新兴经济体中企业国际多样化与创新绩效:所有权结构的调节效应

国际化已成为新兴经济国家企业实现创新追赶的一种重要战略。然而,现有研究对于新兴经济国家企业国际化与创新的关系机制缺乏关注。本文整合组织学习理论和制度理论视角,探索了国际多样化对创新绩效的影响,以及所有权结构的调节效应,并以中国制造企业为样本进行了实证检验。研究发现,企业国际多样化对创新绩效具有显著正向影响;跨国公司入股正向调节国际多样化与创新绩效之间的关系;而国有控股对国际多样化与创新绩效关系的调节效应并不显著。研究结论对于新兴经济国家企业国际化具有理论贡献和实践意义。     

Mining learning social networks for cooperative learning with appropriate learning partners in a problem-based learning environment

Many studies have identified web-based cooperative learning as an increasingly popular educational paradigm with potential to increase learner satisfaction and interactions. However, peer-to-peer interaction often suffers barriers owing to a failure to explore useful social interaction information in web-based cooperative learning environments. This easily leads to learners being unable to seek appropriate learning partners for facilitating effective cooperative learning. This problem frequently causes poor learning effectiveness in web-based cooperative learning environments. Generally, instructor assigned or learner selected learning peers cannot ensure to compose suitable learning partners for individual learners in cooperative learning environments. A suitable learning partner can help the learner, who is learning in the personal way and encounters the difficulty, to solve problems. Inappropriate learning partners cannot only easily lead to poor learning interaction and achievement, but can also lead to the meaning of cooperative learning being lost. Although many web-based learning systems have already been developed to assist cooperative learning, supporting peer-to-peer interaction in computer-supported cooperative learning (CSCL) is still immature. As a result, this study presents a novel scheme for recommending appropriate learning partners for individual learners utilizing mining of learning interactive social networks in a cooperative problem-based learning (PBL) environment. Results of this study show that the proposed scheme helps encourage learners to interact with learning peers more actively and positively, and facilitates learning performance in a cooperative PBL environment.     

技术联盟伙伴选择因素与联盟绩效的关系研究

通过文献研究,提取了影响技术联盟伙伴选择的兼容性、能力、承诺三个重要因素,结合技术联盟知识转移为核心的特性,引入伙伴的知识共享程度这一因素,从而构成伙伴选择的"1S-3C"因素,在对各因素与技术联盟绩效的关系进行分析的基础上,提出了研究假设,构建了技术联盟伙伴选择因素与联盟绩效之间的关系模型,通过问卷调查收集相应数据,运用结构方程模型对概念模型和相关假设进行了验证。     

Reduced psychiatric symptoms at 6 and 12 months’ follow-up of psychotherapeutic and psychoeducative group interventions for children exposed to intimate partner violence

BackgroundLong-term follow-up studies of interventions for children exposed to intimate partner violence are few, and the sustainability of their outcomes often remains unexplored and uncertain. Current research including follow-up assessment suggests that treatment gains may be maintained or continue post termination. In addition some children may show increased levels of symptoms.ObjectiveThe present effectiveness study investigated the long-term outcomes of two established group interventions for children exposed to intimate partner violence and their non-offending parent.Participants and SettingThe study included 50 children, 24 girls and 26 boys, aged 4 to 13 years attending a psychotherapeutic child and adolescent mental health service intervention and a psychoeducative community-based intervention.MethodsBackground information, child and parental mental health problems, trauma symptoms, and exposure to violence were assessed pre- and post treatment and at 6 and 12 months’ follow-up.ResultsSustained treatment gains and late improvements in children’s internalizing and externalizing symptoms and in symptoms of traumatic stress were recorded from post treatment to the follow-up assessments (p = .004– .044; d = 0.29–0.67). No significant increase in symptoms was reported. Additionally, very little continued or renewed child exposure to violence was reported.ConclusionsThe results of the study indicate that the children did benefit from the two interventions studied and that the outcomes of reduced child symptoms and protection from exposure to violence were sustainable. Children with severe trauma symptoms benefited the most, though maternal psychological problems may for some have hindered recovery. Clinical implications are discussed.     

Analysis of the dynamics of the sharing knowledge between cooperating teacher and teacher-in-training： The partners＇ respective roles

Collaboration is becoming increasingly important in the realm of education （Novoa, 2004）. For instance, as soon as training is undertaken, the future teacher must develop an ability to cooperate in a pedagogical context. However, in order to learn to make a relevant contribution to a teaching team＇s undertakings and to provide innovative suggestions in pedagogical matters （Gouvernement du Quebec, 2001）, the student teacher needs solid backing from the cooperating teacher. A student teacher＇s willingness to reflect on and to question his own teaching practices will create a much more promising learning context （Portelance ＆ Durand, 2006）. Reciprocally, the cooperating teacher will make a positive contribution to the student teacher by accepting that his positions be questioned and even altered （Johnston, Wetherill ＆ Greenebaum, 2002）. It is the dynamics of sharing of knowledge and know-how in this partnership that retains our interest. From 2004 to 2007, the researchers carried out a study of the subject by examining four practicum sessions at high school level in a number of Quebec schools. To gather data, the researchers used written questionnaires, individual interviews, as well as recordings of conversations between student teachers and their cooperating teachers. These conversations pertain to the conception and to the execution, by the student teacher, of teaching-learning situations. These dialogues were integrally transcribed and processed by N＇vivo, software designed to analyze qualitative data. the researchers present a typology of the respective roles taken on by the two partners in their discussions. The cooperating teacher reveals himself to be an advisor, a transmitter of information and a teacher. The student teacher also takes on the role of transmitter of information, as well as that of reflective practitioner, among others, the researchers observed that the conversations are usually carried out in an egalitarian spirit and, in some cases, give rise to co-construction of practical knowledge.     

网络嵌入性对企业选择合作技术创新伙伴的影响

利用QAP回归方法分析了网络嵌入性(包括关系嵌入性和结构嵌入性)对企业选择合作技术创新伙伴的影响。Cantner(2006)认为德国耶拿地区企业间科学家流动后产生的个人关系和企业间以往的合作经验都会对企业选择合作技术创新伙伴产生重要影响。本研究采用我国西安高新区企业的调研数据对此进行了分析,利用了网络嵌入性理论中的概念,将Cantner研究中的前一因素称为结构嵌入性(负责专利发明的科学家、工程师等作为第三方中介人),后一因素称为关系嵌入性(指企业间以往的合作经验)。研究结果表明:在我国西安高新区企业中,关系嵌入性对企业选择合作技术创新伙伴的影响并不明显,而结构嵌入性对企业选择合作技术创新伙伴的影响较大。     

创意产业集群合作伙伴入群的羊群行为研究

针对核心企业如何选择集群合作伙伴才能提高创意产业集群效应的问题,在集群合作伙伴决策者是有限理性人的前提下,建立创意产业集群合作伙伴羊群行为的基本模型,对创意产业集群合作伙伴加入集群的条件进行了研究。以此模型为基础,结合效用函数,分析了创意产业集群合作伙伴对市场信息的反应程度以及他们对集群建立后效果预期的系统偏差等影响其决策的因素,并提出了保证创意产业集群合作伙伴之间持续稳定合作的策略。     

研发联合体:基于交易成本和资源基础理论视角

文章通过研读合作研发领域代表性理论和实证研究文献,以合作研发建立过程为脉络,以交易成本理论、资源基础理论为阐述基础,梳理了合作研发领域的整体研究框架：对合作研发起源及其主要类型进行了系统的阐述;基于资源基础理论、交易成本理论和组织学习理论归结了合作研发的六种主要动机和获取竞争优势（利润）这一根本动机;从资源共同力量（collective strengthen） 和组织间冲突（inter-firm conflict）两个视角分析合作伙伴的相关特征及对合作绩效的影响;探讨了合作研发的组织管理,包括合作研发的基本组织类型及特征,梳理了企业实现有效知识溢出的专有性机制。最后,提炼研究结论及后续研究方向,旨在为后续的研究提供一个整体切入点,为合作研发实践活动的组织和评价提供参考。     

Outcomes of psychotherapeutic and psychoeducative group interventions for children exposed to intimate partner violence

Witnessing violence toward a caregiver during childhood is associated with negative impact on children’s health and development, and there is a need for effective interventions for children exposed to intimate partner violence in clinical as well as in community settings. The current effectiveness study investigated symptom reduction after participation in two established group interventions (one community-based psychoeducative intervention; one psychotherapeutic treatment intervention) for children exposed to intimate partner violence and for their non-offending parent. The study included 50 children—24 girls and 26 boys—aged 4–13 years and their mothers. Child and maternal mental health problems and trauma symptoms were assessed pre- and post-treatment. The results indicate that although children showed benefits from both interventions, symptom reduction was larger in the psychotherapeutic intervention, and children with initially high levels of trauma symptoms benefited the most. Despite these improvements, a majority of the children’s mothers still reported child trauma symptoms at clinical levels post-treatment. Both interventions substantially reduced maternal post-traumatic stress. The results indicate a need for routine follow-up of children’s symptoms after interventions.     

Domestic violence,parental substance misuse and the decision to substantiate child maltreatment

Families that experience domestic violence and parental substance misuse are disproportionately involved with the child welfare system. Prior research suggests that child protective services (CPS) caseworkers are more likely to substantiate maltreatment allegations when domestic violence and parental substance misuse are identified during the investigation, pointing to one possible mechanism for this disproportionate involvement. While previous studies have relied on nationally representative data sets, the current study used administrative records from a large Midwestern child welfare agency that accounts for state-level variation in child welfare policy and practice. A total of 501,060 substantiation decisions made between 2009 and 2013 were examined to assess the influence of caseworker-perceived domestic violence and parental substance misuse on the decision to substantiate reported maltreatment. Results from multilevel modeling suggest that the identification of domestic violence and parental substance misuse during an investigation significantly increased the probability that an allegation would be substantiated. The implication of these findings for child welfare practice are considered in light of the fact that many child welfare agencies do not consider exposure to domestic violence and parental substance misuse in and of themselves to constitute child maltreatment.