高层与中层人员管理能力及决策效率差异研究

通过情景设置,对高层(EMBA学员)和中层人员(MBA学员)在解决定性,综合和定量问题的能力表现以及决策时间进行了对比研究。结果表明,高层在价值判断方面比中层人员要更加准确,而中层人员在常识判断,演绎推理,量化表达和精确性方面的能力优于高层人员。同时,中层人员处理结构化较强的综合问题的时间也远远低于高层人员。     

Language (in)competency,communication strategies,and the development of an international academic teacher identity: becoming an audible minority

Despite universities’ enthusiasm for internationalization, international academic mobility requires considerable institutional and cultural adjustment in terms of teaching and supervision styles, research expectations, and departmental relationships. Although language competency underpins these practices, research on international academics has neglected the impact of language proficiency on professional identity. This article uses autoethnography to document conversations about language ability during my first two years as an academic in a French-language university. My responses to language-related comments evolved over time, reflecting how I positioned myself as a linguistic – or audible – minority, vis-à-vis the linguistic majority. Using cultural phenomenology, the findings highlight the interactional, unstable nature of international academic identities and the importance of positive collective support for international academics who shift from majority to minority linguistic status.     

The global education practicum: perspectives from accompanying academics

The benefits of international education experiences for students are well documented. The effect on the individual of international experiences has been researched and theorised by authors for at least the last 20 years. In this paper the experiences of three academics who accompanied pre-service teachers on a 3 week international practicum are examined through the prism of intercultural confidence and competence. Accompanying academic Juliet reflects on dealing with the added difficulties the pre-service teachers encountered as a result of their inexperience in classroom settings. Accompanying academic Paula reflects on the challenges of “teaching-out-of-field.” Accompanying academic Sue reflects on the social and transitional challenges experienced when supporting pre-service teachers who collectively had issues related to health, safety, and interpersonal relationships. These lived experiences provide a richer understanding of the role of international partnerships in contributing to academic growth and increasing intercultural competency in tandem with their students.     

构建基于胜任力的高校教师绩效管理体系

构建基于胜任力的高校教师绩效管理体系是将胜任力研究成果应用于高校内部管理的一种尝试。它将教师的行为表现纳入绩效考核的范围,有效地解决了高校教师工作不易量化的问题,同时也有利于教师确立自我发展的目标,从而实现教师发展与学校发展的统一。     

企业竞争力评价方法国内外研究综述

目前国内外有关于竞争力的研究从方法上可以分为理论研究和应用研究两大类;在具体内容上,可归为四类:国家竞争力评价体系中的企业管理国际竞争力要素,企业绩效评价指标体系,企业竞争力评价指标体系以及企业国际竞争力评价指标体系。本文对国内外涉及企业国际竞争力评价指标体系的文献进行了综述,并就相关研究的特征及其不足进行了比较分析,同时提出了构建一个能够全面、准确、真实地反映企业国际竞争力的指标体系所应该考虑的因素。     

构建基于图书馆核心价值的核心竞争力研究

本文通过对国内外核心价值理论研究的回顾，重点探讨了图书馆核心价值问题。通过时图书馆核心价值的再认识，提出了知识管理、知识教育和知识服务是图书馆核心价值的新观点。并阐释了知识管理、知识教育与知识服务的概念、内涵和关系以及核心价值再认识的意义。最后探讨了如何实现图书馆核心价值和形成核心竞争力。     

论道路交通事故民警胜任素质模型构建

将胜任素质的研究引入公安交通人力资源管理具有重要的意义。首先探讨了胜任素质模型的概念及其一般研究方法，然后设计了道路交通事故民警胜任素质模型构建的步骤及其框架体系，最后简要论述了在建立胜任素质模型过程中应注意的事项。     

基于行业特征的制造业管理胜任力研究

以制造行业为研究对象,首先在行业特征的基础上识别管理胜任力,通过德尔菲方法对这些指标及定义进行修正和完善,从而提出28个胜任特征(其中评定出8个核心胜任特征),并采用非结构化的Q分类技术将其划分为5个类别。     

基础教育信息化发展调查研究 ——基于江西省W县的调查

基础教育信息化优质均衡发展是实现基础教育公平的重要力量。研究以中小学教师、校长、初三学生为调查对象,采用问卷调查法深入调研和分析江西省W县基础教育信息化发展。本研究先构建了中小学教师信息技术应用能力模型、校长信息化领导力模型、学生信息素养模型,然后运用验证性因子分析模型效果,通过描述统计、差异分析其应用水平,找到县域基础教育信息化发展存在的问题。基于实证分析,本研究提出五点政策建议:加强顶层设计,擘画县域基础教育信息化优质均衡发展蓝图;深化县域基础教育信息化应用,提升教育教学质量;通过集群发展提升教师信息技术应用能力;以数据驱动为核心,通过人工智能等技术推动县域基础教育信息化优质均衡发展,以期为教育信息化2.0时代提升县域基础教育信息化发展提供参考。     

Recontextualizing psychosocial development in young children: a model of environmental identity development

This article presents an Environmental Identity Development model, which considers the progression of young children’s self-cognitions in relation to the natural world. We recontextualize four of Erikson’s psychosocial stages, in order to consider children’s identity development in learning in, about, and for the environment. Beginning with Trust in Nature vs. Mistrust in Nature, we argue that cognitions of comfort in the natural world vs. discomfort, provide the foundation for healthy environmental identity development. This trusting bond/relationship with nature allows children to gain Spatial Autonomy through collectively or independently creating their own sense of place in nature vs. feelings of doubt or Environmental Shame. As children progress, they gain Environmental Competencies, creative innovations to use the environment for both personal and social purposes vs. separation from nature or Environmental Disdain. Such competencies promote children’s agency in exercising Environmental Action, applied care/ethics aimed at building a sustainable future, as opposed to behaviors that cause Environmental Harm. Young children’s environmental identity develops in diverse ways and in distinct sociocultural and geographical contexts. Caregivers/educators play a unique role in recognizing and supporting the needs of individual children as they progress towards healthy environmental identity development.