Paradigms and Publishing Brian Boyd (Arizona State) Syd Finkelstein (Tuck) Steve Gove (Dayton)
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Transcript of Paradigms and Publishing Brian Boyd (Arizona State) Syd Finkelstein (Tuck) Steve Gove (Dayton)
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Paradigms and Paradigms and PublishingPublishing
Brian Boyd (Arizona State)Syd Finkelstein (Tuck)Steve Gove (Dayton)
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Kuhn’s Paradigm Kuhn’s Paradigm ModelModel
Some disciplines are more advanced than others
Evolutionary processes are based on the accretion/disconfirmation of theories and empirical evidence
Stage of a field’s development affects how research is done
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Stages of DevelopmentStages of Development
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YoungYoung MatureMature
Weak consensus Poor agreement on
quality
Strong consensus on methods, problems, and solutions
The The Evolutionary Evolutionary
ChallengeChallengeResearch outcomes Research outcomes driven by prestige:driven by prestige:ParticularismParticularism
Research outcomes Research outcomes driven by merit:driven by merit:UniversalismUniversalism
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Management Research on Management Research on Paradigm DevelopmentParadigm Development
Primary OutcomesPrimary Outcomes(publications and (publications and citations)citations)
Beyer et al (1995) Long et al (1998)
Secondary OutcomesSecondary Outcomes(careers)(careers)
Cable & Murray (1999)
Park & Gordon (1996)
Overall, studies report mixed effects Overall, studies report mixed effects for universalism and particularism. for universalism and particularism. Effect sizes for primary outcomes are Effect sizes for primary outcomes are small.small.
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Limitations of Prior StudiesLimitations of Prior Studies
Omitted variables:Omitted variables: Most do not study universalism and particularism concurrently
Temporal instability:Temporal instability: Cross-sectional designs, and varying time horizons
Strong interrelationshipsStrong interrelationships among variables
Limited powerLimited power
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HypothesesHypotheses
Research norms for management faculty will be lower than other fields
Particularism will have stronger effect on research outcomes than universalism
Prolific authors will have more citations per article than less prolific authors
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Study 1: Cross-Discipline Study 1: Cross-Discipline Comparison of Research NormsComparison of Research Norms
We compare research norms for management, business, and faculty from all other disciplines
Data obtained from Higher Education Research Institute annual survey
Surveys collected from full-time faculty at several hundred US institutions
33,986 respondents; 2,300 from b-schools
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Hours Per Week Hours Per Week Spent on ResearchSpent on Research
0
5
10
15
20
25
30
35
40
None 1 to 4 5 to 8 9 to 12 13 to 16 17 to 20 21 plus
ManagementOther BusinessAll facultyPercent
Hours
χχ2 2 (p=.01) tests confirm that (p=.01) tests confirm that Management distributions Management distributions are different from both are different from both other categories other categories
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Total Articles PublishedTotal Articles Published
05
1015202530354045
None 1 to 2 3 to 4 5 to 10 11 to 20 21 to 50 50 plus
ManagementOther BusinessAll facultyPercent
Hours
χχ2 2 (p=.01) tests confirm that (p=.01) tests confirm that Management distributions Management distributions are different from both are different from both other categories other categories
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Total Articles Published Last 2 Total Articles Published Last 2 YearsYears
0
10
20
30
40
50
60
None 1 to 2 3 to 4 5 to 10 11 to 20 21 to 50 50 plus
ManagementOther BusinessAll facultyPercent
Hours
χχ2 2 (p=.01) tests confirm that (p=.01) tests confirm that Management distributions Management distributions are different from both are different from both other categories other categories
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Summary of Study 1Summary of Study 1
Management faculty spend less time on research, and are less productive than peers in business or other fields
Lower productivity is consistent with weak consensus, and other problems associated with early-stage paradigms
Consistent with Pfeffer’s assessment of management as ‘pre-paradigmatic’
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Study 2: Predictors of Research Study 2: Predictors of Research OutcomesOutcomes
We study concurrent effects of universalism and particularism on multiple research outcomes
Sample consists of 945 strategy faculty - Ph.D. awarded between 1970 – 1990- Full-time faculty at 4 year institutions- All available faculty included in sample
Collected lifetime publication and citation activity (13,000 person-years)
Developed LISREL models based on career stage, through year 10 post-Ph.D.
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Comparison Against Comparison Against Long et al (1998)Long et al (1998)
Our studyOur study N = 527 X pubs: 1.11 σ pubs: 2.66
Long and colleaguesLong and colleagues N = 279 X pubs: 1.2 σ pubs: 2.29
RealityReality
Based on Faculty 12 years post-Ph.D.
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Productivity Benchmarks:Productivity Benchmarks:MacMillan PublicationsMacMillan Publications
0
2
4
6
8
10
12
14
0 1 2 3 4 5 6 7 8 9 10
75th ile90th ile95th ile99th ile
Years post-Ph.D.
Cum
ulat
ive
Publ
icat
ions
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Productivity Benchmarks:Productivity Benchmarks:MacMillan ‘Outstanding’ MacMillan ‘Outstanding’
PublicationsPublications
0
2
4
6
8
10
12
14
0 1 2 3 4 5 6 7 8 9 10
75th ile90th ile95th ile99th ile
Years post-Ph.D.
Cum
ulat
ive
Publ
icat
ions
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Productivity Benchmarks:Productivity Benchmarks:CitationsCitations
020406080
100120140160
0 1 2 3 4 5 6 7 8 9 10
75th ile90th ile95th ile99th ile
Years post-Ph.D.
Cum
ulat
ive
Cita
tions
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Publications
Cites
Precocity
Ability
Prestige
Lead
A-Tier
GMAT
Boards
Gourman
Impact
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Cumulative PublicationsCumulative Publications
5 6 7 8 9 10
N for year 771 728 685 644 610 565
Path from
Precocity 1 .35*** .35*** .32*** .39*** .52*** .36***Ability 2 .21** .21** .22** .11 .06 .12Prestige 3 .13*** .14*** .13** .14** .13** .06
CED 0.31 0.30 0.28 0.26 0.25 0.21
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Cumulative CitationsCumulative Citations
5 6 7 8 9 10
N for year 771 728 685 644 610 565
Path from
Precocity 1 .37*** -.15** -.04 .05 -.06 -.06Ability 2 -.01 .28*** .16** .09 .09 .18*Prestige 3 .03 .04 .09* .02 .03 .02Publications 1
.39*** .68*** .63*** .62*** .75*** .70***
CED 0.49 0.60 0.51 0.50 0.61 0.58
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Impact (cites/article)Impact (cites/article)5 6 7 8 9 10
N for year 771 728 685 644 610 565
Path from
Precocity 1 -.23*** -.13** -.10+ -.22** -.35*** -.22***Ability 2 .40*** .27*** .24*** .33*** .53*** .48***Prestige 3 .01 .04 .01 .04 .01 .04Publications 1
-.30*** -.31*** -.28*** -.05 -.11* -.19***
Citations 2
.91*** .89*** .83*** .69*** .74*** .66***
CED .63 .59 .52 .49 .52 .47
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ConclusionsConclusions
Based on crude metrics, Pfeffer’s ‘pre-paradigmatic’ critique appears valid
Structural models draw a very different conclusions: Research outcomes driven by universalism vs. particularism
Strategy research has attributes of bothboth a young and mature field: A unique finding
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Does Kuhn’s Model Apply to Does Kuhn’s Model Apply to Management?Management?
Paradigm development is inherently Tayloristic
Management practices continually evolving, and research must follow
Some fields are characterized as ‘multi-paradigmatic’
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Back-Up Slides
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Sample Faculty by Degree DateSample Faculty by Degree Date
0
10
20
30
40
50
60
70
1970 72 74 76 78 1980 82 84 86 88 1990
# grads
degree year
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Sample BreakoutSample Breakout
53%
12%
16%
19%
Samplenon-Ph.D.No degree dateOutside date range
We performed tests for We performed tests for missing degree date and missing degree date and persons excluded from persons excluded from McGraw Hill McGraw Hill DirectoryDirectory
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Lotka’s LawLotka’s Law Lotka (1926): The number of persons
making 2 contributions is about one-fourth of those making one; the number making three contributions is about one-ninth, etc.; the number making n contributions is about 1/n2 of making one.
Inverse-square law validated in many other disciplines; untested in management
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0%
10%
20%
30%
40%
50%
60%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24Articles
% o
f Aut
hors
Current Study Lotka's Inverse-Square Law
Results of Lotka’s Law Results of Lotka’s Law Study 2 SampleStudy 2 Sample
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Prior Use of PrestigePrior Use of PrestigePrestige an indicator of:
Study Universalism ParticularismAllison & Long (1987) XAllison & Long (1990) XBakanic et al. (1987) XBaldi (1995) XBeyer et al. (1995) XCable & Murray (1999) XCrane (1967) XLong, Allison & McGinnis (1979)
X
Reskin (1977) X
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Prior Use of PrecocityPrior Use of Precocity
Precocity an indicator of:Study Universalism Particularism
Baldi (1995) XBeyer, et al. (1995) XCable & Murray (1999) XLong, Allison & McGinnis (1979) XPark & Gordon (1996) XReskin (1977) XRogers & Maranto (1989) X
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Gourman ComparisonsGourman Comparisons Correlation with Gourman
1989National Research Council’s Committee for the Study of Research-Doctorate Programs in the United States
.798n = 68
Carnegie Commission on Education’s’ categorization of research institutions .697n = 87
American Council on Education’s 1970 assessment of graduate institutions in the United States
.793n = 50
National Academy of Sciences’ 1982 ranking of doctoral institutions .733n = 43
US News & World Reports 1992 ranking of doctoral institutions .765n = 50
Coe & Weinstock’s (1984) ranking of institutions based on publications in the field of management
.643n = 62
Sharpin & Mabry’s (1985) ranking of institutions based on citations in management .463n = 62
Conference Boards’ (1982) ranking of perceived intra-disciplinary university prestige .718n = 68
Perty & Settle’s (1988) ranking of prestige based on faculty publishing in economics. .756n = 67
All correlations are significant at the 0.01 level, two-tailed test
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Nested Models for DimensionalityNested Models for Dimensionality
Tests of dimensionality based on 5 year outcomes. Similar results obtained when using other outcome years.
Model2 df 2 /df 2 Reduction
Absolute null – all 9 indicators loading on a common dimension
630.53 24 26.27
All predictors as one factor, and all outcomes as one dimension
544.91 26 20.95 85.62
Precocity and ability as one factor, outcomes as separate dimensions
151.77 20 7.59 393.14
Hypothesized model 90.75 16 5.67 61.02
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Research Outcome ClustersResearch Outcome Clusters
0
1
2
3
4
5
6
0.4 0.8 1.2 1.6 2 2.4 2.8Log of publications
Log
of c
itatio
ns
Minors
Coase-Major Hybrid
Coases
Grinders
Stars
Majors