人才、管理、赛事——中国武术散打职业化发展的三个向度

中国武术散打职业化发展是武术产业市场化发展的必然结果,也是散打改革的必由之路。为加快推动散打职业化发展步伐,释放武术散打商业价值,拓展武术产业经济,特展开对中国武术散打职业化发展路径的研究。根据研究目的的需要,运用文献资料法、逻辑分析法等研究方法,对武术散打职业化发展进行探析,并具体从人才、管理、赛事三个制约中国武术散打职业化发展的关键环节展开研究。研究认为:人才是中国武术散打职业化发展的根本支撑,并应着重培养运动员人才、经纪人才和管理人才;管理是中国武术散打职业化发展的制度保障,并应成立职业散打组织、建立面向市场的运行机制、赋予法律保障;赛事是中国武术散打职业化发展的市场动力,并应改革规则赛程、打造品牌赛事、保障赛事稳定。     

Literature Review of Effects of Organisational Culture on Foreign-Educated Returnees at Universities in Yunnan

I propose to research on the topic of how organisational culture impacts upon cultural adaptation of foreign-educated returnees at universities in Yunnan and how to manage communication in the process of cultural adaptation and reintegration.In the literature review section,I review the major literature surrounding the role the foreign-trained returnees have played in China’s higher education.I also discuss the tensions between new returnees,senior returnees,locally trained young and senior scholars,and management in the organisational contexts of Chinese higher education.     

谈“辅导员工作坊”在学习型辅导员团队构建中的作用

采取切实有效的措施加强辅导员队伍建设,是做好新时期大学生思想政治工作的关键。通过阐述辅导员工作坊设立的意义,探讨辅导员工作坊在构建学习型辅导员团队中的作用,探索高职院校辅导员队伍建设的新途径,在促进辅导员队伍科学化和专业化水平提高中发挥积极作用。     

高校就业指导师资队伍专业化建设若干思考

职业发展与就业指导课是高校对学生开展就业指导的主阵地,就业指导师资队伍的专业化程度直接影响到就业指导课的质量.就业指导课作为新兴的课程,要健康发展,就必须有一支资历结构合理、学历结构合理的专业化教师队伍,但现有的就业指导教师队伍存在着专业理论有待提高、专业实践少、培养与培训的力度不够、社会角色认同感低和教学评价低等问题,严重制约了就业指导课的教学质量.因此,学校在就业指导教师队伍建设上应承担起主要责任,从统筹规划就业指导师资队伍建设、加大培养与培训力度、完善教学评估体系、建立有效的激励机制和建设专兼结合的教师队伍等途径提升就业指导教师队伍专业化水平.     

Communicative signaling of occupational fitness: How innovative ability is expressed and assessed

ABSTRACT

This study investigates how individuals working in the innovation field communicatively define the nature of their work and make assessments of others’ innovative ability. Drawing on signaling theory, this work explores what communicative signals are valued within an ambiguous professional context. Interviews with 36 innovation workers revealed that individuals perceive this emerging occupational role as comprised of skills and traits that vary in how easily they are communicatively expressed, and in turn what forms of communication allow these dimensions to be evaluated. These findings inform the development of a grounded model for communicatively assessing innovative ability. This work extends our theoretical understanding of how signals of professionalism are actively, and communicatively expressed and assessed in new occupational settings.     

试论大学教师文化建设

有关大学组织文化的研究是近年来高等教育管理研究的热点问题之一。本文从大学组织文化的内涵开始,阐述了大学教师文化是大学组织文化的重要组成部分,大学教师不仅是大学组织文化建设的主体力量,而且发挥着主导作用。通过对当前大学教师文化的特征及影响因素的分析,提出了建设优秀大学教师文化的基本途径。     

Infusing educational technologies in the heart of the university—A systematic literature review from an organisational perspective

Educational technologies have experienced unprecedented prominence on university agendas with many institutions motivated to keep the lessons learned from the COVID-19 sparked transition with regard to online teaching. In response to this renewed interest in ensuring the longevity of educational technologies in higher education, this systematic review analysed the various organisational factors—for example, leadership, infrastructure, strategy—considered essential in the literature for the successful implementation of educational technologies. Specifically, we reviewed 1614 papers published in five prominent educational technology journals in the last decade. From this sample, we identified 47 papers that discussed organisational factors. Drawing on these studies, we constructed an organisational framework, which outlines the different organisational factors, actors and processes involved in implementing educational technologies. The identified organisational factors are structured into three main categories: (1) Leadership and Strategy, (2) Infrastructure and Resources and (3) Recognition and Motivation. Our aim was to further the scholarly understanding of the organisational layer involved in digital change as well as provide concrete recommendations for practitioners.

Practitioner notes

What is already known about this topic

• Previous research has stressed the importance of taking organisational factors such as infrastructure, leadership, strategy and staff commitment into account when implementing educational technologies.
• However, review papers have failed to systematically organise these studies to create a comprehensive understanding of the organisational factors involved in implementing educational technologies and ensuring their longevity at an institution.
• There is currently a high level of interest in how educational technologies can be implemented in the higher education landscape, as many institutions are facing the question of what lessons they can learn from the crisis and how they can continue on their path of digitalisation.

What this paper adds

• This review paper addresses a gap in our scholarly understanding of the organisational layers involved in the implementation of educational technologies in higher education institutions (HEIs).
• This paper provides a framework on organisational factors, which influence the implementation of educational technologies in HEIs.
• This review paper demonstrates that bottom-up and opinion leadership, support structures tailored to the need and time of faculty as well as recognition and incentives have the largest impact on a sustainable implementation of educational technologies in HEIs.

Implications for practice and/or policy

• Universities should create structures that enable innovation and creativity by promoting bottom-up and opinion leadership as well as shared decision-making processes as they are important for the successful implementation of educational technologies in HEIs.
• Besides providing a reliable and suitable infrastructure, institutional support and resources in terms of technical advice and training tailored to specific needs, should be in place when planning the implementation of educational technologies in HEIs.
• The additional workload instructors face when implementing digital teaching should be recognised and incentivised as it strengthens instructor engagement which is crucial for the implementation of educational technologies in HEIs.

     

技术转移机构的专业化:理论内涵和发展实践

提升技术转移机构服务能力是推动科技成果转移转化、完善国家创新系统建设的重要抓手，“专业化”已经成为改造和升级技术转移机构服务能力的共识。但尚未有研究从理论层面系统探究技术转移机构的专业化是什么、如何发展等问题。文章借鉴职业社会学和医学专业主义相关研究，结合技术转移发展实际，创新性提出技术转移机构专业化概念。在此基础上，以专业知识、社会需求、职业身份为基础构建分析框架，利用多案例分析方法探讨技术转移机构的专业化发展实践，并提出发展建议。本文不仅扩充了社会治理的理论边界，还为技术转移机构的实践发展提供有益参照。     

Academics' commitment and job satisfaction: Tenure- vs. non-tenure-track in South Korea

This study analyses academics' commitment and job satisfaction according to full-time non-tenure-track (FTNT) and full-time tenure-track (FTT) in South Korea's changing academic environment. Data were collected from the 2018 Academic Profession in the Knowledge-Based Society Survey. One-way analyses of variance show no statistically significant differences in professional commitment (PC) and organisational commitment (OC) between FTNT and FTT academics, but FTNT academics exhibit significantly lower job satisfaction. Hierarchical linear regression models indicate that OC positively relates to job satisfaction, but PC is not statistically significantly associated with job satisfaction. This study argues that work conditions and stable positions are important factors in job satisfaction, though committed academics are likely to remain with the profession and organisation. These findings have implications for the treatment of academics and for university hiring and promotion procedures in today's changing academic environment.