What makes a product manager A dynamic capabilities view of product management
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Today's dynamic environments require constant product innovation and have led to significant changes in product development processes and the Product Management (PM) function. Despite its strategic importance, we still lack clarity about the competencies needed to succeed in a PM role, and educational opportunities are limited in undergraduate academic and professional development contexts. Consequently, this study uses a content analysis method to examine the extent to which competency resources, as well as contextual factors (i.e., firm size, age, sector), impact the PM function. We explore our research questions through a dynamic capabilities' perspective. Findings demonstrate that an organisation's desired resources when recruiting PMs are indeed influenced by contextual factors and that meta-skill resources predominate, followed by PM task-specific and domain resources. We contribute to research and practice by providing guidance to PM educators and trainers as well as developing a conceptual model for future research.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it