企业家全球竞争压力感知与企业国际化扩张行为的关系研究     

张骁  李欣 《科学学与科学技术管理》2015,(5)

从企业家个人认知和心理特质因素对企业国际化重大影响视角,对105家中小企业进行了实证研究,探讨了企业家全球竞争压力感知这一高层管理者的心理和认知特质与企业国际化扩张行为的关系。研究表明,企业家全球竞争压力感知与企业国际化扩张行为具有倒U型关系,国际市场导向对企业家全球竞争压力感知与企业国际化扩张行为的关系具有调节作用。  相似文献   

基于合作全球图的专利国际合作分析   总被引：1，自引：0，他引：1  

刘胜奇  朱东华  汪雪锋  马婷婷 《科研管理》2015,36(3):79-83

为辅助国际合作分析与管理,提出合作全球图。经过分析现有网络图、网络地理组合图,合作全球图将合作网络图融合全球地理图,以点的大小表示合作次数,用边揭示合作行为,在全球地理图上完整显示国际合作网络信息。实验表明,锂电池专利合作全球网络中,国家合作被北美合作网络、西欧合作网络、东亚合作网络主宰,美国、德国、法国、日本、韩国、中国是当之无愧的六强霸主,Centre Nat,Univ Tsinghua分别位居申请人合作的冠亚军。由此可见,合作全球图有助于国际合作分析、国际合作管理等。  相似文献   

基于GVC和利益相关者理论的跨国公司环境绩效审计评价指标体系的构建     

王丹  李玉萍 《科技管理研究》2015,(5)

基于全球价值链理论和利益相关者理论,从价值链管理维度、资金来源维度、学习成长维度、社会影响维度这四个维度科学的构建了跨国公司环境绩效审计指标体系,最后指出该种构建角度的创新点和不足之处,以推动实践中跨国公司环境绩效审计的发展。  相似文献   

基于社会网络分析的微信朋友圈实证研究——以华中农业大学信息1003班为例     

付永升  邬凯伟 《情报探索》2015,(1):21-25

基于华中农业大学信息1003班30位同学问卷调查所得的数据,利用社会网络分析方法和UCINET软件,对信息1003班成员的微信朋友圈进行了中心性分析和凝聚子群分析,同时计算了整体网络密度。结果表明:班长、团支书或人缘好的同学在微信朋友圈的信息传播中拥有较高的"权利",即能够在较大程度上控制信息的流动;室友或有共同兴趣爱好的人很容易形成小团体;信息1003班成员通过微信朋友圈联系紧密。  相似文献   

全球公民教育的理念与实践     

陈以藏  邓涛 《鸡西大学学报》2011,11(10):7-9

随着全球化趋势的增强,相互依存度的增加,全球性问题的出现及解决,均需要具有全球意识并为之行动的全球公民,由此在原有民族国家公民教育的基础上衍生出了全球公民教育,且对这一教育产生了一定的共识。当今发达国家的学者对全球公民教育的理念进行了较为深入的探讨并在其教育教学实践中有所体现。尽管对此教育的理念还存在争议,且实现这一理念的教育实践不尽一致,但其精神实质则是趋于相同的。  相似文献   

深空轨道优化竞赛与我校研究生培养   总被引：1，自引：0，他引：1  

孟云鹤  罗宗富  连一君  蒋小勇  陈杰 《高等教育研究学报》2011,34(2):52-55

简介全国轨道优化设计竞赛和第五届国际轨道优化竞赛（GTOC）及参赛一般过程,总结我校参赛队的差距与收获,思考该赛事对于我校研究生培养的意义,并对今后的参赛提出展望。  相似文献   

The OECD and the local: PISA-based Test for Schools in the USA     

David Rutkowski 《Discourse: Studies in the Cultural Politics of Education》2015,36(5):683-699

The Organization for Economic Cooperation and Development (OECD) has recently piloted the Program for International Student Assessment (PISA)-based Test for Schools in the USA. In this paper, I contend that by connecting directly with local school boards this new initiative has the potential to further promote the OECD's educational agenda in local policy debates. I begin to develop this argument by providing an overview of the OECD and its work. I then lay out a theoretical framework around global governance and knowledge production within the context of the OECD. Next, I provide a brief overview of the traditional PISA study and compare it to the new PISA-based Test for Schools initiative. This context provides the foundation for a discussion of the ways in which a school-based international assessment can operate as a governance tool, allowing international organizations to have greater influence in the formation and implementation of local educational policies.  相似文献   

Transformation or continuation? A critical analysis of the making of the post-2015 education agenda     

Charis Enns 《Globalisation, Societies & Education》2015,13(3):369-387

As the target date of 2015 draws near for both the Education for All and Millennium Development Goals, consultations are well-underway to begin defining the shape and scope of the post-2015 development agenda. Between September 2012 and March 2013, UN Member States, private sector representatives, multilateral development agencies, epistemic communities and non-governmental organisations participated in the Global Thematic Consultation on Education in the Post-2015 Development Agenda. Participants involved emphasised education as a societal good and a fundamental human right. Participants also highlighted the importance of education in addressing broader global challenges, stating that ‘education and learning should be transformative and foster global citizenship, thereby assuming its central role in helping people to forge more just, peaceful, tolerant and inclusive societies’. Such discourse suggests a shift in the objectives and priorities of global education in the post-2015 context. Is it possible that the post-2015 education agenda will represent a counter-hegemonic vision for global education? This paper engages in discursal analysis of the Global Thematic Consultation on Education in the Post-2015 Development Agenda to offer a preliminary answer to this question.  相似文献   

Cultivating critical global citizens through secondary EFL education: a case study of mainland China     

Lina Sun 《Literacy》2023,57(3):249-261

This paper examines the enactment of critical literacy pedagogy in secondary English language teaching in the face of globalisation. This qualitative case study signals that global citizenship education (GCE) and English as a foreign language (EFL) teaching can converge through offering equitable and globally contextualised learning opportunities. The overarching themes presented here challenge the dominance of instrumentalist orientations of EFL education in mainland China today while mobilising pedagogical choices that affirm students' local and lived experiences in relation to international socio-political issues. Findings provide EFL educators nuanced insights into how critical global literacies are extended through critical understandings of literacies, interconnections from a personal to a global level, and opportunities for social actions on multicultural issues, thus fostering globally competent and bilingual learners who critically engage with the contested terrain of an increasingly globalised world.  相似文献   

Reputation disparity in teaching and research productivity and rewards in the context of consequences of institutionalization of Publish or Perish culture in academia     

Samuel Akande Bello  Felix Chimeziri Azubuike  Olumuyiwa A. Akande 《Higher Education Quarterly》2023,77(3):574-584

The reputation disparity between teaching and research has stirred up an unending debate. The age-long notion that teaching and research overlap has become a controversial issue in academia. Consequences of the institutionalization of Publish OR Perish (POP) abound in the literature. This paper investigates the reputations disparity between teaching and research productivity and the rewards for these academic activities. It explores which, out of teaching activities and research publications receive higher or less attention and rewards. Relevant existing literature was reviewed to establish the institutionalization of POP and its consequences of the reputations disparity between teaching and research and its adverse effects on these activities. Evidence from the literature reviewed reveals the existence of POP reputation disparity as part of its consequences. A key finding is that teaching activities are insignificant and unrewarded as research publications. Neither the effectiveness nor the number of teaching loads counts like the numbers of publications.  相似文献