科技型新创企业的创业行为中介作用研究

目的 探索科技型新创企业创业能力维度、创业行为维度以及其对创业绩效的影响,深入分析创业行为在创业能力对创业绩效影响的中介作用。方法 基于访谈和问卷调查,通过对233家科技型新创企业创始人/创始团队成员的数据分析,并结合SPSS软件研究创业行为各维度对创业绩效的中介作用。结果 科技型新创企业的创业能力及其维度可以通过创业行为的“创始人及团队的资源利用与分配”和“目标市场战略选择”维度来实现创业绩效,并且会直接和间接的影响科技型新创企业的创业绩效。结论 创业行为各维度在创业能力与创业绩效之间具有部分中介作用。     

家族凝聚力与战略先动性

家族力量是否以及如何影响企业创业是当下家族企业研究亟需回答的问题。本研究从管家理论和代理理论的竞争性视角出发,把控制家族对企业创业影响的观察角度从家族涉入层次推进到家族关系层次,探讨家族凝聚力与战略先动性的关系及其作用机制。研究发现,凝聚力与企业先动性具有显著正向关系,组织规范和顾客导向在二者关系中起到中介作用。结论说明,"家和"可以成为创业的动力,为企业实践提供了有益的指导和可操作化的实现路径。     

乡镇农技推广机构职能弱化现象透视--以浙江省为例

本文通过对浙江省乡镇农技推广机构运行情况的考察,发现这一组织的推广职能已经不同程度弱化。除了推广机制的因素外,农业的“小部门化”趋势导致基层政府对农业和农业科技工作不重视;农枝人员对农业结构变化的不适应;从农人数和耕地面积减少也使基层农技推广队伍显得相对庞大。同时,各类非政府组织取代了原先政府农技推广组织的部分职能。因此,对农技推广制度进行变革是非常必要的。     

中介机构在技术创新扩散中的作用研究

在现代经济增长研究中,内部关联和共同发展作为新的主题出现,单个创新不再被看作扩散分析中最合适的单元,因此需要多元技术创新。本文在分析多元技术创新信息不对称的基础上,论述了中介机构对技术创新扩散的重要影响与作用。     

国外协会组织在科技中介服务体系中的作用及其启示

借鉴国外行业协会等民间组织在提供科技中介服务、促进科技进步等方面的成功经验,分析我国科技中介服务体系的发展现状,并指出在科技中介服务体系建设中应充分发挥行业协会等民间组织的联动作用,规范科技中介服务体系的发展,避免科技中介组织服务体系的行政化倾向。     

构建我国开放式科技中介信息服务体系

我国科技中介业发展的主要现状及问题是:区域结构不平衡,区域之间的开放与合作刚刚起步;主体结构不平衡,功能定位模糊;行业结构层次偏低,缺少有竞争实力的旗舰;科技中介服务业发展的软环境薄弱等。为了加快构建我国开放式科技中介信息服务体系,应从三个层次入手:一是构建联系我国区域之间的科技中介信息服务网络;二是构建联系我国各类创新主体在境内、外之间的科技中介信息服务网络;三是构建联系我国本土企业与跨国公司之间科技中介信息服务网络。     

技术创新水平、农业科技资源错配与农业科技生产率

基于2009-2017年农业科研机构省级面板数据为研究对象,从技术创新水平的中介角度分析农业科技资源错配与农业科技生产率之间的作用途径.研究发现,农业科技资源错配可以直接影响农业科技生产率,也可通过技术创新间接影响农业科技生产率;分区域来看,东部、中部地区技术创新水平表现为部分中介效应,西部地区技术创新水平中介效应不显著.因此,优化农业科技资源配置的政策措施需要从"直接"向"间接"转变,注重提升农业科技资源配置效率的同时更加注重科技创新能力的提高.     

Three dimensions of student-centred education: a framework for policy and practice

While the terms student-centred and learner-centred are used to describe a range of neo-liberal educational policies and practices around the world, the meaning is not clearly defined. This limits its utility as a concept in policy, research and practice. This article applies abductive reasoning to explore how student-centred education is theorised in academic literature and articulated within a sample of New Zealand school principals’ visions for their schools. The findings suggest that student-centred education can be synthesised into a conceptual framework that includes three overlapping dimensions; humanist, agentic and cognitive. The humanist dimension encompasses getting to know students as unique human beings, the agentic focuses on empowering students and the cognitive dimension considers each student’s learning progress. There was diverse understanding of what it meant to be student-centred by the principals with the humanist and agentic dimensions dominating. It is anticipated that educational outcomes for disadvantaged students would improve when the three dimensions are applied together. The proposed framework could be applied by policymakers, practitioners and researchers to enhance clarity of student-centred education policies and practices.     

Educators’ perceptions of learners with intellectual disabilities’ sexual knowledge and behaviour in KwaZulu-Natal,South Africa

Over the past two decades, comprehensive sexuality education has increasingly been recognised as a measure that positively impacts on the sexual behaviour of young people in Africa. Despite this, and a political call to scale-up the use of comprehensive sexuality education in schools in South Africa, learners with disabilities continue to be left behind. Besides contending with negative hegemonic constructs of disabled sexualities, educators of learners with disabilities lack skills and resources to teach sexuality in accessible formats. Based on this premise, a comprehensive sexuality education approach – Breaking the Silence – was developed and piloted to assist educators of learners with disabilities to provide access to comprehensive sexuality education in KwaZulu-Natal, South Africa. This article presents results from the formative evaluation of this pilot work and discusses educators’ perceptions of their learners with intellectual disabilities’ sexual knowledge, agency and behaviour after implementing the approach. Although educators appeared to situate learners with intellectual disabilities as sexual agents, their implementation of the approach was dependent on the cognitive ability of learners, and discourses of culture, gender and protection from violence.     

Structure reconsidered: Towards new foundations of explanatory transitions theory

The most prominent framework for studying socio-technical transitions to date is the multi-level perspective (MLP). While appreciated for its flexibility and usefulness for studying socio-technical transitions it has not been without its critics. In this paper we focus on the ontological foundations of the MLP and its (in)ability to explain transitions and how they come about. The purpose is to initiate development of an explanatory theory for socio-technical transitions, by carrying out an immanent critique of the ontological foundations of the MLP together with a methodological critique. We show that the ontological foundations of the MLP to a large extent inhibits explanatory capacity. The argument is fourfold: since structure and agency are understood as inseparable, (i) the causal influence of material properties are undervalued, and (ii) different degrees of structural constraint and freedom of actors are ignored. As a consequence (iii) transitions are reduced to shifts in the maturity and spread of socio-cognitive rules, without analysis of systemic change. Moreover, (iv) mechanisms are reduced to recurring patterns of events which cannot explain why some transitions fail while others succeed. To remedy these limitations we outline alternative critical realist foundations for transitions theory.