Student-teachers’ perspectives on the purposes and characteristics of faith-based schools: an Australian view

At a time when the faith-based identity of schools is facing serious challenges, the researchers undertook a longitudinal study of the relevant opinions, beliefs and values of student-teachers at a Catholic university campus in Australia. The focus of the current paper is on the responses of first-year students to a survey regarding their choice of secondary school, the purposes of schooling and the characteristics of Catholic schools. Relevant context are addressed including global education trends, the values and characteristics of Catholic education and relevant aspects of Australian schooling and youth culture. Regardless of religious affiliation, self-reported religiosity or type of school attended, providing a ‘safe and caring school environment’ emerged as the most important purpose of schooling and as a key reason for choice of school, while faith-based purposes and reasons received particularly low ratings. ‘Caring community’ was regarded as by far the most important characteristic of the Catholic school, followed by engagement in social justice programmes. The findings are briefly compared with parallel findings for teachers in Queensland Catholic schools.     

创业投资家与创业企业家的信任对双方绩效的作用研究

基于创业投资家与创业企业家之间信任的基本特征，重点讨论信任的建立对双方绩效所带来的影响。认为信任降低了他们对于高成本监控激励机制的需求，改变了双方对彼此行为的预期，促进了双方的合作。而且，这种信任在关系投资、知识共享、互补资源融合、高效治理机制等四个要素与关系租之间起到了调节作用。     

The effects of Common Knowledge Construction Model sequence of lessons on science achievement and relational conceptual change

The purpose of this study was to investigate the effects of the Common Knowledge Construction Model (CKCM) lesson sequence, an intervention based both in conceptual change theory and in Phenomenography, a subset of conceptual change theory. A mixed approach was used to investigate whether this model had a significant effect on 7th grade students' science achievement and conceptual change. The Excretion Unit Achievement Test (EUAT) indicated that students (N = 33) in the experimental group achieved significantly higher scores (p < 0.001) than students in the control group (N = 35) taught by traditional teaching methods. Qualitative analysis of students' pre‐ and post‐teaching conceptions of excretion revealed (1) the addition and deletion of ideas from pre‐ to post‐teaching; (2) the change in the number of students within categories of ideas; (3) the replacement of everyday language with scientific labels; and (4) the difference in the complexity of students' responses from pre‐ to post‐teaching. These findings contribute to the literature on teaching that incorporates students' conceptions and conceptual change. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 25–46, 2010     

战略联盟中关系资本的重要作用与培育方法

基于前人对于关系资本的研究,探讨了战略联盟中关系资本的重要性和培育方法。分析结果表明:一个公司进行关系资本培育要同时从结构化方法和面向特定联盟的方法两个方面着手。     

基于合作博弈的关系型外包合同模型

研究了在具有不确定性的外包环境中,企业激励外包服务商选择符合企业期望绩效行为的决策问题,提出了包含有效激励奖金的关系型外包合同模型。运用合作重复博弈理论的方法建立外包合同模型,并证明关系合同的激励有效性取决于外包服务商对维持合作关系的收益和终止合作关系的收益的比较分析。计算了能对外包服务商提供有效激励的奖金范围,可为企业设计合理的关系激励型外包合同提供参考。     

网络嵌入性对商业模式创新的影响机制研究

研究整合企业网络视角和商业模式创新视角,探讨了网络嵌入性对商业模式创新的影响,考察了环境动态性的调节效应,并基于全国334家企业的样本数据运用多元线性回归进行实证检验。研究发现:(1)关系嵌入性、结构嵌入性与商业模式创新有显著的正向关系;(2)在关系嵌入和商业模式创新关系中,环境动态性在信任、信息共享与商业模式创新关系中起着显著的正向调节作用,而对共同解决问题和商业模式创新的正向调节作用不显著;(3)在结构嵌入性和商业模式创新关系中,环境动态性对网络中心性与商业模式创新关系中有着显著的正向调节作用,而对网络密度和商业模式创新的的调节作用不显著。     

关系过程分析中意义的体现问题

从关系过程的建构标准以及从意义到体现形式两个角度,对大多数系统功能语言学在关系过程分析中对意义的体现的处理标准不一情况进行分析与讨论可看出：about之类的介词和被动语态中的by之所以被归入不同体现单位,主要源于关系过程建构标准的不够明晰;应该根据深层意义及其整体、一致式与隐喻式这两个方面来具体判定关系过程的体现单位;关系过程被动句中的by应该划归“过程”;功能体现单位应该是整体,而不是部分。可采用一致式与隐喻式合二为一的分析模式。     

B基于关系性吸收能力的合作创新研究/B

在知识经济时代,合作创新成为企业重要的战略选择。吸收能力是创新最关键的因素,也是研究合作创新的切入点。但吸收能力的现有研究因忽视组织间关系而使其难以对合作创新进行深入认识。本文以组织间对偶关系为基础,将关系维度引入吸收能力的经典概念,提出关系性吸收能力。本文通过建模与仿真展示了合作创新的机理与过程,揭示了关系性吸收能力对合作创新的关键作用,并基于吸收能力进一步探讨了实现合作创新的驱动机制与保障机制。     

渠道学习对创新能力的影响:组织惰性的视角

本文研究渠道双元学习对创新能力的影响机制,探讨了该过程中组织惰性的中介作用与双元平衡的调节效应。运用SPSS20及SMARTPLS3.0对234家中小企业渠道管理者的问卷数据进行实证分析,结果表明：（1）渠道双元学习对创新能力有显著影响;组织惰性在渠道双元学习和渠道创新之间起中介作用;（2）渠道学习对创新能力的提升存在双向影响;关系惯性与知识惰性在双元学习与组织创新之间的影响过程中有显著差异：探索式学习克服组织惰性,有利于创新能力的提升;利用式学习强化关系惯性,对创新能力的提升存在负面效应;（3）双元平衡在学习对知识惰性产生影响的过程中起到调节作用。本研究结论有益于拓展渠道理论的研究视野,补充完善了渠道研究的理论框架,对渠道成员通过双元学习提高应对高度变化的市场环境的能力有一定的指导意义。     

Learning to work with the black box: Pedagogy for a world with artificial intelligence

Artificial intelligence (AI) is increasingly integrating into our society. University education needs to maintain its relevance in an AI-mediated world, but the higher education sector is only beginning to engage deeply with the implications of AI within society. We define AI according to a relational epistemology, where, in the context of a particular interaction, a computational artefact provides a judgement about an optimal course of action and that this judgement cannot be traced. Therefore, by definition, AI must always act as a ‘black box’. Rather than seeking to explain ‘black boxes’, we argue that a pedagogy for an AI-mediated world involves learning to work with opaque, partial and ambiguous situations, which reflect the entangled relationships between people and technologies. Such a pedagogy asks learners locate AI as socially bounded, where AI is always understood within the contexts of its use. We outline two particular approaches to achieve this: (a) orienting students to quality standards that surround AIs, what might be called the tacit and explicit ‘rules of the game’; and (b) providing meaningful interactions with AI systems.

Practitioner notes

What is already known about this topic

• Artificial intelligence (AI) is conceptualised in many different ways but is rarely defined in the higher education literature.
• Experts have outlined a range of graduate capabilities for working in a world of AI such as teamwork or ethical thinking.
• The higher education literature outlines an imperative need to respond to AI, as underlined by recent commentary on ChatGPT.

What this paper adds

• A definition of an AI that is relational: A particular interaction where a computational artefact provides a judgement about an optimal course of action, which cannot be easily traced.
• Focusing on working with AI black boxes rather than trying to see inside the technology.
• Describing a pedagogy for an AI-mediated world that promotes working in complex situations with partial and indeterminate information.

Implications for practice and/or policy

• Focusing on quality standards helps learners understand the social regulating boundaries around AI.
• Promoting learner interactions with AI as part of a sociotechnical ensemble helps build evaluative judgement in weighting AI's contribution to work.
• Asking learners to work with AI systems prompts understanding of the evaluative, ethical and practical necessities of working with a black box.