全文获取类型
收费全文 | 122篇 |
免费 | 1篇 |
专业分类
教育 | 76篇 |
科学研究 | 16篇 |
体育 | 19篇 |
文化理论 | 3篇 |
信息传播 | 9篇 |
出版年
2023年 | 3篇 |
2022年 | 3篇 |
2021年 | 3篇 |
2020年 | 5篇 |
2019年 | 3篇 |
2018年 | 14篇 |
2017年 | 14篇 |
2016年 | 9篇 |
2015年 | 4篇 |
2014年 | 3篇 |
2013年 | 11篇 |
2012年 | 4篇 |
2011年 | 3篇 |
2010年 | 3篇 |
2008年 | 1篇 |
2007年 | 1篇 |
2006年 | 1篇 |
2004年 | 2篇 |
2003年 | 1篇 |
2002年 | 1篇 |
2001年 | 5篇 |
1995年 | 1篇 |
1993年 | 1篇 |
1991年 | 1篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1987年 | 3篇 |
1986年 | 2篇 |
1985年 | 3篇 |
1984年 | 2篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1981年 | 4篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1974年 | 2篇 |
排序方式: 共有123条查询结果,搜索用时 0 毫秒
121.
122.
Małgorzata Rymarzak Alexandra den Heijer Monique Arkesteijn Mathilda Du Preez 《Higher Education Quarterly》2023,77(3):447-464
Campus decision makers are increasingly expected to adopt ‘campus innovations’ (affecting real estate and different facilities), not only from the market and demand-led (external campus innovations), but also developed by the university's own scientists (internal campus innovations). The adoption of the latter can be driven and hindered by many unique factors that campus decision makers have not dealt with before. To provide insight into them, qualitative data were collected from 13 out of 14 Dutch research-intensive universities. The results indicate that internal campus innovations are driven by co-creation stimulation, collaborative partnership, transparency and accountability, and local development contribution. Their adoption, however, may be obstructed by barriers embedded in the interaction between campus decision makers and scientists, organizational university context, funds unavailability and innovations' supply-pushed characteristics. An increased understanding of these barriers and the practices to overcome them is crucial for universities' campus decision makers to actively engage in the adoption of internal campus innovations. 相似文献
123.
Tomasz Z. Zając Tomasz Żółtak Marek Bożykowski Mikołaj Jasiński 《European Journal of Education》2023,58(3):477-497
The expansion of higher education resulted in a growing interest in post-graduation labour market outcomes. Two conflicting narratives are present in the debate. The first focuses on the shortage of skills and the need for further expansion of the sector and seems to pertain mostly to science, technology, engineering, and mathematics (STEM). The second revolves around over-education and mismatch leading to graduate unemployment or underemployment. Such concerns pertain especially to humanities and social sciences. However, in this article, we argue that the STEM versus non-STEM opposition on which this debate is premised is not adequate for analysing post-graduation labour market outcomes. We leverage a unique administrative dataset comprising monthly records on the labour market status of the entire population of recent Polish university graduates (N = 161,323) to demonstrate the heterogeneity of the STEM category in terms of labour market outcomes and the limited predictive value of the field of study for those outcomes. We argue that the category is too broad and internally diverse to be used as an overarching category, especially in research meant to inform policymaking. 相似文献