Purpose The literature provides contradictory findings on planning contradictory findings on planning as a success factor in projects which entail high innovation. Nevertheless, new product development (NPD) research has mainly adopted the causation lens, in which planning plays an important role. By embracing the logic of effectuation, the purpose of this paper is to secure a wider perspective concerning how the various NPD options develop, taking into account the role played by uncertainty. Design/methodology/approach By adopting an inductive approach, the authors attempt to advance existing knowledge on the topic. The qualitative methodology (documentary analysis, content analysis and alternate templates) is adopted for the analysis of four NPD projects in the food industry in Spain. Findings Results reflect the relevance of the two perspectives considered when explaining the NPD process, with the presence of hybrid behaviour in all the projects and effectuation emerging as the dominant logic in the project linked to a greater degree of innovation and uncertainty. Research limitations/implications Projects involving varying degrees of innovation would seem to require different NPD approaches. This paper provides an initial approach to the subject, and it analyses a small number of firms. It is necessary to better understand to what extent the two logics are present in different types of projects. Practical implications By incorporating the logic of effectuation, firms might consider using NPD as a means of engaging in projects that entail a higher degree of innovation, since it offers ways of dealing with the uncertainty linked to such projects. Originality/value The paper contributes to the still early efforts to apply the perspective of effectuation to the area of NPD, by linking the logics of effectuation and causation to the various NPD processes taking account of their varying degrees of innovation and uncertainty (exploitation, exploration and leverage options).

The current work studies the role played by managers' mental models in organisational change processes. In particular, we consider managers' attitudes to organizational changes and how they influence decisions to initiate such changes. We have based our empirical analysis on the opinions of the company managers themselves, obtained through a questionnaire sent to a sample of Spanish firms. Our findings show that managers' evaluations of organizational change processes -whether favourable or unfavourable -condition their decision to initiate them. Likewise, we find that managers' evaluations of change processes will depend on the degree of acceptance and on its expected long-term effects.

r e S u M e n En esta investigación se analiza el efecto de distintas variables sobre el rendimiento académico. Para esto se toma como referencia el modelo 3P (presagio-proceso-producto). El estudio empírico se desarrolla con alumnos universitarios. Los resultados indican que el rendimiento conceptual difiere significativamente del rendimiento procedimental. Se constata que la capacidad explicativa de las variables de presagio resulta superior a las variables de proceso, tanto en el rendimiento conceptual como en el procedimental. Además, el estilo cognitivo, el género y la asistencia resultan factores determinantes del rendimiento académico en todas sus dimensiones. Así, los estudiantes más analíticos, varones y con alto nivel de asistencia obtienen mejores resultados. En el rendimiento procedimental y global afecta también la motivación y el autoconcepto académico. Palabras clave autores Rendimiento conceptual, rendimiento global, rendimiento procedimental, variables presagio, variables proceso. Palabras clave adicionales Psicología educativa, administración de empresas, investigación cuantitativa. a b S t r a c t The goal is to analyze the determinant factors of each of the academic performance dimensions. The theoretical foundation is the 3P model (presage, process, and product). The empirical analysis is developed with students of Business administration in their last academic year. The results show that the conceptual performance is difference from the procedural performance and that such difference is statistically significant. The presage variables are more relevant that the process variables explaining either the conceptual performance or the procedural performance. Furthermore, the cognitive style, the gender and class attendance are explanatory factors of the academic performance in all the three dimensions. Male students with higher analytic capabilities and high attendance are the ones with higher performance. Student motivation and academic self-concept are variables that contribute to explain procedural and global performance.

Purpose -The current work aims to study the discrepancies that arise between the observed stimulus and the perception that managers form this reality. Individuals' bounded rationality, the complexity of the observed reality and the influence of the managers' beliefs are among the factors that give rise to these discrepancies. Thus, one can distinguish between different types of cognitive biases: simplification biases, affective influence biases, and interaction biases. Design/methodology/approach -In the empirical application of this study, and using the narrative approach, this study analyses the opinions offered by CEOs of toy manufacturers about two questions: the current situation of their sector, and their firm's product portfolio. Findings -The study reveals that managers' perceptions do not coincide with the information obtained from other bibliographic sources. Hence the results confirm the presence of biases in their opinions, which derive from simplification processes in the manager's cognitive process and from the influence of their belief schema.Research limitations/implications -The adoption of the narrative approach determines the limitations of this research. On the other hand, the information used to test the managers' opinions is also the result of a perception process, which undoubtedly entails cognitive biases. Practical implications -This work examines the cognitive biases that are produced throughout the process of individual perception. Thus, the proposed model of perception stresses the factors that distort individual perception: the complexity of the stimulus and the individual's belief schema. Originality/value -This research analyses the reliability of managers' opinions using a qualitative methodology that includes various information sources.

Purpose The purpose of this paper is to explore self-regulated learning among university students, the role played by motivation and its impact on academic performance. This paper presents a teaching strategy aimed at self-regulation which draws on the educational value provided by the evaluation system. Design/methodology/approach This research includes a quantitative analysis to examine the dependency relation between self-regulation, motivational orientation and academic performance. The impact of the teaching strategy on the relation between self-regulation and academic performance is also explored. Findings The findings indicate that self-regulation is closely linked to motivational orientation and is a determining factor in academic performance. In addition, implementing a teaching strategy focussing on self-regulation alters said relation. Practical implications This research reflects the value of fostering the level of student self-regulation with a view to enhancing not only their current learning, but also the self-directed learning that will ensure professional success. The research also evidences the potential of the evaluation system for encouraging the development of self-regulation. Originality/value The conclusions to emerge from this research will help educators gain an awareness of the usefulness of strengthening student self-regulation and the potential offered by the evaluation system as a teaching resource. This research also merges extremely interesting elements – student self-regulation and the evaluation system – which to date have not been explored jointly.