团队层面的高校学科团队创新绩效模型研究

本文在个人深度访谈和文献回顾的基础上,构建了团队创新绩效决定因素模型,并对中国高校86个学科团队的660名教师进行问卷调查,从团队层面验证了这一模型。结果显示:魅力型领导能力和行为、团队工作偏好、组织内创新环境通过团队创新气氛对团队创新绩效有显著影响;成员创新能力对团队创新能力有直接显著影响;成员创新行为既对团队创新行为产生直接效果,又通过创新气氛对创新绩效产生间接效果。效果分析得出:成员创新能力、成员创新行为和团队创新气氛对团队创新绩效整体效果较高,领导能力和成员创新行为对团队创新气氛影响较高。因而,提高团队创新绩效需从提高领导和成员能力、改善成员行为以及营造团队气氛入手。     

组织文化类型与组织绩效关系研究

采用路径分析验证组织文化的四种类型对基于平衡计分卡的组织绩效的影响.结果表明,平衡计分卡的四个维度之间存在因果关系;宗族文化、活力文化、市场文化、层级文化分别对学习与成长、内部流程、顾客维度以及财务维度有显著正向影响.因此,组织文化建设既要关注内部稳定、控制,又要关注外部变化、灵活.     

基于空间自相关的区域农地变化驱动力研究——以珠三角地区为例

近年来,随着社会经济的快速发展,农地保护工作压力逐渐增大,掌握区域农地变化规律及其驱动力是制定可持续土地利用政策的基础。本文以珠三角地区为例,利用2000年和2010年土地利用遥感监测数据、基础地理空间数据和统计年鉴数据,分析了该区农地变化特征,然后在构建传统Logistic模型基础上引入空间自相关因子,采用Auto Logistic模型从自然、社会经济、空间距离和土地利用特征的空间自相关性等方面探讨了区域尺度农地变化驱动力。结果表明:(1)2000-2010年该区耕地、林地等农地以净减少为主,景观破碎度有所提高,耕地成为建设用地扩张的主要来源;(2)农地属性变化和土地开发强度的空间自相关性均为农地变化的重要驱动力,其他驱动力中耕地变化主要受地均GDP变化、到最近铁路的距离、总人口密度变化、年日照时数倾向率等因子影响,林地变化主要受地均GDP变化、总人口密度变化、坡度、到最近道路等因子影响;(3)同传统Logistic模型相比,采用能反映土地利用特征空间自相关性的Auto Logistic模型更适用于区域农地变化驱动力研究。     

保险业的客户忠诚及其影响因素分析

论证了客户忠诚对保险业的重要性。并从保险公司的角度出发，分析了影响客户忠诚度的主要因素。在此基础上。提出了提高保险业客户忠诚度的方法和建议。     

软件企业R&D升级投资价值的期权定价模型

论文借鉴金融期权定价的思想和方法,通过建立R&D升级投资价值的柔性化评估模型,获得了R&D升级投资期权价值的解析式与最优投资准则。通过数值分析发现一个与传统相反的结论,R&D升级投资期权价值随无风险利率r和项目价值的波动率上升而下降,但随投资延迟损失率上升而上升。随后对这种结果进行了详细的解释,并分析了形成传统结论的原因。最后通过案例分析进一步阐释R&D升级投资的投资决策。     

融资结构理论与高新技术企业融资

以现代企业的债务融资和股权融资为基本框架，对融资结构理论进行回顾和探讨，深入分析高新技术企业的融资困难原因，结合高新技术企业的行业特点与成长周期，力求从理论与实践相结合的角度找出适合高新技术企业融资的策略和方法。     

Portuguese science teachers' education,attitudes, and practice relative to the issue of alternative conceptions

Many studies have shown that students of all school levels hold alternative conceptions that differ from the scientific conceptions transmitted by the school. These results raise some questions about the efficacy of traditional teaching and stress the need for using teaching strategies that explicitly take into account the alternative conceptions that students bring to the science classes. This issue has recently been raised and widely discussed throughout Portugal and the proposals for the new science syllabuses advise teachers to take it into account. However, the number of studies investigating both the teachers' attitudes towards this issue and the use of teaching strategies based on students' alternative conceptions is very limited. This article aims to present the results obtained from science teachers about their attitudes towards students' alternative conceptions and the use of teaching strategies based on these conceptions. The results may contribute to the planning of in-service courses.     

Book-Sharing for Parenting and Child Development in South Africa: A Randomized Controlled Trial

This study evaluated the impact of a parenting intervention on children’s cognitive and socioemotional development in a group of caregivers and their 21-to-28-month-old children in a low-income South African township. A randomized controlled trial compared an experimental group (n = 70) receiving training in dialogic book-sharing (8 weekly group sessions) with a wait-list control group (n = 70). They were assessed before the intervention, immediately following it, and at a six month follow-up. The intervention had positive effects on child language and attention, but not behavior problems, prosocial behavior, or theory of mind. Intervention caregivers were less verbally and psychologically harsh, showed more sensitivity and reciprocity and more complex cognitive talk. This program benefitted parenting and child development and holds promise for low-income contexts.     

Advancing opportunities for children’s informal STEM learning transfer through parent–child narrative reflection

This study examined whether families’ conversational reflections after a STEM (science, technology, engineering, and mathematics)-related experience in a museum promoted learning transfer. 63 children (M = 6.93 years; 30 girls; 57% White, 17.5% Latinx, 8% Asian, 5% African American, 9.5% mixed, 3% missing race/ethnicity) and their parents received an engineering demonstration, engaged in a building activity, and either recorded a photo-narrative reflection about their building experience or not at the museum. Thirty-six of these families completed a building activity with different materials weeks later at home, and the majority (77%) evidenced learning transfer of the building principle demonstrated at the museum. Those who participated in the photo-narrative reflection at the museum also showed learning transfer by talking more about STEM during the home building activity.