专利分类号耦合分析在企业潜在合作关系识别中的应用

[目的/意义]企业间的技术相似性能否转化为现实的合作关系,专利耦合所揭示的潜在关联究竟预示着合作还是竞争,这些问题需要在实证研究中寻找答案。[方法/过程]以德温特专利分类号为媒介构建专利耦合网络,采用可视化和因子分析方法考察企业的技术相似性及其聚类结构、发掘技术派系及其研究方向,对专利耦合网络与现实合作网络进行比较。[结果/结论]单纯的技术相似性不能作为潜在合作关系的有效判定依据,基于专利耦合形成的潜在合作关系难以转化为现实,社会关系因素对于专利合作的影响程度远甚技术相似性。     

也谈高校图书馆学科馆员制度

认为创设学科馆员是高校图书馆有效地开展信息服务的新举措，阐述了学科馆员的含义、建立学科馆员制度的必要性、学科馆员的职能和学科馆员的素质要求。     

规避技术战略联盟运行风险：自主合作还是政府扶持？#br#

技术战略联盟是合作伙伴资源共享、提高技术创新效率和共同创造价值的组织,但其创新活动往往伴随着各类风险,在实践中很多联盟的运行没有达到预期效果。如何降低联盟的运行风险,优化合作路径既是理论的前沿问题,也是实践亟待解决的难题。本文研究了技术战略联盟运行风险、协同合作与联盟稳定的关系,通过实证研究,结果表明：第一,技术战略联盟运行过程中利益冲突风险和分歧冲突风险会降低联盟的稳定性,而联盟依赖风险初期会提高联盟绩效,但随着依赖程度的逐渐加深,参与各方的自主开拓创新能力有可能受损,从而降低联盟绩效;第二,联盟内部的自主合作可以正向调节技术战略联盟运行中利益冲突风险、分歧冲突风险与联盟绩效的关系,并且削弱联盟依赖风险对联盟绩效的倒U型效应,从而起到协同优化的作用。政府扶持对技术战略联盟运行风险与联盟稳定关系的调节作用并不明显。     

多团队系统协作机制的结构方程模型研究——以高新技术企业NPD多团队系统为例

以高新技术企业NPD多团队系统为研究对象,在对MTS理论进行梳理和对NPD团队间协作过程分析的基础上,提出了基于团队过程的NPD多团队系统协作模型。通过问卷调查与验证性因子分析对模型与数据拟合度进行了评价,分别构建了过渡过程协作和行动过程协作的结构方程模型,并考察了两个过程之间的路径影响关系。结果表明,模型拟合度良好,过渡过程协作对行动过程协作有正向影响。     

Faculty Liaisons: an embedded approach for enriching teaching and learning in higher education

This paper explores the experiences of a group of academic developers who support educational development work as Faculty Liaisons at a large, research-intensive university. These academic developers inhabit complex ‘third spaces’, providing support through an embedded partnership relationship that requires lateral movement across functional and organizational boundaries to create new professional spaces, knowledge, and relationships. The authors utilize narrative inquiry and auto-ethnographic approaches to present an interpretive qualitative analysis of their experiences supporting Faculty and University projects across complex and evolving organizational boundaries. From this analysis, they highlight key roles and responsibilities associated with their blended context and identify challenges that academic developers who occupy third spaces within academic organizations face as they negotiate competing interests, identities, and requirements associated with the diverse range of their projects and the blended experience of working in scholarly and administrative, central- and Faculty-based roles. The lessons they have learned from these experiences will be of particular interest to academic developers who are experiencing the flux of change within higher education settings that are impacting teaching and learning practices both for faculty in the classroom and for those across the institution who support them.     

Content and impact of articles published by school psychology faculty

School Psychology faculty members are expected to publish articles in peer‐reviewed journals that impact the fields of education and psychology. Both the content and the impact of the articles school psychologists publish may change across time and differ from other disciplines. The current analysis sought to understand average article impact, content, and research focus, and to describe those articles that have the highest impact factor. All of the articles (n = 3670) published by school psychology faculty between January, 2010 and December, 2015 were collected and examined. Three reviewers were trained over 2 hr to read abstracts and to classify the content of those abstracts. The literature was systematically classified into four categories: assessment, consultation, intervention, and professional issues. The title, keywords, and abstract were used to find the category of best fit for each publication. The majority of articles published fall into the broad category of Professional Issues. The average article is cited 17.68 times in Google Scholar and 4.9 times in Web of Science. These data will be useful to understand publication content trends and identify gaps in research.     

澳大利亚高等教育教学资格证书项目研究

21世纪以来澳大利亚各大学学生人数急剧增加,来源、资质多样化,而与之并行的作为学术职业的大学教师却存在教师老龄化趋势,大量聘任兼职教师和新教师等问题,这给澳大利亚大学教师发展带来挑战。各大学相继设立教师发展制度促进教师发展,其中高等教育教育教学资格证书项目具有显著的特色和效果,该项目自20世纪80年代在澳大利亚各大学相继设立起来,在实施过程中通过明确发展教学学术的目标以及各大学联合实施项目的方式,对澳大利亚大学教师发展特别是教学学术的发展起到一定的促进作用。澳大利亚高等教育教学资格证书项目对我国建立有效的大学教师发展制度具有一定的启示作用。     

A Model Program from the Perspective of Faculty Development

This article offers the Lynchburg College Symposium Readings (LCSR) Program as a model for faculty development. The program encourages faculty collaboration, innovative classroom practices, and service as well as new areas of faculty scholarship. Methods for assessing faculty work within the context of the goals of the program and the institution are described. Throughout the history of the program an emphasis has been placed on continuous faculty development in the belief that keeping faculty vital ensures quality teaching and scholarship.     

The evaluation of faculty development programs

This article reviews literature pertinent to the evaluation of faculty development programs and presents data from several studies conducted at two institutions. These data were consistent with those previously reported in that faculty participants consistently expressed satisfaction with development services. In addition, one study found that most faculty members voluntarily took some action to improve their instructional effectiveness, though only a minority pursued these efforts in depth. Volunteers who worked intensively with a faculty development consultant improved more on objective measures of effectiveness than did those who were only superficially involved in improvement efforts; those who received no consultative assistance failed to improve significantly. Evidence from a final study provided a control for faculty motivation and led to the conclusion that improvement was contingent both on faculty desire to improve and on the availability of professional assistance.     

Computing and STEM in Greek tertiary education: gender representation of faculty members during the decade 2003–2013

This study focuses on the investigation of gender representation of faculty members of all ranks (professors, associate professors, assistant professors and lecturers) of Computing and STEM (Science, Technology, Engineering and Mathematics) in Greek tertiary education during the decade 2003–2013. To this end, a quantitative study was conducted, taking into account appropriate data derived from the Hellenic Statistical Authority. The data analysis shows that during the said decade, (a) faculty members in Computing and in each discipline of STEM constituted a small part of the total number of Greek faculty members; (b) for every single year of the decade, females were less prevalent than males in all ranks of faculty members in Computing and Engineering; (c) the situation for females in the Computing faculty appears to have been even worse, as the percentage of them in every rank was the lowest among the STEM disciplines studied for all or most of the years of the decade under study; and (d) although females were better represented in the position of lecturer, which constituted the fewest faculty members in the aforementioned disciplines, highly populated ranks of faculty members were dominated by males.