机构投资者持股能抑制超能力派现吗

选取2007～2009年沪深A股上市公司为研究样本,在将机构投资者划分为压力敏感型和压力抵制型的基础上,从超能力派现视角研究不同类型机构投资者的治理效应。研究结果表明：机构投资者持股对上市公司是否超能力派现具有重要影响,机构投资者持股比例越高,超能力派现的可能性就越小,而且机构投资者在构建投资组合时会避免投资超能力派现的上市公司。压力抵制型机构投资者持股降低了超能力派现的可能性,然而压力敏感型机构投资者并没有降低超能力派现发生的可能性。     

院校任职教育与部队训练有机衔接探究

从分析当前院校任职教育与部队训练有机衔接存在的主要矛盾出发,指出了两者衔接的基本要求,着眼在明确任务分工、完善运行机制、整体优化内容、整合教学资源等方面,论述了院校任职教育与部队训练有机衔接的基本对策。     

论唐代孙子兵学的渊源与发展

唐代是孙子兵学发展的重要时期,孙子位居兵学"亚圣"地位,《孙子兵法》实际上被视为兵书之首,传承广泛,影响深远。唐人注解《孙子兵法》达到高峰,注本丰富,有注释,有阐发,多有创见。唐代孙子兵学私学色彩明显,出现家兵学现象,还融合儒家、道家等思想,萌生道兵家流派。     

我国院校研究的现实困境及其功能构建

随着我国高等教育的快速发展,高等学校办学规模不断扩张,组织结构日趋复杂,院校研究日益受到关注。但是我国院校研究起步较晚,发展过程中面临着诸多困境,如何界定和构建院校研究的功能成为当务之急。本文借鉴院校研究协会对院校研究功能的划分,提出院校研究的六项主要功能,对进一步深化院校研究理论、加强院校研究功能,提出相应的政策建议。     

查士丁尼时代的拜占庭对贫富差距的制度调适

查士丁尼时代的拜占庭社会可以划分为三个阶层：以皇帝、高级教士、官僚贵族、富商等为代表的社会上层,以低级教士、中下级城市官员、士兵、普通工商业者等为代表的社会中层,和以隶农、自由农、自由佃农、奴隶以及城市中知识分子、卖艺人、妓女、无产者等为代表的社会下层。针对日益扩大的贫富差距,国家在政治、经济、法律、宗教等方面做出制度调适,取得了些许成果,也暴露出一些弊病,故在分析这一问题时应尽可能做到客观、公正。     

论我国师范教育的制度缺陷及其改进

我国当下的师范教育存在几个亟待改进的问题：一是师范院校的师范教育特色受到不同程度的弱化,二是存在重视在职培训轻视师范生培养的倾向,三是培养高校师资的师范教育制度严重缺失,四是师范生培养过程的协同合作机制仍未很好形成,五是定向免费师范生教育存在明显制度缺陷。因此,应对我国现行的师范教育制度进行体系性改革。     

How stable is the stratification of higher education in England and Scotland?

This paper asks whether the institutional hierarchies defined by ‘golden triangle’, other Russell Group, other pre-1992 and post-1992 universities in England, and by ancient, old and new universities in Scotland, have become weaker since the 1990s. Using indicators constructed from Universities and Colleges Admissions Service data for 1996–2010, the article finds a stable hierarchical relationship among the sectors within each country, with some indicators showing a slight widening of status differences between sectors towards the end of the period. The main exception was a slight ‘upgrading’ of new (post-1992) universities in Scotland early in the period. There was little change in the association of institutional sector with social class, but in England the association with private secondary schools became slightly stronger and the association with ethnicity weakened.     

Language,institutional identity and integration: lived experiences of ESL teachers in Australia

Globalisation and increased patterns of immigration have turned workplace interactions to arenas for intercultural communication entailing negotiation of identity, membership and ‘social capital’. For many newcomer immigrants, this happens in an additional language and culture – English. This paper presents interaction experiences of four non-native English language teachers with other institutional members. It uses a sociocultural perspective of second language to map their approaches to negotiations of professional and institutional identities in and through these interactions. Their discussions highlight the role of language, cultural practices and the emic socio-political factors embedded within institutional interactions in individuals' identity negotiation and integration.     

Re-examining and developing the notion of academic citizenship: A critical literature review

The notion of academic citizenship has been largely associated with the service role which is a part of academic work seen as additional to teaching and research. The changing landscapes of higher education and the increasing diversity of academic work have prompted debates on what academic citizenship means. This paper challenges the conventional association of academic citizenship with the service role and presents a critical review of the key themes and issues explored in extant literature on the subject. Drawing upon the general view of citizenship as practice, it proposes that the different dimensions of academic work be seen integratively, with academic citizenship reframed beyond the service role. We argue that academic citizenship needs to be conceptualised as a practice of enactment, that is, by the values, processes and means by which it is enacted and asserted as academics draw on freedoms, autonomy and individual motivations.     

The diversity of university disciplinary profiles in research and teaching

Is the ideal of a one-size-fits-all university model—where universities are capable of successfully performing all competencies simultaneously—ever achievable? Has the balance between teaching and research activities grown even more fragile or is such a balance unfeasible? In this paper, we review studies of institutional diversity in higher education and bibliometric analyses. We prose a two-dimensional typology based on diversity in teaching and research by scientific fields. We investigate the diversity in teaching and research, respectively, at the disciplinary level and address whether these primary activities mirror each other. As a measure of mismatch between the two activities, we assess the distribution of students and publications by scientific fields through a clustering analysis. Our study of higher education institutions (HEIs) in Russia reveals that private universities are less diverse both in research and teaching and have high teaching intensity compared to state universities. Expectedly, universities in the rankings have more diverse profiles and they have a higher research intensity.