italic">Organization Science</style> <style face="bold">21</style>(4): 913-933.</DisplayText><record><rec-number>7682</rec-number><foreign-keys><key app="EN" db-id="dsx5vsdxj292a9e9vso5xrvm0zdevpeavee9">7682</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>Richard J Arend</author><author>Moren Lévesque</author></authors></contributors><titles><title>Is the Resource-Based View a Practical Organizational Theory?</title><secondary-title>Organization Science</secondary-title></titles><periodical><full-title>Organization Science</full-title></periodical><pages>913-933</pages><volume>21</volume><number>4</number><dates><year>2010</year></dates><urls></urls></record></Cite></EndNote>Arend and Lévesque. 2010. Is the Resource-Based View a Practical Organizational Theory? Organization Science 21(4): 913-933.* ADDIN EN.CITE <EndNote><Cite><Author>Barney</Author><Year>1991</Year><RecNum>4882</RecNum><DisplayText>Barney. 1991. Firm Resources and Sustained Competitive Advantage. <style face="italic">Journal of Management</style> <style face="bold">17</style>(1): 99-120.</DisplayText><record><rec-number>4882</rec-number><foreign-keys><key app="EN" db-id="dsx5vsdxj292a9e9vso5xrvm0zdevpeavee9">4882</key><key app="ENWeb" db-id="TinnDgrtqgYAACtePIc">4637</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>Barney, Jay B.</author></authors></contributors><titles><title>Firm Resources and Sustained Competitive Advantage</title><secondary-title>Journal of Management</secondary-title></titles><periodical><full-title>Journal of Management</full-title></periodical><pages>99-120</pages><volume>17</volume><number>1</number><keywords><keyword>Sustainable|Competitive advantage|Models|Resource allocation|Strategic planning|Organization theory|Organizational behavior|Studies</keyword><keyword>2500 (CN=Organizational behavior)|2310 (CN=Planning)|9130 (CN=Experimental/Theoretical)</keyword></keywords><dates><year>1991</year></dates><urls></urls></record></Cite></EndNote>Barney. 1991. Firm Resources and Sustained Competitive Advantage. Journal of Management 17(1): 99-120.* ADDIN EN.CITE <EndNote><Cite><Author>Foss</Author><Year>2011</Year><RecNum>7685</RecNum><DisplayText>Foss. 2011. 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When much more of a difference makes a difference: Social comparison and tournaments in the CEO's top team. Strategic Management Journal: n/a-n/a.Session SEQ sess \# "0"\n 14 (5/7/14): Final Paper Presentations ADDIN EN.REFLIST ................
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