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51.
Xiao-Ling Jin Zhongyun Zhou Matthew K.O. Lee Christy M.K. Cheung 《International Journal of Information Management》2013
This study theorized and validated a model of knowledge sharing continuance in a special type of online community, the online question answering (Q&A) community, in which knowledge exchange is reflected mainly by asking and answering specific questions. We created a model that integrated knowledge sharing factors and knowledge self-efficacy into the expectation confirmation theory. The hypotheses derived from this model were empirically validated using an online survey conducted among users of a famous online Q&A community in China, “Yahoo! Answers China”. The results suggested that users’ intention to continue sharing knowledge (i.e., answering questions) was directly influenced by users’ ex-post feelings as consisting of two dimensions: satisfaction, and knowledge self-efficacy. Based on the obtained results, we also found that knowledge self-efficacy and confirmation mediated the relationship between benefits and satisfaction. 相似文献
52.
Matthew Rafferty 《Research Policy》2008,37(1):29-40
This paper examines the relationship between university research and development (R&D) activities and the Bayh-Dole Act. This act made it much easier for universities to obtain patents from research funded by the federal government and may have provided universities with an incentive to alter their R&D activities. The Act may provide an incentive to reduce basic research (which does not generate licensing fees) and increase applied research (which does generate patents and licensing fees). In addition, industry might be more willing to fund university R&D projects since the results would now be easier to patent. This paper differs from the existing literature which uses patent data (a measure of research output) by using research and development data (a measure of inventive input) to examine the effect of the Act. 相似文献
53.
Angela Hollman Matthew R. Bice James Ball Nate Bickford Alex B. Shafer Sonja Bickford 《The American journal of distance education》2013,27(4):267-282
ABSTRACTAlthough scholarship is important in higher education and faculty productivity expectations are continually increasing, we still do not understand the holistic view of faculty productivity. This study takes a different viewpoint on faculty productivity examining differences by university classification and by discipline. Most importantly, we sought to obtain the effects of the delivery mode of terminal degree on later faculty productivity. The mode of terminal degree via Internet delivery looks attractive to students, but this study found that this has implications for future research productivity. These three elements illustrate a different scope that has important implications for administrative leaders looking to hire future faculty as well as students thinking about becoming a future faculty member. To capture this view, 600 faculty members from 59 American universities were surveyed. From this survey, five different variables emerged to create an overall faculty scholarly productivity factor. This factor was then compared against university classification, discipline, and mode of terminal degree. Results showed surprising significant differences between university classifications and disciplines as compared to scholarly productivity. One of the most noteworthy findings was that there is a significant difference in faculty productivity based on the mode of terminal degree. Furthermore, no difference in later faculty scholarly productivity exists between that of a hybridized, online degree and a purely online degree. Again, these results indicate significant finds which have a high influence on faculty scholarly productivity, which holds important implications for the future of the university. 相似文献
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Ashleigh M. Day Sydney O’Shay-Wallace Matthew W. Seeger Shawn P. McElmurry 《Communication Studies》2019,70(3):352-376
Safe, clean water is necessary for health and well-being. Water issues affect minority and vulnerable populations at disproportionate rates, including the poor and racial and ethnic minorities. An investigation of the relationships of race, social media use, and informational sources during the municipal water crisis in Flint, Michigan, reflects an instrumental view of communication and uses and gratifications theory in this study. Data from 208 Flint residents in 2016 indicated that African American respondents favored interpersonal networks and resources and were more likely than other racial groups to obtain current information about the water crisis via Instagram. Preferred channels and sources to receive additional crisis information varied on the basis of race. 相似文献
56.
Matthew E. Ritzman 《Performance Improvement》2016,55(1):14-22
Workplace bullying is a significant problem impacting both individual performance and performance of organizations as a whole. This article describes how a systematic approach was utilized by focusing on the organizational subsystem of human resources as it relates to preventing, identifying, and addressing workplace bullying. Human resource (HR) professionals play a vital role in applying anti‐bullying policies and performance improvement interventions. The article outlines the interventions and policies utilized by HR professionals to alleviate and manage bullying that have been cited in the literature. 相似文献
57.
Journal of Science Education and Technology - Both complex systems methods (such as agent-based modeling) and computational methods (such as programming) provide powerful ways for students to... 相似文献
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Mark H. Zmudy Matthew D. Curtner-Smith Jeff Steffen 《Sport, Education and Society》2013,18(4):465-480
Sport pedagogy researchers have contributed much to the literature on physical education teaching by describing the participation styles of children, youth and young adults in various settings. The purpose of this study was to describe the participation styles of children enrolled in two consecutive week-long summer adventure camps. Primary participants were 31 elementary and middle school students. Secondary participants were the two adventure educators (AEs) responsible for carrying out all the instruction at the camps. Data were collected using a variety of qualitative techniques and analysed using standard interpretive methods. Nine participation styles were identified indicating that the children in the camps had differing experiences of adventure education and varying degrees of success. Some of the participation styles had similar characteristics to those discovered previously in middle school physical education. Despite these similarities and unlike the middle school setting, there was no indication that a hierarchy of participation styles existed and, consequently, there was no sign of any bullying. Reasons for this difference may well have been the heavy focus on affective objectives within adventure education, much lower student–teacher ratios, higher levels of supervision and management, and greater instructional intent and skill. 相似文献
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