Bridging cognitive scripts in multidisciplinary academic spinoff teams: A process perspective on how academics learn to work with non-academic managers
This paper introduces a process model of how academics learn to bridge different cognitive scripts, thereby learning to collaborate with non-academic managers in the context of multidisciplinary academic spinoff (ASO) teams. Whereas prior research has taken a static perspective, showing that coopera...
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El-Awad, Ziad [verfasserIn] |
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E-Artikel |
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Englisch |
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2022transfer abstract |
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Enthalten in: Lexical analysis of emotional responses to “real-world” experiences in individuals with schizophrenia - Vakhrusheva, J. ELSEVIER, 2019, policy, management and economic studies of science, technology and innovation, Amsterdam |
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volume:51 ; year:2022 ; number:10 ; pages:0 |
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10.1016/j.respol.2022.104592 |
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| 520 | |a This paper introduces a process model of how academics learn to bridge different cognitive scripts, thereby learning to collaborate with non-academic managers in the context of multidisciplinary academic spinoff (ASO) teams. Whereas prior research has taken a static perspective, showing that cooperation in ASO teams is challenging due to differences in cognitive scripts, we take a dynamic perspective, leveraging rich, longitudinal data on a single case to theorize how such cooperative challenges can be overcome. We reveal two aspects of this process. One is cognitive and intrapersonal, in which academics reconsider their own beliefs and understandings of their venture and the commercial world. The other is social and interpersonal, in which academics reconsider the way they collaborate with others. | ||
| 520 | |a This paper introduces a process model of how academics learn to bridge different cognitive scripts, thereby learning to collaborate with non-academic managers in the context of multidisciplinary academic spinoff (ASO) teams. Whereas prior research has taken a static perspective, showing that cooperation in ASO teams is challenging due to differences in cognitive scripts, we take a dynamic perspective, leveraging rich, longitudinal data on a single case to theorize how such cooperative challenges can be overcome. We reveal two aspects of this process. One is cognitive and intrapersonal, in which academics reconsider their own beliefs and understandings of their venture and the commercial world. The other is social and interpersonal, in which academics reconsider the way they collaborate with others. | ||
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10.1016/j.respol.2022.104592 doi /cbs_pica/cbs_olc/import_discovery/elsevier/einzuspielen/GBV00000000001928.pica (DE-627)ELV059187824 (ELSEVIER)S0048-7333(22)00115-9 DE-627 ger DE-627 rakwb eng 610 VZ 44.91 bkl El-Awad, Ziad verfasserin aut Bridging cognitive scripts in multidisciplinary academic spinoff teams: A process perspective on how academics learn to work with non-academic managers 2022transfer abstract nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier This paper introduces a process model of how academics learn to bridge different cognitive scripts, thereby learning to collaborate with non-academic managers in the context of multidisciplinary academic spinoff (ASO) teams. Whereas prior research has taken a static perspective, showing that cooperation in ASO teams is challenging due to differences in cognitive scripts, we take a dynamic perspective, leveraging rich, longitudinal data on a single case to theorize how such cooperative challenges can be overcome. We reveal two aspects of this process. One is cognitive and intrapersonal, in which academics reconsider their own beliefs and understandings of their venture and the commercial world. The other is social and interpersonal, in which academics reconsider the way they collaborate with others. This paper introduces a process model of how academics learn to bridge different cognitive scripts, thereby learning to collaborate with non-academic managers in the context of multidisciplinary academic spinoff (ASO) teams. Whereas prior research has taken a static perspective, showing that cooperation in ASO teams is challenging due to differences in cognitive scripts, we take a dynamic perspective, leveraging rich, longitudinal data on a single case to theorize how such cooperative challenges can be overcome. We reveal two aspects of this process. One is cognitive and intrapersonal, in which academics reconsider their own beliefs and understandings of their venture and the commercial world. The other is social and interpersonal, in which academics reconsider the way they collaborate with others. Brattström, Anna oth Breugst, Nicola oth Enthalten in Elsevier Vakhrusheva, J. ELSEVIER Lexical analysis of emotional responses to “real-world” experiences in individuals with schizophrenia 2019 policy, management and economic studies of science, technology and innovation Amsterdam (DE-627)ELV004105222 volume:51 year:2022 number:10 pages:0 https://doi.org/10.1016/j.respol.2022.104592 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OLC-PHA 44.91 Psychiatrie Psychopathologie VZ AR 51 2022 10 0 |
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10.1016/j.respol.2022.104592 doi /cbs_pica/cbs_olc/import_discovery/elsevier/einzuspielen/GBV00000000001928.pica (DE-627)ELV059187824 (ELSEVIER)S0048-7333(22)00115-9 DE-627 ger DE-627 rakwb eng 610 VZ 44.91 bkl El-Awad, Ziad verfasserin aut Bridging cognitive scripts in multidisciplinary academic spinoff teams: A process perspective on how academics learn to work with non-academic managers 2022transfer abstract nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier This paper introduces a process model of how academics learn to bridge different cognitive scripts, thereby learning to collaborate with non-academic managers in the context of multidisciplinary academic spinoff (ASO) teams. Whereas prior research has taken a static perspective, showing that cooperation in ASO teams is challenging due to differences in cognitive scripts, we take a dynamic perspective, leveraging rich, longitudinal data on a single case to theorize how such cooperative challenges can be overcome. We reveal two aspects of this process. One is cognitive and intrapersonal, in which academics reconsider their own beliefs and understandings of their venture and the commercial world. The other is social and interpersonal, in which academics reconsider the way they collaborate with others. This paper introduces a process model of how academics learn to bridge different cognitive scripts, thereby learning to collaborate with non-academic managers in the context of multidisciplinary academic spinoff (ASO) teams. Whereas prior research has taken a static perspective, showing that cooperation in ASO teams is challenging due to differences in cognitive scripts, we take a dynamic perspective, leveraging rich, longitudinal data on a single case to theorize how such cooperative challenges can be overcome. We reveal two aspects of this process. One is cognitive and intrapersonal, in which academics reconsider their own beliefs and understandings of their venture and the commercial world. The other is social and interpersonal, in which academics reconsider the way they collaborate with others. Brattström, Anna oth Breugst, Nicola oth Enthalten in Elsevier Vakhrusheva, J. ELSEVIER Lexical analysis of emotional responses to “real-world” experiences in individuals with schizophrenia 2019 policy, management and economic studies of science, technology and innovation Amsterdam (DE-627)ELV004105222 volume:51 year:2022 number:10 pages:0 https://doi.org/10.1016/j.respol.2022.104592 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OLC-PHA 44.91 Psychiatrie Psychopathologie VZ AR 51 2022 10 0 |
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10.1016/j.respol.2022.104592 doi /cbs_pica/cbs_olc/import_discovery/elsevier/einzuspielen/GBV00000000001928.pica (DE-627)ELV059187824 (ELSEVIER)S0048-7333(22)00115-9 DE-627 ger DE-627 rakwb eng 610 VZ 44.91 bkl El-Awad, Ziad verfasserin aut Bridging cognitive scripts in multidisciplinary academic spinoff teams: A process perspective on how academics learn to work with non-academic managers 2022transfer abstract nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier This paper introduces a process model of how academics learn to bridge different cognitive scripts, thereby learning to collaborate with non-academic managers in the context of multidisciplinary academic spinoff (ASO) teams. Whereas prior research has taken a static perspective, showing that cooperation in ASO teams is challenging due to differences in cognitive scripts, we take a dynamic perspective, leveraging rich, longitudinal data on a single case to theorize how such cooperative challenges can be overcome. We reveal two aspects of this process. One is cognitive and intrapersonal, in which academics reconsider their own beliefs and understandings of their venture and the commercial world. The other is social and interpersonal, in which academics reconsider the way they collaborate with others. This paper introduces a process model of how academics learn to bridge different cognitive scripts, thereby learning to collaborate with non-academic managers in the context of multidisciplinary academic spinoff (ASO) teams. Whereas prior research has taken a static perspective, showing that cooperation in ASO teams is challenging due to differences in cognitive scripts, we take a dynamic perspective, leveraging rich, longitudinal data on a single case to theorize how such cooperative challenges can be overcome. We reveal two aspects of this process. One is cognitive and intrapersonal, in which academics reconsider their own beliefs and understandings of their venture and the commercial world. The other is social and interpersonal, in which academics reconsider the way they collaborate with others. Brattström, Anna oth Breugst, Nicola oth Enthalten in Elsevier Vakhrusheva, J. ELSEVIER Lexical analysis of emotional responses to “real-world” experiences in individuals with schizophrenia 2019 policy, management and economic studies of science, technology and innovation Amsterdam (DE-627)ELV004105222 volume:51 year:2022 number:10 pages:0 https://doi.org/10.1016/j.respol.2022.104592 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OLC-PHA 44.91 Psychiatrie Psychopathologie VZ AR 51 2022 10 0 |
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This paper introduces a process model of how academics learn to bridge different cognitive scripts, thereby learning to collaborate with non-academic managers in the context of multidisciplinary academic spinoff (ASO) teams. Whereas prior research has taken a static perspective, showing that cooperation in ASO teams is challenging due to differences in cognitive scripts, we take a dynamic perspective, leveraging rich, longitudinal data on a single case to theorize how such cooperative challenges can be overcome. We reveal two aspects of this process. One is cognitive and intrapersonal, in which academics reconsider their own beliefs and understandings of their venture and the commercial world. The other is social and interpersonal, in which academics reconsider the way they collaborate with others. |
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This paper introduces a process model of how academics learn to bridge different cognitive scripts, thereby learning to collaborate with non-academic managers in the context of multidisciplinary academic spinoff (ASO) teams. Whereas prior research has taken a static perspective, showing that cooperation in ASO teams is challenging due to differences in cognitive scripts, we take a dynamic perspective, leveraging rich, longitudinal data on a single case to theorize how such cooperative challenges can be overcome. We reveal two aspects of this process. One is cognitive and intrapersonal, in which academics reconsider their own beliefs and understandings of their venture and the commercial world. The other is social and interpersonal, in which academics reconsider the way they collaborate with others. |
| abstract_unstemmed |
This paper introduces a process model of how academics learn to bridge different cognitive scripts, thereby learning to collaborate with non-academic managers in the context of multidisciplinary academic spinoff (ASO) teams. Whereas prior research has taken a static perspective, showing that cooperation in ASO teams is challenging due to differences in cognitive scripts, we take a dynamic perspective, leveraging rich, longitudinal data on a single case to theorize how such cooperative challenges can be overcome. We reveal two aspects of this process. One is cognitive and intrapersonal, in which academics reconsider their own beliefs and understandings of their venture and the commercial world. The other is social and interpersonal, in which academics reconsider the way they collaborate with others. |
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| title_short |
Bridging cognitive scripts in multidisciplinary academic spinoff teams: A process perspective on how academics learn to work with non-academic managers |
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https://doi.org/10.1016/j.respol.2022.104592 |
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Brattström, Anna Breugst, Nicola |
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10.1016/j.respol.2022.104592 |
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2024-07-06T21:14:20.919Z |
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