并购溢价与创新实现渠道：选择抑或协同渠道

创新是引领发展的第一动力,创新能力在企业竞争中的重要性日益凸显,但自主创新往往风险较高,且周期较长,越来越多的企业选择通过并购以实现快速创新。并购促使企业创新实现的方式主要包括选择高创新能力标的企业和与标的企业实现协同创新两种模式,亦即选择渠道与协同渠道。本文以A股上市公司为样本予以实证。研究发现,相较于并购前主并企业的创新能力而言,并购溢价越高,并购后企业整体创新能力地提升越强,选择渠道成立;而相较于并购前并购双方的创新能力而言,并购溢价与并购后通过协同产生的增量创新之间未能呈现显著相关关系,协同渠道不成立。进一步检验发现当被并购企业为高新技术企业时,并购溢价更高;过高的并购溢价可能会降低主并企业自身的创新能力,再次证实和证伪了选择渠道和协同渠道。本文揭示了上市公司在并购创新渠道选择上的倾向性,建议企业在并购时及并购后应更多的考虑企业间的协同效应,而非仅关注标的企业的创新能力,监管机构则需加强对高溢价并购的监管,以防范其对上市公司自身运营可能造成的危害。     

‘Making the grade’: a grounded theory explaining the student experience of Asian and Middle-Eastern postgraduates in a British university

The aim of this study was firstly to describe the experiences of international students living and studying in a UK university, to understand and explain their responses to those experiences and to make recommendations to stakeholders in the light of the findings. The research found that international students’ two biggest concerns are their English language skills and their detachment from domestic students. International students were surprised at the size of the challenges they faced and worked hard to bridge the gap between their academic and sociocultural skills and those needed in the UK. International students provided emotional, practical and academic support to each other, but the academic support they offered to each other was not always reliable. International students engaged in a process of identity change during which they gained the skills they needed to be academically successful. Recommendations in regard to the academic and pastoral support of international students are made.     

Can We Learn From Student Mistakes in a Formative,Reading Comprehension Assessment?

This article describes an ongoing project to develop a formative, inferential reading comprehension assessment of causal story comprehension. It has three features to enhance classroom use: equated scale scores for progress monitoring within and across grades, a scale score to distinguish among low‐scoring students based on patterns of mistakes, and a reading efficiency index. Instead of two response types for each multiple‐choice item, correct and incorrect, each item has three response types: correct and two incorrect response types. Prior results on reliability, convergent and discriminant validity, and predictive utility of mistake subscores are briefly described. The three‐response‐type structure of items required rethinking the item response theory (IRT) modeling. IRT‐modeling results are presented, and implications for formative assessments and instructional use are discussed.     

Comparing the curriculum development process in special (MLD) schools: a systematic qualitative approach

ABSTRACT

The present paper describes a comparative study of ten special schools for pupils with moderate learning difficulties in England and Wales. Qualitative analysis of interview data and curriculum documentation collected from the schools provide a model of the curriculum process which is firmly grounded in the data. Comparisons across the categories of the model indicate strong differences between the schools in certain categories, e.g. use of objectives, specification of curriculum intention, monitoring of pupil progress and curriculum evaluation.     

¿Software para hacer pensar? Sobre la yuxtaposición de los sistemas simbólicos

Una de las ideas más viejas y resistentes que forman parte del acervo habitual de los críticos de la cultura es la de la competitividad e incompatibilidad de los lenguajes y sistemas de símbolos (palabra-imagen, etc.). Lo que parece ser sólo una manifestación más dè la necesidad de zanjar la complejidad de las cosas con la toma de partido y la división entre buenos y malos. Pero las investigaciones de los últimos años sobre creatividad e imagen y ahora sobre el ordenador, nos obligan a revisar la idea y a adoptar una posición más constructiva y optimista. El artículo de Dickson subraya, además de ese aspecto constructivo de la multi-representación, otro valor esencial y no demasiado comentado del ordenador: su capacidad de interlocutor y maestro de ceremonias en ese diálogo constructivo de lengua a lengua. Alumnos y profesores parecen tener un papel más gratificante en esa nueva concepción educativa del ordenador.