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11.
(International) R&D collaboration and SMEs: The effectiveness of targeted public R&D support schemes
This study analyses the impact and effectiveness of targeted public support for R&D investment at the firm level. We test whether the policy design aiming at incentivizing (international) collaboration and R&D in SMEs achieves input as well as output additionality. Our results show that the targeted public subsidies trigger R&D spending, especially so in internationally collaborating SMEs. We further evaluate the different impact of privately financed and publicly induced R&D investment on innovation performance. The results confirm that the publicly induced R&D is productive as it translates into marketable product innovations. While both types of R&D investments trigger significant output effects, the effect of policy-induced R&D investment on sales from market novelties is highest for international collaborators as well as for SMEs. 相似文献
12.
Hanna Zagefka 《Int J Intercult Relat》2009,33(3):228-241
Although ethnicity frequently features in current quantitative social psychology, it is rarely theorised. This paper starts by reviewing how ethnicity has been conceptualised in other social sciences. A working definition of ethnicity is provided, and an argument for moderate constructivism is advanced. Then, it is discussed how ethnicity has been treated in some of the major traditions in quantitative social psychology, and problems arising from this are highlighted. Firstly, the way ethnicity is discussed in much psychological work leads to a terminological confusion. Secondly, an overly strong focus on generic identity processes prevalent among some social identity researchers bears the danger of excluding a range of important phenomena related to ethnicity from scientific observation. Thirdly, the way in which ethnicity is conceptualised in much of quantitative social psychology (as evinced by psychological theorising, writing, and methodological choices) is incompatible with the notion of ethnicity as constructed. Ignoring the constructed nature of ethnicity has negative consequences for our ability to interpret research findings, for the well-being of participants, and it can have negative ethical and political implications. Practical steps that might be taken in order to avoid these perils in future research are discussed. 相似文献
13.
In this article, we examine how the ideal university graduate is constructed in the European Commission’s documents on entrepreneurship education (EE). Our analysis illustrates how persuasive policy language determines the standards for educating entrepreneurial graduates to optimally meet the needs of the liberal market economy. We argue that the policy discourse on EE reformulates the idea of being academically educated. In the context of building the European knowledge economy, EE has become a significant theme that establishes neoliberal ideals, redefines the values of European university education, and generates instrumental and one-dimensional understanding of the purpose of university education. 相似文献
14.
S. S. Hanna 《Publishing Research Quarterly》1990,6(2):37-43
What happens when an author undertakes a supplementary marketing campaign to university librarians? S. S. Hanna, the author of a comic account of finding a publisher, added to the efforts of the Iowa State University Press some communications of his own. The details of his campaign, and some of its results, are offered. 相似文献
15.
Changdai Kim Kyung Wha Min Sook Kyeong Yune Hanna Choi Eun Hye Gong 《Asia Pacific Education Review》2008,9(2):221-232
This study examined employees’ perceptions of interpersonal competence at work through the research methodology known as concept
mapping. The purpose of this study was to identify the phenomenally derived components of interpersonal competence in work
environments and employees’ underlying cognitive structures of interpersonal competence at work. Multidimensional scaling
analysis indicated that the participants conceptualized interpersonal competence in the following two dimensions: (i) work-specific
domain versus general domain and (ii) unilateral domain versus bilateral domain. In addition, hierarchical clustering on the
MDS coordinates produced six clusters: Caring & Considerate, Sociable & Out-going, Kind & Gentle, Reliable & Leadership skills,
and Confident & Responsible. Our results were discussed with respect to future research and educational approaches to the
issues surrounding interpersonal competencies at work. 相似文献
16.
17.
Not all young children benefit from book exposure in preschool age. It is claimed that the ability to hold information in
mind (short-term memory), to ignore distraction (inhibition), and to focus attention and stay focused (sustained attention) may have a moderating effect on children’s reactions to the home literacy environment. In a group of 228 junior kindergarten
children with a native Dutch background, with a mean age of 54.29 months (SD = 2.12 months), we explored therefore the relationship
between book exposure, cognitive control and early literacy skills. Parents filled in a HLE questionnaire (book sharing frequency
and an author recognition checklist as indicator of parental leisure reading habits), and children completed several tests
in individual sessions with the researcher (a book-cover recognition test, PPVT, letter knowledge test, the subtests categories
and patterns of the SON, and cognitive control measures namely digit span of the KABC, a peg tapping task and sustained attention
of the ANT). Main findings were: (1) Children’s storybook knowledge mediated the relationship between home literacy environment
and literacy skills. (2) Both vocabulary and letter knowledge were predicted by book exposure. (3) Short-term memory predicted
vocabulary over and above book exposure. (4) None of the cognitive control mechanisms moderated the beneficial effects of
book exposure. 相似文献
18.
Hanna Dumont Ulrich Trautwein Oliver Lüdtke Marko Neumann Alois Niggli Inge Schnyder 《Contemporary educational psychology》2012
This research examines whether parental homework involvement mediates the relationship between family background and educational outcomes such as academic achievement and academic self-concept. Data from two studies in which grade 8 students (N = 1274 and N = 1911) described their parents’ involvement in the homework process were reanalyzed via structural equation modeling. Perceived parental homework interference and perceived homework-related conflict were negatively related to students’ academic development, whereas perceived parental support and perceived parental competence to help with homework were positively related to academic outcomes. Although there were small associations between some aspects of parental homework involvement and family background variables, parental homework involvement did not mediate the relationship between family background and educational outcomes. Findings highlight the need for differentiated conceptualizations of parental homework involvement as well as detailed analyses of the processes underlying the association between family background and educational outcomes. 相似文献
19.
Fred J. Hanna 《Counselor Education & Supervision》2012,51(3):222-234
The proposed freedom paradigm is briefly reviewed as an overarching framework that may provide a structure for integrating the counseling profession and counseling theories. Freedom is defined and discussed in terms of four modalities: freedom from, freedom to, freedom with, and freedom for. This is followed by a response to comments on Hanna's (2011) article and addresses such topics as the nature of practice, the value of techniques, hypnotherapy, and the applicability of the paradigm for mental health professionals in general. A further clarification of counseling toward object orientation and internal control is also included. 相似文献
20.
Thomas Goetz Hanna Cronjaeger Anne C. Frenzel Oliver Lüdtke Nathan C. Hall 《Contemporary educational psychology》2010
The present study investigated the relations between academic self-concepts and the emotions of enjoyment, pride, anxiety, anger, and boredom as experienced in mathematics, physics, German, and English classes (N = 1710; grades 8 and 11). In line with our hypotheses derived from appraisal-based emotion theories and self-efficacy research, within-domain relations between self-concepts and emotions were relatively strong and notably stronger within quantitative domains (mathematics and physics) than verbal domains (German and English). Also consistent with our hypotheses, stronger relations between self-concepts and emotions were observed among older students. Self-concept and emotion relations further differed as a function of the specific emotion assessed, with pride showing the strongest and boredom the weakest relations with academic self-concepts in the four domains assessed. Methodological and educational implications as well as directions for future research are discussed. 相似文献