基于不同理论基础的战略人力资源管理与组织绩效关系研究:比较与展望

分析并比较了战略人力资源管理和组织绩效关系研究的三种常用理论基础及其研究框架和研究现状,在此基础上构建战略人力资源管理与组织绩效关系研究整合模型,对该领域研究的未来发展趋势进行了展望。     

“In Kindy You Don’t Get Taught”: Continuity and Change as Children Start School

Over the last decade, there has been increasing awareness of the importance of engaging young children in research about their experiences and considering ways in which children’s experiences, expectations and perceptions influence both their interactions and those of others. This has resulted from recognition of young children as active citizens, with rights to be consulted about matters that affect them and from the principles underpinning the sociology of childhood, which emphasizes children’s capabilities and agency. This paper explores young Australian children’s perceptions of school and learning, as expressed through drawings and conversations about school. Data from children in preschools and the early years of school highlight children’s expectations and experiences of school, including the importance of play, friendships, children’s dispositions, and academic expectations of school and teachers. Drawing on previous research that notes the long term importance of children’s attitudes and approaches, as well as their sense of belonging and identity, at the start of school, this paper has implications for adults engaging with children as they make the transition to school.     

Teacher perspectives on intervention sustainability: implications for school leadership

Sustainable use of academic classroom interventions is a cause for concern in the field of special education. This study examined factors that encouraged and/or deterred sustainable use of classroom interventions. Furthermore, data were collected on factors that assist teachers to implement new interventions with high perceived fidelity. A total of 174 special education teachers from two school districts completed a survey to provide feedback on interventions they had been trained on in the last two academic years. Results for both districts had several similarities. A majority of teachers sustained interventions that they perceived improved student academic outcomes and were easy to implement. Teachers identified lack of planning time followed by the need for regular training as the most important factors contributing to their perceived implementation fidelity. However, a majority of interventions teachers provided feedback on were not evidence-based practices.     

Do university students,alumni, educators and employers link assessment and graduate employability?

Within higher education literature, assessment and graduate employability are linked and co-presented, in that quality student assessment is purported to enhance employability. This research was designed to query the extent to which these same conceptual links are perceived by those actively involved in higher education. Four stakeholder groups from multiple disciplines and eight Australian states and territories (students, alumni, educators and employers) were interviewed about graduate employability (n?=?127). Interviewers intentionally omitted any mention of assessment to determine whether the various stakeholders would bring it up themselves when asked questions such as what is and is not effective for nurturing employability. The results indicated that among the educators, assessment emerged as a dominant theme. While the three other stakeholder groups infrequently used the term assessment, they did discuss related educational concepts and practices in the context of enhanced employability. All stakeholder groups identified a missing link between theory and practice, with educators specifying that link as assessment. Recommendations to improve employability through assessment are the key takeaways from this research.     

双向视角的员工-组织关系I-P/C模型研究

摘要：管理好员工与组织的社会交换关系,即员工－组织关系,对企业来说至关重要。目前对员工-组织关系的研究多从员工或企业单向视角进行,双向视角的研究较少。本文在回顾员工和组织两视角的相关研究的基础上,提出和验证了双向视角的员工-组织关系I-P/C模型,发现：（1）发展性投入对员工贡献的影响更强更宽泛;（2）主管和员工对组织投入的认知差异对组织与员工间社会交换关系有一定的调节作用;（3）平衡互惠的员工－组织关系更能同时让员工和组织获益。     

结构和关系维度的内部社会资本对绩效影响的实证研究

目前,学者们对于企业内部社会资本影响企业绩效的看法不一,研究结果也出现了不一致的情况.采用实证研究方法,使用珠三角地区187家企业的数据,来检验内部社会资本对企业绩效是否有直接影响这一重要命题.研究结果显示:结构维度的社会资本对绩效有直接影响;关系维度的社会资本并不会直接影响企业绩效,而是通过结构维度内部社会资本来影响企业绩效.对于企业实践而言,增强信任和互动频率是改善企业绩效的有效途径.     

企业自主创新五个视角的研究现状及分析

选取了50篇具有代表性的文献,对企业自主创新的研究进行回顾和分析。根据研究内容的不同将现有文献划分为五个研究视角:企业自主创新的模式、途径、过程和系统,企业自主创新能力的测量指标,企业自主创新能力的提高,企业自主创新的影响因素,企业自主创新与知识产权。以文献作为样本对五个研究视角分别进行了整理和分析,并就这些方面的进一步研究提出框架性建议。     

不同时态视角下教育监测报告的特征与生成基础探析

教育监测报告是反映监测对象在接受监测时的客观状况的叙实性文件,在教育监督、教育评估中有广泛的应用。教育监测报告可以分为延时报告、实时报告、续时报告。延时报告的显著特点是传统性、迟滞性、广益性,经典定位和专业团队是其基础支撑。实时报告的显著特点是实时性、自动性、实利性,互联网和跨界融合是其关键支撑。续时报告的显著特点是个性化、动态化、预见化,大数据是其核心支撑。     

从自由教育到通识教育——历史与比较的视角

本文主要从历史和比较的视角,通过考察自由教育的出现,自由教育的变化,一般教育的出现以及一般教育的传播与影响,分析和概括了自由教育、一般教育和通识教育三个基本概念及其课程设置在不同时期和主要国家及地区的表现形式和主要特征。文章认为,在自由教育演变到通识教育的漫长历史过程中,自由教育的对象、目的、课程内容都发生了根本性变化。特别值得强调的是,尽管各国和不同地区在使用同一一般教育概念过程中存在较大差异,随着高等教育入学率的提高以及大学与社会之间联系的不断加强,源于美国的一般教育课程将逐步成为本科教学的核心和主要内容。     

白寿彝先生民族史研究的理论与方法

白寿彝先生是 2 0世纪中国民族史学的奠基者和最有影响的学者之一。从理论成就和治学方法两个方面论述白寿彝先生对中国民族史研究的学术贡献。继承先生的学术传统 ,对于推动当代中国民族史学的发展具有重要的意义。