绩效预算:示范性高职院校建设的政策导向

随着示范性高职院校建设计划的推进,建设资金使用所体现出的效益性愈来愈明显,辐射作用越来越强。这就要求项目院校以示范性建设为契机,加强制度创新和内涵建设,建立起以绩效管理为核心的预算管理新体系,资金使用上全面引入绩效预算的理念,采取＂项目管理、绩效考评＂的方法,逐步实现从投入管理向绩效管理的转变,树立管理和改革的示范。     

示范性高职院校实行绩效预算管理的思考

示范院校建设得到了中央和地方两级财政的大力支持,示范建设资金的使用采取"项目管理、绩效考评"的方式,它对学校现有的资金管理方式是一个挑战.绩效预算管理是一种"产出式"预算管理方式,它注重对资金使用的效用评价.从而实现资源的优化配置和有效使用.绩效预算管理方式是示范高职院校预算管理的发展方向.笔者从示范经费带来的成效为切入口,分析现有预算管理方式存在的问题,提出实行绩效预算管理的建议.     

平衡计分卡在示范建设项目绩效管理中的应用

根据平衡计分卡的基本原理,结合示范院校建设项目绩效管理的实践,将示范建设项目目标转化为包括财务、客户、内部流程、学习提高等具体因素在内的绩效考核框架,以期为示范院校的绩效管理提供实用参考。     

基于内涵建设的高职院校绩效管理的探讨

绩效管理是高职院校人力资源管理工作的核心,是我国高职院校实现内涵建设的重要支撑,是高职院校战略管理的重要工具。文章从我国高职院内涵式发展基点出发,剖析了当前高职院校绩效管理现状,论述了实施基于高职院校内涵建设的绩效管理的作用及如何构建其系统,其中重点探讨了绩效指标体系建设需遵循的原则、要完成的设计与应采取的措施。     

高职院校实施绩效津贴的实践与思考

高职院校正在经历由规模发展向内涵建设转移的过渡期,如何有效地激励高职院校教师和管理人员工作积极性,提升工学结合、课程改革、行政效率的创新力度,实施绩效津贴是内涵质量建设的关键所在.本文从高职院校实施绩效津贴的必要性的讨论出发,针对绩效津贴改革中存在的问题,提出了完善措施.对高职院校实施绩效津贴的改革实践进行的研究,为高职高专院校教师与管理人员的分配制度改革提供了有价值的参考.     

高职院校内部绩效预算管理系统的研究

本文分析了高职院校建设目标、部门目标与绩效之间的关系,构建了高职院校绩效指标形成及考核体系与对绩效和预算进行综合分析与评价的模型,探索了根据量化的绩效指标编制预算的新方法,实现了绩效与预算的合理链接,最终形成了高职院校内部切实可行的绩效预算管理系统,实现了绩效管理和预算管理的统一,为高职院校内部管理的改革提供了新模式。     

示范院校建设:理念、机制、绩效——以浙江金融职业学院为例

示范院校建设是中国特色高职教育的重要实践探索。作为第一批示范院校,浙江金融职业学院创新建设理念和思路,完善组织机制和制度,发动师生全程参与,精心培育优质成果等具体作法,彰现了国家实施示范院校建设计划的重要意义和成效,具有较强的示范意义和借鉴作用。     

高职院校二级学院绩效管理研究

构建科学的绩效管理体系对于高职院校师资队伍建设具有重要的意义。文章分析了绩效、绩效评价与绩效管理的内涵及区别,论述了高职院校二级学院绩效管理体系的设计原则,探讨了在高职院校二级学院实施绩效管理的内容和程序。     

高职院校教师绩效管理问题及对策研究

做好教师的绩效管理是师资队伍建设和高职院校人力资源管理的重要环节,是学校实现战略发展目标的关键。本文在阐述高职院校绩效管理概念的基础上．指出目前高职院校在绩效管理过程中存在的问题．并针对性地提出了改进高职院校教师绩效管理的对策。     

新时代背景下地方本科院校绩效工资分配方案研究

高校要有效推进"双一流"建设、"新工科"建设、地方本科院校转型、创新创业教育等工作,需要通过绩效工资分配调动教师的积极性。本文通过对地方本科院校绩效工资分配实施现状进行分析,提出在地方本科院校绩效工资改革中要紧扣地方本科院校的应用型特征,明确了奖励性绩效分配的问题,以及强化学校统筹、匹配分类管理、应用考核结果和简化分配办法的基本思路。以与国家、省有关的人事管理政策为依据,相关理论为指导,设计了地方本科院校按岗位、重实绩、多劳多得、鼓励创新的基础性与奖励性绩效工资相结合的结构与发放办法,并提出了相应的保障措施,为相关高校提供参考。     

成就目标理论与大学生有效学习

Elliot和Pintrich在逻辑推论和实证研究基础上,将成就目标划分成掌握趋近目标和掌握回避目标、成绩趋近目标和成绩回避目标,不同的成就目标可激发学习者产生不同的动机过程,对学习产生不同的动力和调节作用,从而影响其学习的指向与结果.     

高职院校毕业生就业现状及其获得成就现象分析

从江苏省高职院校抽取三所大学(淮安信息职业技术学院、常州信息职业技术学院、南京信息职业技术学院)随机抽取930名高职作为研究对象,以区域、年级、性别、专业四个维度,通过对高职院校毕业生就业现状及其获得成就现象分析发现:(1)高职学生个人取向成就动机明显高于社会取向成就动机;(2)因学校区域不同,高职学生成就动机存在显著差异;(3)因年级不同,高职学生成就动机存在显著差异;(4)因性别、专业不同,高职学生成就动机不存在显著差异。     

“政绩”变“政债”的原因及对策分析

一些领导干部不从实际出发片面追求政绩,给当地留下沉重的债务,使“政绩”变成了“政债”。“政绩”变“政债”一般有三种表现：急功近利,透支开发使“政绩”成“政债”;贪大求洋,“花瓶工程”使“政绩”成“政债”;邀功心切,“献礼工程”使“政绩”成“政债”。其形成因主要有：用人导向有偏差;政绩考核不合理;政绩观不正确;决策过程不科学;政绩成本意识不强。针对上述情况,应采取树立正确的用人导向;扩大干部选任工作的民主;准确评价鉴别干部的政绩;讲究决策的科学化与民主化等措施。     

大学生自我效能感、成就动机与成就目标定向的关系探究

目的：考察大学生自我效能感、成就动机和成就目标定向的性别差异及相互关系。方法：采用自我效能感量表、成就动机量表和成就目标定向问卷对300名南阳师院在读本科大学生进行问卷调查。结果：自我效能感、成就动机和学习目标定向在性别上差异极显著;成就动机在自我效能感和学习目标定向之间起完全中介作用。     

对我国商事信用制度实现路径的思考

当今社会,信用已被作为一种非常重要的社会资源和文明理念,而商事信用则在社会信用体系中居于领衔地位。商事信用制度的构建与完善最终要落脚于制度本身的有效实现,其内容表现和实现路径均在法制化与社会化的双向思维下得以全面表达。     

Rethinking the Relationship Between Reading and Behavior in Early Elementary School

ABSTRACT

Considerable research has investigated the link between academic achievement and social behavior. The authors set the context for their work by reviewing some of the research that has been done. To address similarities and limitations in previous research, they included concurrent ratings of behavior from teachers and children's performance on multiple measures of reading in their analyses. The authors provide an empirical analysis of the relationship between behavior and achievement using structural equation modeling that illustrated comparable outcomes to previous research and discuss their findings as a base for directing attention to the importance of teaching behavior as well as academic skills in efforts to prevent learning problems and failure in school.     

Factors affecting writing achievement: mapping teacher beliefs

The intersection of teacher beliefs with writing achievement in schooling is a key concern of this paper. The paper reports part of a two‐year Australian study that set out to examine in detail how it is that teachers judge Year 5 students' literacy achievement using writing as the case instance. In what follows, we examine the data in the form of concept maps that the teachers them selves made available showing their beliefs about, and insights into the factors that affect student writing achievement. Drawing on these maps, we highlight the range of teacher‐identified factors, including those relating to in‐class behaviour, motivation, attitudes to school learning, social and cultural backgrounds, oracy and even life circumstances. Additionally, we address how the identified factors function, operating either as standalone elements or within a dynamic network of inter‐relationships.     

Cross-lagged cross-subject bidirectional predictions among achievements in mathematics,English language and Chinese language of school children

This study aimed to explore the cross-lagged association of achievements in mathematics and languages. While the effect of language on achievements in mathematics is well-documented, few studies have examined the reciprocal relationships among mathematics, the Chinese language and the English language in the same study. This study conducted a secondary analysis of longitudinal achievement data collected through the Territory-wide System Assessment (TSA) in Hong Kong. The sample comprised 48,547 third-grade, unbalanced bilingual students who were measured three times over six years: in 2007 (in Grade 3), 2010 (Grade 6) and 2013 (Grade 9). Multilevel cross-lagged analysis found prior achievement in a subject was the strongest predictor of achievement in that subject three years later. Furthermore, cross-subject bidirectional prediction was found among achievements in mathematics, Chinese language and English language for students from Grade 3 to Grade 6 and from Grade 6 to Grade 9.     

成就目标、自我效能、学习策略和学业成就的关系研究

对545名中学生进行测量，以探讨成就目标、自我效能、学习策略与学业成绩的关系。结果表明：掌握目标、成绩目标与自我效能、学习策略有显著的正相关，回避目标与自我效能、学习策略存在显著的负相关，自我效能与学习策略有显著的正相关；掌握目标、自我效能和学习策略与学业成绩有显著的正相关，而回避目标与学业成绩则有显著的负相关；学习策略直接影响学业成绩，成就目标和自我效能对学业成绩的影响是间接的。     

Incremental beliefs of ability,achievement emotions and learning of Singapore students

This study investigated the relationships of students’ incremental beliefs of math ability to their achievement emotions, classroom engagement and math achievement. A sample of 273 secondary students in Singapore were administered measures of incremental beliefs of math ability, math enjoyment, pride, boredom and anxiety, as well as math classroom attention and disruption. In addition, students’ end-of-year math achievement scores were collected from school records. The hypothesised mediation model was supported in structural equation modelling analysis. Incremental beliefs of math ability were associated positively with math enjoyment and pride, and negatively with math boredom and anxiety. Achievement emotions fully mediated the relationships of incremental beliefs of math ability to classroom engagement and math achievement. Incremental beliefs of math ability were associated positively with classroom attention through math enjoyment and pride, negatively with classroom disruption through math anxiety and positively with math achievement through the two outcome-related emotions, math pride and anxiety. The findings and implications are discussed in the academic context of Singapore.