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经过多年的高速发展,中国装备制造业总产值已跃居世界第二位,但在高端产品和关键核心技术的掌握上与美国、日本等发达国家差距很大.在世界装备制造业升级过程中,美国、日本和韩国代表着三种不同的升级演化模式,呈现出不同的特点与比较优势.美国采取“研发与生产→出口→进口”的产业生命周期理论模式演进,日本通过“进口→国内生产→出口”的燕行形态理论模式演进,而韩国则通过“引进→消化→吸收”外国先进技术的模式来发展装备制造业.美国在装备制造业重振过程中新兴装备制造业成为推动演化的主导力量;跨国公司是装备制造业升级的主体.日本在装备制造中重视引进技术的消化;强化政策的针对性和实效性.韩国在装备制造业现代化过程中强化政府的干预程度;以财阀大集团为主体牵动装备制造业升级;技术进步是推进装备制造业升级的主导力量.美、日、韩三国装备制造业发展的共同经验是根据本国国情,通过政策引导,确定合理、适时的主导产业;努力提升产业科技水平,增强自主创新能力.希望这些经验启示能为中国装备制造业的发展升级起到促进作用. 相似文献
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跨国并购对杭州国有企业的影响分析 总被引：1，自引：0，他引：1
杜艳欣 《浙江教育学院学报》2007,(1):102-106
利用跨国公司并购投资是促进国有企业改组、改造的重要途径之一。杭州市利用跨国并购改造国有企业的实践说明：跨国并购确实促进了企业的改革发展，提高了企业的经济效益。我们要充分利用跨国并购的积极效应，实现跨国公司与本地企业的“双赢”。 相似文献
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迈向"世界工厂"过程中的中国职业技术教育 总被引：3，自引：0，他引：3
本文首先回顾了世界经济史上三个“世界工厂”与职业技术教育的关系,结合他们的经验教训,对迈向“世界工厂”过程中的中国职业技术教育的发展思路作了一些探讨。文章认为,中国职业技术教育应该始终坚持应用型人才的培养方向,重视对学生的创新教育,为中国制造业的大发展提供人力和技术支持。同时,鉴于中国制造业的现状,本文特别阐明了中国改进装备制造业的必要性和职业技术教育所应发挥的作用。 相似文献
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近年来跨国公司独资化倾向愈演愈烈,其中一种重要的路径是在原有合资企业的基础上,采取“阴谋亏损”的手段实现从合资到并购的目的.中外合资企业“阴谋亏损—外资并购”存在三阶段模型,通过对被外资并购的合资企业和未被并购企业合资前后绩效的动态对比,发现被并购企业的绩效存在阴谋亏损的特征.在此基础上,构建中外合资企业“阴谋亏损—外资并购”风险影响因素的二元逻辑回归模型并予以实证检验.结果表明,外方增加股权和外方出任总经理是主要的风险影响因素. 相似文献
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《阅读与作文(高中版)》2014,(12)
正投资要点:1、自我药疗需求推动OTC行业稳健增长。2、转型与并购风起云涌。在自我药疗能力不断提升的推动下,全球范围OTC药品市场的规模保持稳健增长。中国0TC市场相对基数不大,消费者自我药疗和购买能力处于不断提升过程中,平均增速快于全球增速。近年来,跨国公司通过并购及合作等多种方式,积极介入中国OTC行业,显示出该市场的吸引力。过去几年,跨国公司及国内龙头公司华润三九等品牌企业均在产业布局上进行了并购延伸,并购有两个 相似文献
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装备制造业是国民经济的物质基础和工业化的产业主体．振兴和发展装备制造业是甘肃实现“工业强省”战略的主要途径,进一步分析了甘肃装备制造业的现状和面临的发展机遇,提出了振兴和发展装备制造业的对策． 相似文献
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通过一些比较典型的案例,探讨和分析当前中国制造业海外并购所存在的问题,找出并购成败的关键因素,探索中国制造业海外并购的对策。 相似文献
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数控技术专业的教学改革 总被引：4，自引：0，他引：4
一、制造业呼唤专业教学改革随着科学技术的突飞猛进,经济全球化趋势日许多发达国家和跨国公司都看好中国市将部分制造业向我国转移。目前,我国制造业“珠三角”和“长三角”地区正在发“中国制造”的产品越来成为我国参与国际竞争的强势产不过我国制造业与发达国家相比还存在相当大虽然我国制造业已开始广泛使用先进的数但掌握数控技术的人才奇缺,其中仅数控编程、维修人员就短缺60多万。制造业体现着一个国家的综合国力,在相当长我国经济还得靠制造业牵引。要打造的品牌,要真正成为“世界加工制造”,必须要有一大批掌握先进制造技术的人才… 相似文献
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赵寅寅 《重庆第二师范学院学报》2012,25(4):35-38,74
当前我国外资并购呈现出并购数量从无到有迅速发展、并购对象从中小企业转向特大型企业和排头兵企业、并购主体从以产业资本为主转向金融资本与实体资本共同参与的新特点,从而在宏观调控政策、产业结构升级、企业竞争能力和国民福利等方面对我国经济安全带来了挑战。 相似文献
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Natalie Papanastasiou 《教育政策杂志》2017,32(1):82-99
This article presents one of the few qualitative studies to empirically examine the collaboration between private sponsors and principals in the context of England’s academy schools policy. It uses the concept of boundary-work to illuminate the multiple dynamics involved in the collaboration between principals and business sponsors. By analysing qualitative interviews with principals and sponsors from a local authority case study the article reveals the working relationship between these actors to be characterised by three boundary-work practices: drawing, negotiating and contesting boundaries. These practices are described before exploring their implications for existing understandings of England’s academies policy. This analysis directly answers calls in the literature for in-depth case study research which explores the collaboration between academy sponsors and principals, and the article’s interpretivist approach to boundary-work is shown to be a valuable theoretical approach which has received little attention in studies investigating the role of private actors in education. The article concludes by advocating for more studies of education policy to use boundary-work as a lens through which to understand the role being played by new actors in education, and argues that this perspective would be particularly valuable for examining the context of England’s increasingly diversifying schooling landscape. 相似文献
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This paper reveals the array of practices arising from strong policy pressure for improved student results in national literacy and numeracy tests in Australia: the National Assessment Programme in Literacy and Numeracy (NAPLAN). The paper provides an account of a policy context characterised by significant pressure upon teachers and principals to engage in practices to ensure improved outcomes on standardised literacy and numeracy tests, and of teachers and principals’ responses to these policy pressures. Drawing upon Bourdieu’s theory of practice, the article argues that what is described as the ‘field of schooling practices’ has become increasingly dominated by a ‘logic of enumeration’, and that high test results on standardised literacy and numeracy tests are increasingly valued capitals, evident in a strong focus upon teachers meeting, discussing and informing one another about NAPLAN; engaging in curriculum development practices which foreground NAPLAN, and; actively preparing students to sit the test, including, whether intentionally or unintentionally, teaching to the test. Such a focus has important implications for the sorts of practices most valued in schooling settings, as more educative logics are potentially marginalised under such circumstances. 相似文献
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Mary Darmanin 《International Studies in Sociology of Education》2013,23(3):277-302
This article examines the dynamic of the relationship between the global and the local in education policy through a case study of recent policy initiatives in the small island state of Malta. The main initiative has been the setting up of a Foundation for Educational Services, which is now competing with services previously offered by the state Division of Education. It is argued that whilst the global, in this case the transnational company (TNC) HSBC Bank and the supranational European Union (EU), has particular power and can develop opportunity structures, this power is never closed or complete. The local has the power to enter or exit the global discursive field, including specific practices and structures. When the local interprets its needs to coincide with the global, as with the Foundation for Educational Services, HSBC Malta plc and the EU, then there is evidence that some political, economic or cultural 'opportunism' leads to the development of 'glocal' policy making. In this process, new and promiscuous actors and structures may take the place of older and more democratic ones. Moreover, the 'Trojan horse' politics of TNCs lead to new policy agendas in which the TNCs may be the major beneficiaries. The 'glocal' is a contested terrain over which we need to struggle. 相似文献
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Transnational corporations in education: filling the governance gap through new social norms and market multilateralism? 总被引：1，自引：0，他引：1
Zahra Bhanji 《Globalisation, Societies & Education》2008,6(1):55-73
This paper explores the rising presence of transnational corporations (TNCs) in education and their mobilisation of global corporate social discourses to legitimise their private authority in education. The rising presence of TNCs is explored in the paper in two parts. First, through a taxonomy of global corporate social engagement (GCSE) activities and second, through a case study of the World Economic Forum’s corporate citizenship initiatives as a new form of ‘market’ multilateralism in education. Lastly, I critique the GCSE efforts of TNCs working in education and discuss the implications of their seemingly ‘to do good’ activities. 相似文献
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Chelsea Sellers 《British Journal of Sociology of Education》2019,40(7):938-952
AbstractThe benefits of reading for pleasure and positive reader identities have been well established in previous research. However, much discussion regarding young people’s reading is underpinned by a discourse of deficit, placing emphasis on what young people should be reading. In an attempt to move away from this discourse, this article considers reading in the context of young people’s broader social and cultural worlds, exploring the role of the peer group in young people’s development of a reader identity. The article argues that the reading practices young people engage in are part of their broader social and cultural participation and, consequently, part of a broader project of identity formation. By highlighting the complexity of young people’s development of a reader identity and the meaning ascribed to specific reading practices, the findings challenge deficit models of young people’s reading lives, which underpin attempts to redistribute cultural capital through educational and cultural policy. 相似文献
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Jennifer Chung 《Educational research; a review for teachers and all concerned with progress in education》2016,58(2):207-219
AbstractBackground: International achievement studies such as the Programme for International Student Assessment (PISA) have an increasing influence on education policy worldwide. The use of such data can provide a basis for evidence-based policy-making to initiate educational reform. Finland, a high performer in PISA, is often cited as an example of both efficient and equitable education. Finland’s teachers and teacher education have not only garnered much attention for their role in the country’s PISA successes, but have also influenced education policy change in England.Main argument: This article argues that the Finnish model of teacher education has been borrowed uncritically by UK policy-makers. Finnish and English philosophies of teacher preparation differ greatly, and the borrowing of the Finnish teacher education model does not fit within the teacher training viewpoint of England. The borrowed policies, thus, were decontextualised from the wider values and underpinnings of Finnish education. This piecemeal, ‘pick “n” mix’ approach to education policy reform ignores the fact that educational policies and ‘practices exist in ecological relationships with one another and in whole ecosystems of interrelated practices’. Thus, these borrowed teacher preparation policies will not necessarily lead to the outcomes outlined by policy-makers in the reforms.Sources of evidence: Two teacher preparation reforms in England, the University Training Schools (outlined in the UK Government’s 2010 Schools White Paper, The Importance of Teaching) and the Master’s in Teaching and Learning (MTL), are used to illustrate the problematic nature of uncritical policy borrowing. This article juxtaposes these policies with the Finnish model of teacher education, a research-based programme where all candidates are required to complete a Master’s degree. The contradictions exposed from this analysis further highlight the divergent practices of teacher preparation in England and Finland, or the disparate ‘ecosystems’. Evidence of educational policy borrowing in other settings is also considered.Conclusions: Both the MTL and the White Paper reforms overlook the ‘ecosystem’ surrounding Finnish teacher education. The school-based MTL contrasts with the research-based Finnish teachers’ MA. Similarly, the University Training Schools scheme, based on Finnish university-affiliated, teaching practice schools, contrasts heavily with the rest of the White Paper reforms, which contradict the philosophies and ethos behind Finnish teacher education by proposing the move of English teacher preparation away from the universities. The analysis highlights the uncritical eye through which politicians may view international survey results, looking for ‘quick fix’ options instead of utilising academic evidence for investigation on education and education reform. 相似文献
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Since the Reform and Opening-up in 1978, science and technology research has long been regarded as an engine for China’s modernisation. Comparatively, humanities and social sciences (HSS) research has been overlooked in national policy for a long period. Although China’s science and technology research has gained global prominence, its HSS research remains less visible in the world. This article reviews the policy trajectory of internationalising Chinese HSS research from 1978 to 2020. It identifies changing and unchanged tensions along the policy trajectory, explores the dynamics between the internationalisation and indigenisation (‘Chinalisation’) of HSS, and reveals a hybridisation of ideological openness and vigilance in Chinese HSS research. Based on the examination of those tensions, this article discusses the shifted power paradigm in Chinese HSS, the connotation and challenges of ‘Chinalisation’, and the tensions between national policies, institutional implementation and individual practices. 相似文献
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Arna H. Jónsdóttir 《Early Years: An International Journal of Research and Development》2015,35(2):184-196
The article examines the aims of the workplace-based learning of prospective preschool teachers in Iceland and associated cooperative practices between the University of Iceland and preschools. A ‘third space’ of collaboration between these two sites is considered necessary if the education of preschool student teachers is to be effective. Collaboration between the university and preschools as presented in the university’s policy documents and as implemented in practice will be investigated and compared to the literature on collective third space. Implications for both policy and practice are discussed. 相似文献