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21.
Cooperation in innovation activities: The importance of partners 总被引：1，自引：0，他引：1
This paper analyses the importance of cooperation partners for the development of innovation activities. We contribute to the literature on cooperation in innovation activities that seeks to identify the characteristics differentiating cooperative from non-cooperative firms by proposing a different approach to this problem. We distinguish firms according to their evaluation of cooperation partners in the development of innovation activities. We apply a probit selection model to account for the firm's decision to cooperate (or not). The data we use come from the Portuguese Third Community Innovation Survey. Our estimation results show that firms from high-technological industries, with higher levels of absorptive capacity and of innovation investment, who give importance to incoming spillovers management, and who cooperate with firms from the same group or with suppliers, place greater value on cooperation partners in the innovation process. Additionally, we also find that the factors influencing the importance attributed to cooperation activities are different from the ones behind the decision to cooperate. 相似文献
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Luis Augusto Teixeira Elke Dos Santos Lima Mariana Marília Franzoni 《Journal of sports sciences》2013,31(9):943-950
The time course of movement timing reprogramming was examined in a task requiring temporal coincidence of the conclusion of a forehand drive with the arrival of a moving luminous target at the end of an electronic trackway. The moving target departed from one end of the trackway at a constant velocity of 2?m . s?1, and for a part of the trials its velocity was increased to 3?m . s?1. Target velocity was modified at different moments during stimulus displacement, producing times-to-arrival after velocity increment (TAVIs) from 100 to 600?ms. The effect of specific practice on movement reprogramming was also examined. The results showed early adjustments to the action (TAVIs = 100?–?200?ms) that seemed to be stereotyped, while feedback-based corrections were implemented only at TAVIs of 300?ms or longer. Temporal accuracy was progressively increased as longer TAVIs were provided up to 600?ms. Skill training led to an overall increment of temporal accuracy, but no effect of specific practice was found. The results indicate that timing reprogramming in interceptive actions is a continuous process limited mainly by intrinsic factors: latency to initiate more effective adjustments to the action, and rate-of-movement timing reprogramming. 相似文献
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Patrícia Silva Betina Lopes Marco Costa Dina Seabra Ana I. Melo Elisabeth Brito Gonçalo Paiva Dias 《Higher Education》2016,72(6):703-721
This article aims to shed light on the current debate regarding the role of internships in higher education in graduates’ employability. In specific, it analyses empirical data on a large-scale study of Portuguese first-cycle study programmes, in order to explore indicators of the professional value of internships in the employability of higher education graduates. Results demonstrate that study programmes that include internships tend to significantly enhance graduates’ employability, particularly within the universe of polytechnic and public higher education institutions. Besides the instrumental value of internships, the impact of the nature and structure of the internship on the percentage of unemployed graduates are also discussed. Mandatory internships and the inclusion of multiple, shorter internships throughout the degree are negatively associated with unemployment levels. Results indicate work-based learning can be used as a successful strategy to bridge theoretical knowledge and practice and enhance graduate employability. These findings provide important insights for the evaluation and/or the design of internship programmes in higher education. 相似文献
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The authors argue that conventional mandatory and voluntary school desegregation techniques have failed to provide minority students with maximum feasible relief from invidious discrimination because they do not redress the root causes of segregation. They demonstrate that residential-based student assignment plans as well as plans that give students limited access to a few educationally enriched magnet schools are not asymmetrical remedies to wrongful segregation and thus work to perpetuate the racial and social inequities that they purport to correct. The authors offer an alternative approach to school desegregation—controlled choice—that operates independently from residential housing patterns and which explicitly seeks to maximize personal choice within a racially unitary, equitable, and educationally enhanced system of public schooling. Controlled choice was originally pioneered in Cambridge, Mass. during the early 1980s and has recently been adopted in Little Rock, Ark., and Fall River, Mass. The policy is also being actively reviewed by several of the nation's largest school districts including Seattle, Memphis, and Boston. 相似文献
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S&#;nia Maria Pallaoro Moojen Hosana Alves Gon&#;alves Ana Bass&#;a Ana Luiza Navas Graciela de Jou Em&#;lio S&#;nchez Miguel 《Annals of dyslexia》2020,70(1):115-140
The aim of this study was to investigate (1) whether a sample of highly educated individuals with dyslexia living under optimal personal, educational, cultural, and socioeconomic conditions continues to display core deficits in reading and writing skills during adulthood (extending prior results in Dutch, English, Hebrew, and Spanish to the Portuguese writing system); (2) whether these individuals can compensate for the effects of persistent core deficits when reading complex academic texts; (3) which cognitive resources, such as reading strategies, are used as compensatory mechanisms; and (4) whether quality of life is affected in these individuals. These questions were examined in a sample of 28 adults with dyslexia (DG) and 28 control participants (CG) paired by sex, age, education, and occupation, with a mean of 15 years of formal education. Participants completed measures of phonological awareness; decoding of syllables, words, and pseudowords; writing; reading comprehension (inferential and literal questions, recall, and sensitivity to the rhetorical structure of the target text); and quality of life. Results showed that (1) core deficits associated with dyslexia persisted into adulthood: participants with dyslexia performed worse than control subjects at all levels of phonological awareness, reading (except word reading accuracy), and spelling; (2) the groups did not differ on any measures of reading comprehension, suggesting a compensation of core deficits; (3) three compensatory mechanisms were identified: slower reading, use of text structure, and verbal ability; (4) participants with dyslexia required more family support and professional help throughout their educational careers, and had more depressive symptoms than control subjects. 相似文献
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Sandra Fernandes Maria Assunção Flores Rui Manuel Lima 《Assessment & Evaluation in Higher Education》2012,37(2):163-178
According to the demands of the Bologna process, new educational methods and strategies are needed in order to enhance student-centred learning. Project work is one of those approaches. This paper aims to evaluate the impact of project-led education (PLE) on students’ learning processes and outcomes, within the context of a first-year engineering programme. It explores students’ perceptions about assessment procedures and processes. Data collection was based on individual surveys at the end and the beginning of each PLE edition and through focus groups, after a period of six months. Findings are presented according to emerging themes from the data analysis, focusing mainly on students’ perspectives of learning and assessment, the role of formative and summative assessments in PLE and their impact on learning. Implications for improving assessment practices are discussed. 相似文献
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Mainardes Emerson Wagner Raposo Mario Alves Helena 《Tertiary Education and Management》2012,18(1):79-92
Out of considerations as to the importance of university relationships with their various stakeholders, the primary objective of this research project was to identify the perceptions of academic journal editors regarding universities. Editors were asked to provide their perceptions on: (a) the relevance of universities to academic publications; (b) the mutual influence between universities and academic journals; and (c) the participation of editors in universities. Following initial exploratory research, we applied an online questionnaire and received a total of 276 responses from editors of indexed publications, enabling analysis of their perceptions. Despite editors recognizing the influence of universities on academic and scientific communities, our findings point to universities having failed in proactively reaching out to editors, especially surprising given the vast experience held by such figures. A better relationship might serve to enhance the university image and generate new opportunities for attracting resources.
相似文献29.
Sandra Fernandes Diana Mesquita Maria Assunção Flores Rui M. Lima 《European Journal of Engineering Education》2014,39(1):55-67
This paper reports on findings from a three-year study of project-based learning implemented in the first year of the Industrial Engineering and Management programme, at the University of Minho, Portugal. This particular model was inspired on project-led education (PLE), following Powell and Weenk's [2003. Project-Led Engineering Education. Utrecht: Lemma] work. It aims to analyse students’ perceptions of PLE as a learning device and its implications for faculty and students’ role in teaching and learning. Data collection took place in two phases through individual surveys and focus groups to students. Findings suggest the importance of PLE as a device to enhance meaningful learning and provide evidence from students that it helps to increase their engagement in learning. Implications of PLE for faculty and students role in teaching and learning will be discussed in the paper. 相似文献
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Mary Roduta Roberts Cecilia B. Alves Man-Wai Chu Margaret Thompson Louise M. Bahry Andrea Gotzmann 《教育实用测度》2013,26(3):173-195
The purpose of this study was to evaluate the adequacy of three cognitive models, one developed by content experts and two generated from student verbal reports for explaining examinee performance on a grade 3 diagnostic mathematics test. For this study, the items were developed to directly measure the attributes in the cognitive model. The performance of each cognitive model was evaluated by examining its fit to different data samples: verbal report, total, high-, moderate-, and low ability using the Hierarchy Consistency Index (Cui & Leighton, 2009), a model-data fit index. This study utilized cognitive diagnostic assessments developed under the framework of construct-centered test design and analyzed using the Attribute Hierarchy Method (Gierl, Wang, & Zhou, 2008; Leighton, Gierl, & Hunka, 2004). Both the expert-based and the student-based cognitive models provided excellent fit to the verbal report and high ability samples, but moderate to poor fit to the total, moderate and low ability samples. Implications for cognitive model development for cognitive diagnostic assessment are discussed. 相似文献