创新型文化与企业绩效关系的实证研究

本文通过对45家企业的512名员工进行问卷调查收集数据,采用路径分析法验证创新型文化、文化强度对企业绩效的影响。结果表明:创新型文化通过影响企业新产品/服务开发速度。对企业财务绩效、总体竞争力有显著正向效果;文化强度对企业财务绩效、总体竞争力有显著正向效果。     

企业竞争力的探讨

从国内外企业竞争力的研究现状出发，提出若干可资借鉴的研究角度：企业竞争力的形成一环境的关系、企业资源系统的协调运作形成企业竞争力、企业的内在和外部竞争力。在此基础上，从八个方面评价企业的竞争能力。结合中国企业的发展现状，进行更学入、更系统的企业竞争力研究做一铺垫。     

电子商务环境下ERP系统的发展与整合

ERP系统以管理的全面性、系统性,以及绩效显著,在发达国家得到广泛应用与推崇,并在我国也得到了一定程度的应用与发展。本文从系统工程的角度对电子商务环境下的ERP进行了分析与研究,提出了电子商务与ERP整合的方向与策略,为企业在电子商务活动中ERP的运用提出了有益建议。     

高校学科团队创新绩效决定因素研究

构建了团队创新绩效决定因素模型，并对86个高校学科团队的660名教师进行问卷调查，从个体层面验证了该模型。结果显示：领导能力、领导行为、成员创新能力、成员创新行为、团队工作偏好、组织内创新环境等因素对团队创新绩效有显著正效果；团队互动和团队创新气氛的中介作用显著。提出了提高团队创新绩效的建议。     

Robust stable pole-placement-based adaptive control of continuous linear systems with two parametrical estimation schemes

This paper deals with the pole-placement-type robust adaptive control of continuous linear systems in the presence of bounded noise and a common class of unmodeled dynamics provided that two estimation schemes are used in parallel. Both estimation schemes are introduced in order to minimize the plant identification error by selecting, as plant parameter estimates, a convex combination of both parameter estimates which leads to the selection of one of the estimation schemes, via a switching rule, on time intervals of at least a minimum prefixed residence duration. The weights of the individual parameter vector estimates are provided at each time by an optimization or suboptimization scheme for a quadratic loss function of the possibly filtered tracking error and/or control input. The robust stability of the overall adaptive scheme is ensured by an adaptation relative dead zone which takes into account the contribution of the unmodeled dynamics and bounded noise. The basic results are derived for two different estimation strategies which have either a shared regressor with the plant or individual regressors for the input contribution and its contributed derivatives. In this second case, the plant input is obtained from a similar convex combination rule as the one used for the estimators in the first approach. An extension of the basic strategies is also pointed out including a combined use of the (sub) optimization scheme with a supervisor of past measures for the on-line calculation of the estimator weights in the convex combination. Finally, the extension of the scheme for the use of any number of parametrical estimators is focused on.     

The Mediating Effects of Approaches to Learning on the Academic Success of First-Year College Students

Students’ personal predictors of academic success are particularly relevant for first-year college students, given the specific challenges that these students face when entering higher education (HE). Academic success in HE has been related to multiple factors, including the students’ approaches to learning (SAL), satisfaction (linked to commitment and persistence), study time (effort), and prior academic achievement. This study analyzes the combined effect of these predictors on perceived academic success. Data from 247 students was collected using the Approaches and Study Skills Inventory for Students and other specific measures to assess presage and process variables of academic success. Although academic success is multidimensional and difficult to explain, factors such as prior academic achievement, satisfaction with the course, SAL, and study time contribute to explain perceived academic success in first-year college students.     

Enhancing the Popularity and the Relevance of Science Teaching in Portuguese Science Classes

PARSEL Project emerged from the urgent need to overcome the problem of lack of scientific literacy in the population, which should be a priority in a society where science occupies a central place. Indeed, nowadays for any citizen to participate in a responsible and informed way in society he has to be scientifically acknowledgeable. Nevertheless, not only are scientific levels low in the general population, but also there is an increasing number of students who avoid science and technology courses and related professions. Within this context, PARSEL aims at raising science and scientific courses’ popularity and relevancy as well as at enacting teachers’ professional development. In order to achieve these goals, the PARSEL group developed 54 pan-European modules, which were tested and evaluated by several teachers in several European countries and Israel. Teachers maintained a close relationship with the university, were highly encouraged to appropriate the modules and to adapt them to their local conditions and, also to discuss and share their experiences. In Portugal, modules were tested by a group of eight teachers, and their students. This paper presents data concerning teachers’ evaluation. Data was collected by means of interviews, observation and written documents and reveals that teachers positively evaluated PARSEL’s impact on their own professional development. Furthermore, they considered modules as well as the teaching-learning approach essential for making science learning relevant and popular for their students.     

Bullying in Italian schools: the role of perceived teacher unfairness

The principal aim of the study is to examine the role of perceived teacher unfairness in predicting bullying behaviour. Data were taken from the “Health Behaviour in School Aged Children” project, a cross-sectional survey investigating health behaviours among early adolescents in selected European countries. Bullying behaviour (bully, victim, and bully/victim), perceived teacher unfairness and others confounding factors were measured through a self-administered questionnaire filled out by a representative sample of 4,386 (48.4% males) Italian students (11, 13, and 15 years old). Covariates included demographic characteristics, socioeconomic status, school performance and other psychological factors. After adjusting for age and gender, teacher unfairness showed a significant association with being a bully (OR = 1.59; CI = 1.40–1.80) and a bully or victim (OR = 1.47; CI = 1.21–1.78). This relationship remained significant after additional adjustment for several potential confounding factors. Results show that characteristics of the school setting such as teacher unfairness can be significant predictors of involvement in bullying behaviour among early adolescents.     

Accounting for exogenous influences in performance evaluations of teachers

Students’ evaluations of teacher performance (SETs) are increasingly used by universities. However, SETs are controversial mainly due to two issues: (1) teachers value various aspects of excellent teaching differently, and (2) SETs should not be determined on exogenous influences. Therefore, this paper constructs SETs using a tailored version of the non-parametric Data Envelopment Analysis approach. In particular, we account for different values and interpretations that teachers attach to ‘good teaching’. Moreover, we reduce the impact of measurement errors and a-typical observations, and account explicitly for heterogeneous background characteristics arising from teacher, student and course characteristics.