Determinants of successful internationalisation processes in business schools   总被引：1，自引：1，他引：0  

Henry Bradford  María–Andrea Trujillo 《Journal of Higher Education Policy & Management》2017,39(4):435-452

We analyse the internationalisation process in business schools as a response to the globalisation phenomena and argue that environmental pressures, isomorphic forces, the pool of internal resources and the alignment of the process with the institution’s general strategic plan are the main determinants of a successful internationalisation process. These determinants, two external and two internal, find support in different theoretical frameworks such as contingency, isomorphism, resource-based view and strategic management theories. We use these theoretical approaches to discuss four propositions that explain the implementation of an appropriate internationalisation process for a business school. This paper contributes to the literature concerned with the internationalisation processes in higher education institutions highlighting the main factors that should be taken into account by school deans, university provosts, university boards and educational policymakers in guiding internationalisation process at institutional and national/sector levels.  相似文献   

From the Editor’s Desk     

Corinne Martínez  Enrique G. Murillo Jr. 《Journal of Latinos & Education》2017,16(2):83-84

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A Didactic Sequence of Elementary Geometric Optics Informed by History and Philosophy of Science     

Paulo Maurício  Bianor Valente  Isabel Chagas 《International Journal of Science and Mathematics Education》2017,15(3):527-543

The concepts and instruments required for the teaching and learning of geometric optics are introduced in the didactic process without a proper didactic transposition. This claim is secured by the ample evidence of both wide- and deep-rooted alternative concepts on the topic. Didactic transposition is a theory that comes from a reflection on the teaching and learning process in mathematics but has been used in other disciplinary fields. It will be used in this work in order to clear up the main obstacles in the teaching-learning process of geometric optics. We proceed to argue that since Newton’s approach to optics, in his Book I of Opticks, is independent of the corpuscular or undulatory nature of light, it is the most suitable for a constructivist learning environment. However, Newton’s theory must be subject to a proper didactic transposition to help overcome the referred alternative concepts. Then is described our didactic transposition in order to create knowledge to be taught using a dialogical process between students’ previous knowledge, history of optics and the desired outcomes on geometrical optics in an elementary pre-service teacher training course. Finally, we use the scheme-facet structure of knowledge both to analyse and discuss our results as well as to illuminate shortcomings that must be addressed in our next stage of the inquiry.  相似文献   

CICBS: a methodology and a framework for measuring and managing intellectual capital of cities. A practical application in the city of Mataró     

José María?ViedmaEmail author 《知识管理研究与实践》2004,2(1):13-23

The governments of cities have to make important decisions on the future of their communities. In the past, the vision, objectives, and goals of cities have been determined mainly by considering tangible assets as the main factors of a city's prosperity. However, in the knowledge economy, the role of intangible assets in wealth creation has become fundamental. As a result, a framework of intangible assets that allows navigation from the present reality to the future vision has become an urgent need for all cities. The paper has two well-defined parts. In the first part, it develops a specific methodology and framework for measuring and managing the intellectual capital of cities. In the second part, the study deals with the practical application of this model of intellectual capital in cities with the specific case of the city of Mataró, providing some details of the first cities’ intellectual capital report.  相似文献   

An ontological model for managing professional expertise     

Juana María?Ruiz-MartínezEmail author  Jose Antonio?Mi?arro-Giménez  Rodrigo?Martínez-Béjar 《知识管理研究与实践》2016,14(3):390-400

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Influence of intellectual capital upon knowledge creation in Spanish subsidiaries: an empirical study     

Patrocinio Zaragoza-Sáez  Enrique Claver-Cortés  Bartolomé Marco-Lajara  Mercedes Úbeda-García 《知识管理研究与实践》2016,14(4):489-501

Knowledge creation is one of the most important dynamic capabilities that firms can use to develop new assets, which can represent the basis for future innovations. Within a context of growing globalisation, the acquisition and creation of knowledge is one of the main objectives sought with international expansion. The consideration of intellectual capital within the knowledge creation process in subsidiaries offers an innovative way to undertake knowledge management practices in multinationals. Theoretical and empirical works can be found in the literature about intellectual capital. However, very few studies link intellectual capital to knowledge creation in multinationals. Seeking to fill this gap, the purpose of this paper is to develop and test a model that includes the main intangibles belonging to structural and relational capital that can influence knowledge creation in Spanish subsidiaries of foreign multinational firms belonging to high-technology and knowledge-intensive sectors. Theoretical, empirical and managerial contributions result from this paper.  相似文献   

Sandra K. Abell and Norman G. Lederman (eds): Handbook of Research in Science Education     

Mar��a Pilar Jim��nez-Aleixandre 《Science & Education》2011,20(5-6):577-583

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县级中学高中生物理考试成败归因特点   总被引：1，自引：0，他引：1  

胡象岭  杨昭宁  吴靖媛 《课程.教材.教法》2011,(6)

以435名县级中学高中生为被试,以考试成败归因问卷为工具,旨在探讨高中生对物理考试成败结果的归因特点。研究表明:(1)整体上看,县级中学高中生对物理考试成败倾向于作内部归因,他们将持久努力、临时努力和学习方法等内部可控原因视为首要原因;(2)自我评价成功者与失败者对考试结果的归因存在明显差异;(3)男女生对考试成功的归因不存在明显的差异,对考试失败的归因有一定差异,女生比男生更看重能力、学习方法、学习基础与任务难度等原因对失败结果的影响;(4)高中生对考试成败的归因不存在明显的年级差异。  相似文献   

Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers     

Elizabeth Murphy  María A. Rodríguez‐Manzanares  Michael Barbour 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):583-591

This paper presents the results of an inductive, interpretive analysis of the perspectives of 42 Canadian high school distance education (DE) teachers on asynchronous and synchronous online teaching. The paper includes a conceptual overview of the affordances and constraints of each form of teaching. Findings provided insight into the following aspects of asynchronous and synchronous online teaching: degree of use; the tools used; the contexts in which each occur; students' preferences; and limitations. Pedagogy emerged as more important than media for both asynchronous and synchronous online teaching. Synchronous online teaching relied on teacher‐ rather than student‐centred approaches. Asynchronous online teaching provided support for self‐paced, highly independent forms of secondary DE supplemented by synchronous online teaching for answering questions and troubleshooting.  相似文献   

Augmented lectures around the corner?     

Telmo Zarraonandia  Rita Francese  Ignazio Passero  Paloma Díaz  Genny Tortora 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):E76-E78

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