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Books on the topic 'Resource Based Theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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1

Barney, Jay B. Resource-based theory: Creating and sustaining competitive advantage. Oxford: Oxford University Press, 2007.

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2

1952-, Montgomery Cynthia A., ed. Resource-based and evolutionary theories of the firm: Towards a synthesis. Boston: Kluwer Academic Publishers, 1995.

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3

Nothnagel, Katja. Empirical Research within Resource-Based Theory: A Meta-Analysis of the Central Propositions. Wiesbaden: Gabler / GWV Fachverlage GmbH, Wiesbaden, 2008.

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4

Koch, Charlotte. A human-resource-based theory of the small firm: Charlotte Koch, Jan de Kok. Zoetermeer: EIM, 1999.

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5

Jo, Sei-youn. A study of strategic alliance structuring in the perspectives of transaction cost economics and resource-based theory. [s.l.]: typescript, 1998.

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6

Westgren, Randall E. Public policy implications of the resource-based theory of firm strategy: A discussion paper for bureau of competition policy. Guelph: George Morris Centre, 1995.

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7

Crothers, Laura. Theory and cases in school-based consultation: A resource for school psychologists, school counselors, special educators, and other mental health professionals. London: Routledge, 2008.

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8

Crothers, Laura M. Theory and cases in school-based consultation: A resource for school psychologists, school counselors, special educators, and other mental health professionals. New York: Routledge, 2008.

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9

Bogner, William C. Paradigm shift: Parallels in the origin, evolution and function of the strategic group concept with the resource-based theory of the firm. [Urbana, Ill.]: College of Commerce and Business Administration, University of Illinois at Urbana-Champaign, 1993.

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10

1943-, O'Neil Harold F., and Perez Ray S, eds. Web-based learning: Theory, research, and practice. Mahwah, NJ: Lawrence Erlbaum Associates, 2006.

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11

NATO Advanced Research Workshop on Instructional Models in Computer-Based Learning Environments (1991 University of Twente). Instructional models in computer-based learning environments. Berlin: Springer-Verlag, 1992.

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12

service), SpringerLink (Online, ed. The Rubato Composer Music Software: Component-Based Implementation of a Functorial Concept Architecture. Berlin, Heidelberg: Springer-Verlag Berlin Heidelberg, 2009.

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13

International Workshop on Information Integration and Web-based Applications & Services (2nd 2000 Yogyakarta, Indonesia). Information integration and web-based applications & services, 2000: Proceedings of the Second International Workshop on Information Integration and Web-based Applications & Services 2000, 26-28 September 2000, Yogyakarta, Indonesia. Edited by Soesianto F, Bressan Stéphane, and Ibrahim Ismail Khalil. Yogyakarta: J & J Learning, 2000.

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14

Empirical Research within Resource-Based Theory. Wiesbaden: Gabler, 2008. http://dx.doi.org/10.1007/978-3-8349-9830-9.

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15

Clark, Delwyn N., and Jay B. Barney. Resource-Based Theory: Creating and Sustaining Competitive Advantage. Oxford University Press, 2007.

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16

1964-, Foss Nicolai J., ed. Resources, firms, and strategies: A reader in the resource-based perspective. Oxford: Oxford University Press, 1997.

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17

Wojciechowska, Maja. Intangible Organizational Resources: Analysis of Resource-Based Theory and the Measurement of Library Effectiveness. Palgrave Macmillan, 2016.

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18

Wojciechowska, Maja. Intangible Organizational Resources: Analysis of Resource-Based Theory and the Measurement of Library Effectiveness. Palgrave Macmillan, 2016.

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19

Foss, Nicolai J. Resources, Firms, and Strategies: A Reader in the Resource-Based Perspective (Oxford Management Readers). Oxford University Press, USA, 1998.

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20

Foss, Nicolai J. Resources, Firms, and Strategies: A Reader in the Resource-Based Perspective (Oxford Management Readers). Oxford University Press, USA, 1998.

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21

Mellewigt, Prof Thomas, and Franziska König. Uncertainty-Governance Choice Puzzle Revisited: Predictions from Transaction Costs Economics, Resource-Based Theory, and Real Options Theory. Westdeutscher Verlag GmbH, 2009.

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22

Mellewigt, Prof Thomas, and Franziska König. Uncertainty-Governance Choice Puzzle Revisited: Predictions from Transaction Costs Economics, Resource-Based Theory, and Real Options Theory. Springer Gabler. in Springer Fachmedien Wiesbaden GmbH, 2009.

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23

Tackney, John P. God is love: A curriculum resource based upon catechetical, educational, and psychological theory. 1989.

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24

Wernerfelt, Birger. Adaptation, Specialization, and the Theory of the Firm: Foundations of the Resource-Based View. Cambridge University Press, 2016.

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25

Wernerfelt, Birger. Adaptation, Specialization, and the Theory of the Firm: Foundations of the Resource-Based View. Cambridge University Press, 2016.

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26

Wernerfelt, Birger. Adaptation, Specialization, and the Theory of the Firm: Foundations of the Resource-Based View. Cambridge University Press, 2016.

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27

Wernerfelt, Birger. Adaptation, Specialization, and the Theory of the Firm: Foundations of the Resource-Based View. Cambridge University Press, 2016.

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28

Boche, Holger, and Martin Schubert. QoS-Based Resource Allocation and Transceiver Optimization (Foundations and Trends(R) in Communications and Information Theory). Now Publishers Inc, 2006.

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29

Pettit, Debra M. PREDICTORS OF NURSING RESOURCE USE FOR DIRECT PATIENT CARE IN A HOSPITAL-BASED OUTPATIENT CLINIC. 1995.

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30

Hankin, David, Michael S. Mohr, and Kenneth B. Newman. Sampling Theory. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198815792.001.0001.

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We present a rigorous but understandable introduction to the field of sampling theory for ecologists and natural resource scientists. Sampling theory concerns itself with development of procedures for random selection of a subset of units, a sample, from a larger finite population, and with how to best use sample data to make scientifically and statistically sound inferences about the population as a whole. The inferences fall into two broad categories: (a) estimation of simple descriptive population parameters, such as means, totals, or proportions, for variables of interest, and (b) estimation of uncertainty associated with estimated parameter values. Although the targets of estimation are few and simple, estimates of means, totals, or proportions see important and often controversial uses in management of natural resources and in fundamental ecological research, but few ecologists or natural resource scientists have formal training in sampling theory. We emphasize the classical design-based approach to sampling in which variable values associated with units are regarded as fixed and uncertainty of estimation arises via various randomization strategies that may be used to select samples. In addition to covering standard topics such as simple random, systematic, cluster, unequal probability (stressing the generality of Horvitz–Thompson estimation), multi-stage, and multi-phase sampling, we also consider adaptive sampling, spatially balanced sampling, and sampling through time, three areas of special importance for ecologists and natural resource scientists. The text is directed to undergraduate seniors, graduate students, and practicing professionals. Problems emphasize application of the theory and R programming in ecological and natural resource settings.
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31

Scholz, Tobias M. Big Data in Organizations and the Role of Human Resource Management: A Complex Systems Theory-Based Conceptualization. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2017.

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32

Scholz, Tobias M. Big Data in Organizations and the Role of Human Resource Management: A Complex Systems Theory-Based Conceptualization. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2017.

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33

Scholz, Tobias M. Big Data in Organizations and the Role of Human Resource Management: A Complex Systems Theory-Based Conceptualization. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2017.

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34

Penrose, Jago. The Theory of the Growth of the Firm. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198753940.003.0011.

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This chapter comprises a description of Edith’s influential book, The Theory of the Growth of the Firm, how it came to be written, and its main arguments. It is often called revolutionary. She showed that the human resources required for the management of change are tied to the individual firm and so are internally scarce. As management tries to make the best use of the resources available, a ‘dynamic’ interacting process occurs which encourages growth but limits the rate of growth. The book was an important step towards modern, liberally minded management concepts, developing the resource-based and knowledge-based perspective, and ultimately including the theory of stakeholding, in which the interests of employees, customers, and the community count alongside those of shareholder owners.
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35

Schmitt, Ara J., Laura M. Crothers, Jered B. Kolbert, and Tammy L. Hughes. Theory and Cases in School-Based Consultation: A Resource for School Psychologists, School Counselors, Special Educators, and Other Mental Health Professionals. Taylor & Francis Group, 2020.

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36

Schmitt, Ara J., Laura M. Crothers, Jered B. Kolbert, and Tammy L. Hughes. Theory and Cases in School-Based Consultation: A Resource for School Psychologists, School Counselors, Special Educators, and Other Mental Health Professionals. Taylor & Francis Group, 2020.

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37

Schmitt, Ara J., Laura M. Crothers, Jered B. Kolbert, and Tammy L. Hughes. Theory and Cases in School-Based Consultation: A Resource for School Psychologists, School Counselors, Special Educators, and Other Mental Health Professionals. Taylor & Francis Group, 2020.

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38

Crothers, Laura M., and Tammy L. Hughes. Theory and Cases in School-Based Consultation: A Resource for School Psychologists, School Counselors, Special Educators, and Other Mental Health Professionals. Taylor & Francis Group, 2011.

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39

Crothers, Laura M., and Tammy L. Hughes. Theory and Cases in School-Based Consultation: A Resource for School Psychologists, School Counselors, Special Educators, and Other Mental Health Professionals. Taylor & Francis Group, 2011.

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40

Crothers, Laura M., and Tammy L. Hughes. Theory and Cases in School-Based Consultation: A Resource for School Psychologists, School Counselors, Special Educators, and Other Mental Health Professionals. Taylor & Francis Group, 2011.

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41

Schmitt, Ara J., Laura M. Crothers, Jered B. Kolbert, and Tammy L. Hughes. Theory and Cases in School-Based Consultation: A Resource for School Psychologists, School Counselors, Special Educators, and Other Mental Health Professionals. Taylor & Francis Group, 2020.

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42

Schmitt, Ara J., Laura M. Crothers, Jered B. Kolbert, and Tammy L. Hughes. Theory and Cases in School-Based Consultation: A Resource for School Psychologists, School Counselors, Special Educators, and Other Mental Health Professionals. Taylor & Francis Group, 2020.

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43

Crothers, Laura M., Tammy L. Hughes, and Karen A. Morine. Theory and Cases in School-Based Consultation: A Resource for School Psychologists, School Counselors, Special Educators, and Other Mental Health Professionals. Taylor & Francis Group, 2015.

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44

Schmitt, Ara J., Laura M. Crothers, Jered B. Kolbert, and Tammy L. Hughes. Theory and Cases in School-Based Consultation: A Resource for School Psychologists, School Counselors, Special Educators, and Other Mental Health Professionals. Taylor & Francis Group, 2020.

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45

Crothers, Laura M., and Tammy L. Hughes. Theory and Cases in School-Based Consultation: A Resource for School Psychologists, School Counselors, Special Educators, and Other Mental Health Professionals. Taylor & Francis Group, 2011.

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46

Crothers, Laura M., and Tammy L. Hughes. Theory and Cases in School-Based Consultation: A Resource for School Psychologists, School Counselors, Special Educators, and Other Mental Health Professionals. Taylor & Francis Group, 2011.

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47

Crothers, Laura M., and Tammy L. Hughes. Theory and Cases in School-Based Consultation: A Resource for School Psychologists, School Counselors, Special Educators, and Other Mental Health Professionals. Taylor & Francis Group, 2011.

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48

Fulford, K. W. M., C. W. van Staden, and Roger Crisp. Values-Based Practice. Edited by K. W. M. Fulford, Martin Davies, Richard G. T. Gipps, George Graham, John Z. Sadler, Giovanni Stanghellini, and Tim Thornton. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199579563.013.0026.

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This chapter outlines the origins in ordinary language philosophy of a new skills-based approach to working with complex and conflicting values in medicine called values-based practice. Ordinary language philosophy (as exemplified by Austin and others of the mid-twentieth-century "Oxford school") focuses on our use of words as a (sometimes) useful first step in coming to a more complete understanding of their meanings. The theory of values-based practice was developed by applying ideas from ordinary language philosophy to the long-running debate about the "boundary problem" presented by the concept of mental disorder. Ordinary language philosophy turns this debate topsy-turvy: it shows, (a) that the concept of mental disorder instead of being the target problem is a resource for coming to a more complete understanding of the meanings of concepts of disorder as a whole including the concept of bodily disorder; and correspondingly, (b) that the value-laden nature of mental disorder far from being part of the problem (to be solved either by limitation or outright elimination) points to an evaluative element of meaning in concepts of disorder as a whole, again including concepts of bodily disorder. It is these topsy-turvy results that underpin the development of values-based practice. In a brief concluding section we indicate the potential for further development of values-based practice supported by ordinary language and other philosophies particularly through engagement with non-Western language groups representing diverse traditions of thought and practice in mental health.
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49

Stern, Marc J. Morals, intuitions, culture, and identity-based theories. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198793182.003.0005.

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The theories within this section move beyond bounded rationality to incorporate a wider array of situations common to our daily lives. Most of the decisions we make on a daily basis don’t involve deep cognitive thought. We rather rely on our intuitions, or gut feelings, to guide us. Moreover, when we feel threatened or our intuitive predispositions are challenged, it commonly proves difficult to calmly evaluate information and make rational decisions. Debates about environmental regulation, climate change, wilderness preservation, and resource extraction, among many others, often trigger deep-seated emotions and defensive reactions, rather than reasoned exchanges. The theories within this section explain why and how this happens and provide strategies for what to do about it, drawing on themes of morals, intuitions, culture, and identity. Each theory is summarized succinctly and followed by guidance on how to apply it to real world problem solving.
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50

Vorderer, Peter, and Christoph Klimmt, eds. The Oxford Handbook of Entertainment Theory. Oxford University Press, 2021. http://dx.doi.org/10.1093/oxfordhb/9780190072216.001.0001.

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This handbook provides a strong collection of communication- and psychology-based theories and models on media entertainment, which can be used as a knowledge resource for any academic and applied purpose. Its 41 chapters offer explanations of entertainment that audiences find in any kind of ‘old’ and ‘new’ media, from classic novels to VR video games, from fictional stories to mediated sports. As becomes clear in this handbook, the history of entertainment research teaches us not to forget that even if a field is converging to a seemingly dominant perspective, paradigm, and methodology, there are more views, alternative approaches, and different yet equally illuminative ways of thinking about the field. Young scholars may find here innovative ways to reconcile empirical-theoretical approaches to the experience of entertainment with such alternative views. And there are numerous entertainment-related phenomena in contemporary societies that still fit the „bread and circuses-“ perspective of the initial Frankfurt School thinking. So while the mission of the present handbook is to compile and advance current theories about media entertainment, scholars active or interested in the topic are invited to also consider the historic roots of the field and the great diversity it has featured over the past nearly 100 years. Many lessons can be learned from this history, and future innovations in entertainment theory may just as likely emerge from refining those approaches compiled in the present handbook as from building on neglected, forgotten, or marginalized streams of scholarship.
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