How can organisations learn: an information systems development perspective

This article sets out to argue that organisations can learn but that they cannot do so in their own right without infrastructural support. This article further examines the notion that individuals in organisations also require the cognitive participation of the organisation itself as a learning entity to learn. The close reliance and affiliation required between individuals and organisations to enable their learning from one another are discussed. In continuation of this, specific examples are provided through the industry sector of information systems development (ISD) projects to illustrate of how organisations can learn. Finally, the question of how one identifies organisational learning is analysed. Following on from the ISD and its use in the analogy of organisational learning, the article discusses an organisational empirical research project currently being undertaken by the authors, which utilises blogs. Though there are many potential organisational learning connotations associated with blogs, they could be perceived as a type of information system. The ongoing research being undertaken with the company using the blogs will attempt to identify indicators of learning at the individual, group and organisational levels. The significance of the issues explored in this article lies in the fact that it addresses an ISD approach to study how an organisation learns, and why this perspective is useful towards understanding the process of organisational learning. This article contributes to the organisational learning debate through an illustrative industry example of ISD projects. In doing so, we wish to argue that though individual learning can occur in ISD projects, the collective nature of projects primarily engenders the interpretive aspect of organisational learning. We further believe that it is the interactive nature of an ISD project that allows an organisation to learn in tandem with project members as exemplified through the stages of a project life cycle. We feel that this article contributes to the ISD and organisational learning literature in terms of linking both concepts together.     

基于认知角度的信息检索效果影响因素分析

论文从信息检索的认知观出发,从认知角度探讨用户与检索系统的交互模型,分析导致用户不满意检索结果的原因,认为表示的复杂性以及用户和系统对同一事物表示的不一致性是导致这种不满意出现的重要原因。     

中国图书馆与版权制度对接的双赢策略思考

版权制度与图书馆之间的内在逻辑关系,为图书馆图存之道预设了有效空间.在版权制度加速推行的趋势下,中国图书馆当务之急在于主动策划双赢策略,建立新的运行机制,适应版权制度的新发展.     

民国中医药期刊的办刊特色及启示

【目的】研究民国中医药期刊的办刊特色,为当今科技期刊提供借鉴。【方法】 利用原始文献进行分析考证,对民国时期（1912—1949）全国各地出版发行的具有代表性的中医药期刊进行梳理,重点研究其办刊特色,归纳出共性特征。【结果】民国中医药期刊的主办者和核心作者多为业内名家,注重期刊策划和个性打造,重视国内国际学术交流,期刊资源得到了最大化利用。【结论】业界名家办刊撰稿,为期刊发展提供了优势资源;注重期刊策划,彰显了刊物特色;重视中外学术交流,提高了期刊的学术层次;整合利用期刊资源,使期刊与医学教育、图书出版等优势互补。民国中医药期刊的办刊理念和模式,为当今中医药期刊乃至科技期刊提供了启示。     

Evaluation of a Multi-case Participatory Action Research Project: The Case of SOLINSA

Abstract

Purpose: Scholars agree that evaluation of participatory action research is inherently valuable; however there have been few attempts at evaluating across methods and across interventions because the perceived success of a method is affected by context, researcher skills and the aims of the participants. This paper describes the systematic evaluation of participatory action research with 17 European networks (LINSA) as part of a research project titled SOLINSA: Support of Learning and Innovation Networks for Sustainable Agriculture.

Methodology: Participatory action research was carried out over three years in collaboration with the 17 LINSA using a learning-oriented evaluation that was adapted to SOLINSA. The collaboration was evaluated using a structured evaluation instrument that was developed in the project.

Findings: The primary achievements of the interactions were based around enabling LINSA to reflect on their state and their practices. Joint reflection; facilitated by a member of the research team and in collaboration with the LINSA, stimulated internal engagement, enabled rethinking of the network's positioning, contributed to strategy development, and enabled creation of concrete outputs. Participation in the reflection process served to encourage commitment to the LINSA by individuals while improving relationships within the LINSA. Researchers and participants expressed that collaborative action research can be considered successful when both parties give and gain benefits, such as new knowledge or improved practical solutions.

Practical implications: Comparison of self-evaluation of different networks using a single tool enabled the identification of common factors that contribute to successful collaboration. Included in these common factors was the need to identify and build a working relationship with key partners based on mutual trust and commitment, and to gain a balance between guidance and listening, interactions and freedom, and positive and critical reflection: a fragile equilibrium that is difficult and time consuming to establish.

Originality: The adaptation of learning-oriented evaluation, by including a structure to allow comparison between the wide range of contexts, provides a useful instrument for evaluating participatory action research processes.     

美国共同基金发展历程及经验借鉴

我团自推出投资基金以来,基金市场获得了飞速发展,但我国基金业成立时间较短,还不够成熟.在这种情况下,借鉴发达国家成熟金融市场的基金业发展经验是很有必要的.而美国是世界上证券投资基金最发达的国家.其发展历程无疑具有代表性.本文首先简要回顾美国基金业的发展历程,然后总结美国基金业的发展经验,最后对中国基金业的发展提出若干建议.     

浅谈地方高职院校培养现代农业人才的必要性与可行性

社会主义新农村建设对我国现代农业人才的素质与能力提出了很高的要求。地方高职院校如何适应新农村建设的发展要求,培养优秀的现代农业人才,更好地为社会主义新农村建设提供人才支持,是急需解决的重大课题。根据现代农业人才需求与地方高职院校发展之间的密切联系,探讨了地方高职院校培养现代农业人才的必要性和可行性。     

高校合并后图书馆工作的探讨

合并办学．实现文献资源共享是高校图书馆走出困境的一条有效途径,是全面实现优势互补、资源共享的可靠保障,笔者就我校合并办馆工作进行探讨。     

新时期我国政治体制改革与经济市场化的互动

在我国现时期的改革中,政治体制改革与经济市场化是紧密联系、相互促进的,政治是经济的集中表现,政治体制改革是社会主义全面改革系统中的重要环节。本文着重就政治体制改革与经济市场化之间的互动关系作一探讨。     

评课制度存在的问题和对策——以福建师范大学某院《发展与教育心理学》改革为例分析

针对我校《发展与教育心理学》实行＂评课＂的现状及对策问题,本研究对67名大学生进行问卷调查。结果表明：绝大多数赞同评课,认为评课促进师生互动,调动学生主动参与,密切师生关系,有助于教学相长;但是,评课内容针对性不强、形式单一、时间短,大多数学生不能有效参与是评课突出的问题。为此,通过加强内容的针对性,创设多种形式,激发学生的普遍兴趣,延长评课时间,确保学生的全面参与等措施,改善并促进评课的发展。