图书馆的非正式组织的成因分析及应对方针

文章运用组织管理学知识,对图书馆非正式组织现象进行了分析,重点描述了带有某种“政治色彩”的非正式组织的特点,并对这类非正式组织产生的原因进行了探讨,就解决这类非正式组织的问题提出了应对方针。     

非正式网络对研发团队创造力的影响研究——以共享心智模型为中介变量

国内外学者迄今很少研究非正式网络与团队创造力的关系,对于团队外部非正式网络也没有给予足够的关注。以共享心智模型为中介变量,基于181个研发团队的数据,构建并验证了研发团队(内部和外部)非正式网络与团队创造力的关系。研究表明:团队内部、外部非正式网络与团队创造力均呈倒U函数关系;团队内部非正式网络与两类共享心智模型(任务式和协作式)均显著正相关,团队外部非正式网络与协作式共享心智模型显著正相关;团队内部非正式网络通过两类共享心智模型的中介作用影响团队创造力,团队外部非正式网络通过协作式共享心智模型的中介作用影响团队创造力。     

Research on teaching practicum – a systematic review

The aim of the present study is to conduct a systematic review research which focuses on research studies into the school practicum. In order to identify the main issues and also to provide a contemporary picture of practicum, 114 studies published on the topic are reviewed and analysed in terms of: (i) aims, (ii) main participants, (iii) methodology used and (iv) the main outcomes emerging. Many of the reviewed studies take pre-service teachers as their main participants. The review also shows that many practicum studies are relatively small-scale studies since they are mainly qualitative focused and findings derived from a relatively small sample. This suggests that more large-scale studies are needed in the field in order to provide greater insight into teaching practicum. Finally, this systematic review provides some food for thought in the area of practicum research and promotes further studies in this complex field.     

Gender structure and women’s agency: toward greater theoretical understanding of education for transformation

Under the research radar, and yet highly influential in transformation of practices concerning the social understanding and enactment of gender, are women-led non-governmental organizations (WNGOs). Their continued efforts to reconfigure gender identities and their impact on public policy formation have expanded notions of citizenship and democracy as well as moved social justice to greater levels of concreteness. This article seeks to contribute to the literature by probing the role of WNGOs as educational institutions that both create and disseminate knowledge about gender inequalities and gender justice and, in so doing, foster the formation of assertive individual and collective identities that subsequently influence the public arena through their advocacy of measures to reduce inequalities between women and men. The work by these WNGOs confirms the theoretical premise that to effect social change, new knowledge must be created by the very groups that seek to alter the disadvantageous conditions that confront them.     

Ten Salient Practices of Undergraduate Research Mentors: A Review of the Literature

This paper identifies salient practices of faculty mentors of undergraduate research (UR) as indicated in the extensive literature of the past two decades on UR. The well-established benefits for students involved in UR are dependent, first and foremost, on high-quality mentoring. Mentorship is a defining feature of UR. As more and different types of colleges and universities strive to meet student demand for authentic scholarly experiences, it is imperative to identify what effective UR mentors do in order to ensure student engagement, quality enhancement, retention, and degree-completion. We offer an original analysis of the literature on UR mentoring in which we identify 10 significant “lessons learned,” or evidence-based practices of effective UR mentors that apply broadly across disciplines, students, institutions, and mentoring approaches.     

Address Forms in Chinese and English-Speaking Culture

Address forms is one of markers of politeness and is an indispensable part of communication. An appropriate address form promotes interpersonal communication smoothly. An address form is polite in one ...     

Academic leisure crafting: More than a respite to breath?

In the context of the increased frustration and anxiety around managerialism of universities, this article explores how a group of 11 academics, from three different universities, diverse disciplines and levels are responding collectively outside of their work. Moreover, it tracks the enactment of the ‘Slow Swimming Club’, initiated by the author and jointly participated in and shaped by these academics. The club represents a particular form of leisure crafting, called slow swimming. Using an autoethnographic approach, the impact of the Slow Swimming Club was explored over a 10-year period. The article reflects on the initial effect of this practice, around an individualised compensatory respite from the academics’ feelings of frustration and insecurity. This respite was framed in terms of temporal and aesthetic task crafting. The article then reflects on how the external, counter-performative nature of leisure crafting has opened up time and space for job crafting, back in their universities. The differentiating feature of this research is around the role of academic agency in moving beyond respite towards structural contestation and more systemic change. It also highlights the importance of the relationship between leisure and work within this crafting process. Through placing the aesthetic and temporal dimensions in the foreground, the article offers a significant conceptual contribution to crafting typology. It also extends slow scholarship, by advocating an embodied, sensual and experiential response to the fast pedagogies of managerialism.