核心能力与战略多元化发展——基于通用电气公司的实证分析

不同于在技术和市场两方面关联度极低或全无关联的多角化发展,战略多元化是指创新型企业基于长期发展的核心技术和市场能力与经验,在技术或市场上,抑或在技术和市场两个领域都拥有极强关联性的多元化创新发展。多角化发展除金融性投机行为以外,在长期运营中不仅不能有效利用企业已有的技术和市场资源及能力优势,而且会为企业增加不必要的学习成本及能力与经验习得成本,而战略多元化则可以发挥和发掘企业的核心优势,进一步增强企业的核心竞争力。通用电气公司是战略化发展的典型,通过分析其在20世纪50年代分权化改革时建立的多个分部和下属事业部的业务运营,可以从历史发展的纵向角度,以历史资料为实证研究基础,清晰展现其战略多元化的发展状况。     

对多元化经营战略的全方位思考

在现代市场经济中,任何一个企业要想生存与发展,就必须不断地适应市场变化,选择恰当的企业发展战略。在20世纪20年代以前,大多数企业都进行专业化经营,到了20～40年代,西方发达国家的企业开始进行多元化经营,并在60～70年代达到高潮,成功地带动企业的高速成长。据统计,1970年,美国最大的500家工业企业中,从事多元化经营的占94%,其中,通用电气公司被认为是跨行业多元化经营战略的成功典范。从多元化经营的动机和多元化经营的优缺点出发,论述采用多元化经营战略应具备的条件,提出实施多元化的策略。     

矩阵式结构理论及其在高校体制建设中的应用

20世纪50年代末在美国一些大公司诞生了矩阵式结构组织。这种组织将组织管理中的垂直联系和水平联系、集权化和分权化较好地结合起来,工作目标明确,行动反应迅速,是一种既讲分工又重视协作的新型结构组织。文章分析了矩阵式结构组织的起源、特征和缺点,探讨了高校的各种组织结构的模式,结合实际介绍了矩阵式结构理论在高校体制建设中的应用。     

建构巨型大学组织与管理模式应注意的问题与理想取向

大学巨型化是20世纪中后期高等教育出现的一种现象，并迅速成为高等教育发展的趋势。目标多元、规模巨大、结构复杂等十分突出的组织特性，使得巨型大学在其组织与管理模式的建构过程中必须注意直线与参谋、集权与分权、层级与幅度的关系。委员会管理模式下的多方参与决策和多样化负责、二元权力结构下的双重组织模式、学院制组织架构下的分权管理是建构巨型大学组织与管理模式的理想取向。     

英美两国课程管理的态势比较与分析

英美两国具有相同的文化渊源,都以法律的形式确立了课程管理的地方分权制.20世纪80年代以来,两国政府对课程的干预逐步加强,产生课程集权化的趋势.两国在强制执行国家课程的同时,亦赋予地方一定的课程管理空间,以调动学校和教师的积极性.课程管理改革的集权与分权一直伴随着两国课程改革的始终.未来更显现出注重课程集权与分权的协调与统一,确立课程标准,建立和完善统一考试制度的趋势.其目的在于追求优异的教育质量.     

“集群式模块课程”理论在教育中的运用

随着科学技术的发展,特别是心理学、教育心理学的发展,及产业结构和职业结构的不断调整,世界中等职业教育课程改革出现了多元化局面。如德国双元制职业教育、加拿大的CBE职业教育、国际劳工组织的MES职业教育等我国从20世纪80年代末期就开始对中等职业教育课程模式进行研究和开     

德国大学学术组织的演变与改革

本文阐述了德国大学学术组织的发展与历史演变,重点分析了德国大学典型的学术组织结构和20世纪60年代以来德国大学学术组织的创新与改革,总结了从中得到的启示和借鉴。     

企业科技创新与科技人才政策——以通用电气公司战略发展与科技人才政策的互动分析为例

美国通用电气公司等高科技企业的长期创新发展离不开科技进步.科技人才的研发贡献是科技进步的重要保证.公司招揽、保留和激励科技人才,在实现其自身科研事业追求的同时,服务于公司的长期发展,已成为公司重要的科技人才政策.科技人才在顺应公司发展战略、研发新技术和产品过程中,通过新知识和研发经验的积累,又不断研发出新的科技成果,推动公司进入新的多元化业务领域.这样,在公司战略发展和科技人才政策间形成一种良性互动,推动通用电气公司的长期创新发展.     

课程政策的趋同关注与文化抵制——20世纪八九十年代日韩两国课程政策研究

20世纪八九十年代,崛起的日本和韩国在课程政策上一改对美国的简单模仿,进行了体现文化反思特点的课程改革。其间,日韩课程改革及政策有明显的课程内容差异化、管理分权化、评价多元化的特点。这些课程政策表现出纳入文化异质国家美英教育传统与经验的迹象,其文化假设与日韩的教育传统的文化假设明显不同,课程政策的文化抵制成为课程领域中的重要问题。     

美国公立高等教育分权改革述评

20世纪80年代早期和90年代中后期,美国公立高等教育分权改革出现过两次高峰。公立高等教育传统管理体制所暴露的诸多弊端以及新公共管理理念的盛行等因素推动了美国公立高等教育分权改革。州政府颁布弹性管理法案、大学系统向各分校分权、州政府削弱或解散州级高等教育协调机构和设立特许高校是美国公立高等教育分权改革的主要表现形式。     

School disciplines,social representations,and the construction of the didactics of history,geography, and civics

The author presents a concept of the didactics of history, geography, and civics that seeks to link, through a single dynamic, the civic, political, and social goals of school knowledge with everyday classroom practice and pupils' learning. Two concepts occupy the heart of this construction: those of school disciplines and social representations. The concept of school disciplines addresses the fact that school knowledge is a creation of the school, designed to enable it to achieve the social goals it is assigned. A school discipline is thus a particular combination of goals, content (in the form of shared knowledge), methods, and practices. The concept of social representations is a tool serving to analyze knowledge as theories of the natural and social world, its production, and its reception by the different actors involved.     

Kierkegaard,musical performance,and the relation and differentiation of the sexes

This paper is a critical evaluation of what is believed by the author to be Kierkegaard's subjective, ambivalent, and arbitrary stereotyping of women. In particular, the paper examines the Kierkegaardian notion of equality, essential feminine characteristics, and finitude. The result is an attempt to apply Kierkegaard's ideas to those issues pertaining to inequality in musical performance; as well, a plea is made for the demystification of the notion of woman as whore or Madonna.     

Cowan,Whiteness, Resistance to Brown,and the Persistence of the Past

In this paper, I examine the use of litigation as a strategic tool of resistance for thwarting school desegregation. Utilizing Cowan v. Bolivar County Board of Education as a case study, I argue that, despite losing the constitutional right to racially segregate public schools according to an explicit white supremacist doctrine, whites in Bolivar County, Mississippi, were successful in stemming the impending tide of social change associated with school desegregation through litigation. Litigious resistance not only provided southern whites with a racially moderate epistemology for undermining school desegregation regionally, but their legal challenges to school desegregation also laid the groundwork for non-southern white animus toward all federal education policies that promoted racial inclusion.     

Plato, Dewey, and the Problem of the Teacher's Authority

ABSTRACT An examination of contemporary publications in the philosophy of education reveals that the authority of the teacher is being eroded. As teachers derive their authority from the democratic state and its compulsory education laws, the undermining of their authority indicates the undermining of the authority of the democratic state and its laws. A comparison between Plato and Dewey from this point of view reveals that this state of affairs is the upshot of the collision between the principle of authority and the principle of liberty, and that this collision constitutes the basic problem of democracy as well as of education for democracy. The challenge to contemporary education is consequently that of exploring ways leading to the rehabilitation of the authority of the teacher.     

Femininity,science, and the denigration of the girly girl

Hyper-femininity and the construction of the ‘girly girl’ label have been documented widely, but there has been less attention to their content (or any distinctions between these constructs). Indeed, it can be argued that the content of femininity remains a controversial and somewhat under-researched topic in feminist scholarship. This is also the case in relation to science, which has been widely characterised as a masculine terrain, but there has been less attention to why femininity is excluded from/by science. This article attempts to unpick some of these issues, with a particular focus on the construct of the ‘girly girl’, in relation to access to science. Drawing on qualitative data from the Economic and Social Research Council-funded ASPIRES 2 project, we analyse the discourses used by young people and parents in discussion of ‘girly girls’ and physics. We show the misogynist and excluding discourses projected onto the ‘girly girl’, and indeed that are used to interpolate femininity more broadly. We found that in discussions of science and (hyper-)femininity, even potentially positive feminine attributes were denigrated. Hyper-femininity was produced as ‘more than lack’: vacuous, but also a risible presence. In reflecting on our findings we consider whether femininity may be more derided in some discursive contexts (e.g. science discourse) than others, and whether femininity can or should be conceived as more than lack.     

Community Colleges,the Media,and the Rhetoric of Inevitability

Community college practitioners frequently bemoan negative or stereotypical representations of community college students and community college life in general in the popular media. Saturday Night Live skits and satirical news reports in The Onion enjoy poking fun at community colleges, while mainstream news outlets often fail to challenge stereotypes of community colleges as lacking academic rigor. Those frustrated by these portrayals should know that the press overwhelmingly lauded 2 year colleges during the early decades of the “junior college” movement. Such reporting celebrated the new institutions' missions, and praised their speedy growth as components of public education. In fact, the press often implied that these new campuses reflected an inevitable step in the evolution of American higher education. This paper analyzes media reports about public 2 year colleges (at the time called junior colleges) published during the 1920s and 1930s. The term junior college is used in this historical review since the term was common during the era in question.     

主位理论、主位推进模式与翻译

借助功能语言学主位和主位推进模式有关理论来分析语篇的衔接、信息分布、连贯、语篇发展以及译者如何利用这些分析结果充分解读翻译源文,在以语篇为翻译单位时,采取何种相应的翻译对策,生成在功能和效果上与之相当的目的语语篇。     

Social and ethical dimension of the natural sciences, complex problems of the age, interdisciplinarity, and the contribution of education

In view of the complex problems of this age, the question of the socio-ethical dimension of science acquires particular importance. We approach this matter from a philosophical and sociological standpoint, looking at such focal concerns as the motivation, purposes and methods of scientific activity, the ambivalence of scientific research and the concomitant risks, and the conflict between research freedom and external socio-political intervention. We then point out the impediments to the effectiveness of cross-disciplinary or broader meetings for addressing these complex problems and managing the associated risks, given the difficulty in communication between experts in different fields and non-experts, difficulties that education is challenged to help resolve. We find that the social necessity of informed decision-making on the basis of cross-disciplinary collaboration is reflected in the newer curricula, such as that of Greece, in aims like the acquisition of cross-subject knowledge and skills, and the ability to make decisions on controversial issues involving value conflicts. The interest and the reflections of the science education community in these matters increase its—traditionally limited—contribution to the theoretical debate on education and, by extension, the value of science education in the education system.     

魏晋南北朝隋唐时期民族史观的演变

魏晋南北朝隋唐时期是中国历史上民族史观发生突出变化的历史阶段。这种变化从它的历史形式来说,体现在民族观与民族政策等方面;从史学形式来说,则在史家的主体认识、史书的编撰思想中得到了更为具体、深入的体现;在民族理论问题上,正反两方面的理论总结,成为历史形式与史学形式相结合的产物,并勾勒出这一时期民族史观演进的大致轨迹。