Creative destruction in science

Drawing on the concept of a gale of creative destruction in a capitalistic economy, we argue that initiatives to assess the robustness of findings in the organizational literature should aim to simultaneously test competing ideas operating in the same theoretical space. In other words, replication efforts should seek not just to support or question the original findings, but also to replace them with revised, stronger theories with greater explanatory power. Achieving this will typically require adding new measures, conditions, and subject populations to research designs, in order to carry out conceptual tests of multiple theories in addition to directly replicating the original findings. To illustrate the value of the creative destruction approach for theory pruning in organizational scholarship, we describe recent replication initiatives re-examining culture and work morality, working parents\u2019 reasoning about day care options, and gender discrimination in hiring decisions. Significance statement It is becoming increasingly clear that many, if not most, published research findings across scientific fields are not readily replicable when the same method is repeated. Although extremely valuable, failed replications risk leaving a theoretical void\u2014 reducing confidence the original theoretical prediction is true, but not replacing it with positive evidence in favor of an alternative theory. We introduce the creative destruction approach to replication, which combines theory pruning methods from the field of management with emerging best practices from the open science movement, with the aim of making replications as generative as possible. In effect, we advocate for a Replication 2.0 movement in which the goal shifts from checking on the reliability of past findings to actively engaging in competitive theory testing and theory building. Scientific transparency statement The materials, code, and data for this article are posted publicly on the Open Science Framework, with links provided in the article

Role-Play Discussion: A Technique for Engaging Students in Discussion

The role-play discussion technique is introduced, where students are given the role of parents dealing with bullying incidents in the school. This technique promotes active engagement in discussion for all members of a class by requiring each student to share information that was ostensibly provided by their child regarding the incidents. ‘Parents’ are given partial and sometimes false information and must come to conclusions about the events through discussion. A discussion leader (playing the principal) guides discussion of the events and possible solutions. Student evaluations of the exercise were quite favourable. Possible variations in the topics and format of the discussion are proposed. </jats:p

P499, fall16 - Objectification of children in early childhood

Do we objectify children in early childhood? This is a capstone project for partial fulfillment of a PLU psychology major

P499:Gendered mate selection within online dating contexts

This project explores how individuals select mates based on status, physical attractiveness and how consistent the potential mate is with gender stereotypes. Additionally, this project uses online dating contexts to capture a more accurate depiction of real world dating that is different from traditional dating

P499, fall16 - Objectification of children in early childhood

Do we objectify children in early childhood? This is a capstone project for partial fulfillment of a PLU psychology major

Introduction and Hypothesis

Summary of Hypothesis can be found in the Wiki. The introduction for this manuscript can be found under the file name "499_Kneeland_FTPM_Introduction" located in the file storage