企业竞争力研究进展述评

对近年来企业竞争力相关文献进行了较全面的回顾和逻辑梳理,分别从经济学分析框架和管理学分析框架两个视角综述了企业竞争力理论范式的演进历程,并根据文献研究,将企业竞争力的来源及评价方法进行了描述性统计和分类比较.在深入剖析现有文献的基础之上,分析当前文献研究的主要特点和存在的一些不足之处,同时,提出了进一步发展和完善的研究方向.     

The effect of progressively increased physical efforts on visual evoked potentials in volleyball players and non-athletes

We assessed the effect of physical effort with increasing intensity on neural activity in the visual pathway in volleyball players (n = 10) and non-athletes (n = 10). Participants performed three 10-min tests of increasing intensity on a cycle ergometer. Each participant was assigned individual workloads below the lactate threshold (40% [Vdot]O(2max)), at the lactate threshold (65-75% [Vdot]O(2max)), and above the lactate threshold (80% [Vdot]O(2max)). Four recordings of visual evoked potentials were made: pre-exercise and immediately after each of the three subsequent tests. We assessed neural activity of the visual pathway by examining the amplitude and latency of the N75, P100, and N135 components of the visual evoked potentials waveform. Pre-exercise P100 wave latency was shorter (P < 0.05) in volleyball players than in non-athletes. In non-athletes, the latency of P100 following the first and second effort (40% and 65-75% [Vdot]O(2max)) was reduced compared with pre-exercise (P < 0.01). However, P100 latency increased and P100 amplitude decreased after the third test (80% [Vdot]O(2max)) in non-athletes. In contrast, no significant changes in the latency or amplitude of visual evoked potentials were observed in the athletes in the three tests. Neural conductivity in the visual pathway after exercise might be at least partially dependent on the individual's personal training adaptation status.     

Ingroup norms, intergroup contact and intergroup anxiety as predictors of the outgroup attitudes of majority and minority youth

This study focused on the interplay of perceived parental and peer norms and the quality of intergroup contact in predicting outgroup attitudes among majority and minority youth. In addition, the role of intergroup anxiety on the contact-attitude association was studied simultaneously with the effects of social norms. 225 adolescents (93 Finnish majority and 132 Russian-speaking minority youth) were surveyed. As was hypothesized, the effects of intergroup contact and social norms on the outgroup attitudes were different depending on the group status: perceived norms and the quality of intergroup contact had a joint effect on outgroup attitudes only among minority youth. While perceived norms and contact experiences affected the outgroup attitudes of majority group members independently of each other, minority group members’ negative contact experiences were associated with negative attitudes towards the majority only when the perceived ingroup norms supported the expression of negative attitudes. Surprisingly, intergroup anxiety mediated the contact-attitude association only in minority youth, and the effect of contact quality on outgroup attitudes was stronger among the minority than among the majority. The results are discussed in relation to the specific intergroup context in question. It is suggested that both positive ingroup norms and pleasant personal contact experiences play a crucial role in the formation of positive attitudes among minority as well as majority youth, and in some contexts positive norms may be even more important than positive intergroup contact.     

Educational trajectories of LIS students: Continuities and transformations

The information sector is a dynamic disciplinary and professional field, located in a fluid social and technological environment. The educational choices of students in library and information science (LIS) departments is an important aspect of the process through which they construct their ambitions, plans, and future capabilities, and so research on students' choices and their educational careers as social processes is also important. Through a detailed consideration of case study accounts of students from LIS departments in Greece, the argument for the importance of social and cultural factors in the formation of students' identity is advanced. Data were collected in two research phases using a questionnaire survey and semi-structured interviews. Analysis of data demonstrates the complexity of the process of making educational choices, revealing how individual, family, social, and institutional factors interrelate with the ways young people cope with contingencies, and with social and personal relations. How these complex influences facilitate or impede students' trajectories within higher education institutions is also shown, as well as how they act upon the construction of their pedagogic identities. Of considerable significance is the finding that students from lower social class backgrounds tend to form pedagogic identities that are fragile. By contrast, students from families with significant amounts of cultural and social capital are in a position to exploit the academic and social resources of institutions, and to construct embedded identities with a strong scientific basis. More research is needed to illuminate how LIS departments could develop mechanisms to reduce such discrepancies.