制造柔性理论与实证研究综述

本文介绍了国外相关文献中制造柔性理论的若干研究方向及其主要成果,从制造柔性的概念、类型与环境变量的关系等方面的理论研究进行回顾,对制造柔性与企业绩效关系的实证研究进行归纳总结,并指出现有研究的不足,对未来的研究进行了展望。     

人力资本的激励因素研究

本文通过对人力资本的分析,围绕职业经理人和技术创新者的需求特征,对人力资本的激励因素进行了研究,建立了全方位的激励模型,形成了人力资本激励因素指标体系。     

社会科学成果转化现状及方法探究

针对社科成果转化被忽视的问题,通过对其现状分析,剖析了产生问题的原因,给出了适合社会科学成果转化的途径。     

事业型员工的忠诚度管理研究

通过问卷调查和比较方法,分析事业型员工的忠诚观、忠诚特征以及忠诚度培养需求等,并有针对性的提出提高事业型员工忠诚度的建议。     

新型农业科技传播体系的试构建——基于决策权和知识匹配程度的分析

组织的决策效率取决于决策权和知识间的匹配程度,当二者不匹配时,解决办法有两个:一是将决策权转移给有知识的人,二是将知识转移给有决策权的人。专业性组织一般应该采取第一种方案。目前国家农技推广机构由政府部门充当委托人的治理(？)结构,既加长了代理链,又造成了委托过程的行政化,而将委托权交给科研部门,既可提高对代理人行为的判断,又可缩短代理链,提高决策质量。     

基于期权博弈的技术创新投资的定量分析

本文基于期权博弈的框架,回顾了技术创新投资及其评估的研究,在技术创新项目投资作理论模型分析的基础上,对技术创新投资的期权博弈研究作了定量分析,并提出了进一步研究的方向。     

本科教学质量控制的可拓学思路

抓好本科教学是提高整个高等教育质量的重点和关键.本文应用可拓学的理论和方法,从影响本科教学质量的众多影响因素中找出关键因素,作为质量控制的关键质控点,从而为有效提高本科教学质量指明方向.     

开展"课题式研究",培养低年级本科生创新能力

本文结合教学实际,针对低年级本科生的特点,探讨了低年级本科生开展"课题式研究"活动的方法和效果;总结了开展"课题式研究"活动的经验和体会.     

情绪智力研究对我国高校人才培养的启示

有心理学家称情绪智力(emotional intelligence)是决定个体成功与否的决定因素,因而情绪智力越来越受到人们的重视,其研究成果逐渐辐射到包括高校人才培养在内的社会各个领域。情绪智力理论打破了认知智力一统教育天下的局面,迫使高校教育作出适当的调整,对高校人才培养有着重要的启示和意义。本文通过对情绪智力研究的相关成果的分析,探讨了对高校人才培养产生的启示,并试图构建新的人才培养模式。     

Research Trends in Science Education from 2003 to 2007: A content analysis of publications in selected journals

The present study was a follow‐up to Tsai and Wen’s (2005) earlier research, in which 802 articles published in the International Journal of Science Education, Science Education, and the Journal of Research in Science Teaching from 1998 to 2002 were analysed in terms of author’s nationality, research type, and research topic. In the present study a total of 869 papers published in the three journals from 2003 to 2007 were analysed, and the results were compared with those of Tsai and Wen. Moreover, this study also identified 31 highly‐cited papers published during 1998–2002 and 20 highly‐cited papers published during 2003–2007. The results showed that authors from countries other than the four major English‐speaking countries (i.e., the USA, the UK, Australia, and Canada) published an increasing number of articles in the past decade. During these five years (2003–2007), science educators showed relatively more interest in research topics involving the context of student learning. Besides, science educators have changed some of their research interests during 1998–2007, with a shift in the research topics from student conception learning and conceptual change (1998–2002) to student learning contexts (2003–2007). Moreover, the investigation of highly‐cited papers in the past decade revealed that studies on argumentation have gained significant attention among science educators.