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本文在417家黑龙汪省高校科技园内企业调查问卷数据基础上,构建了Tobit模型,对高技术中小企业信贷需求的影响因素进行了实证分析。实证研究的结果表明影响企业信贷需求的因素主要包括主营业务、企业规模、研发投入和经营绩效。其中,主营业务、企业规模、研发投入对企业信贷需求产生正向作用,经营绩效则对企业信贷需求产生负向作用。而企业负债和信贷制度则对企业信贷需求影响不显著。 相似文献
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J. Cody Davidson Paul Blankenship 《Community College Journal of Research & Practice》2013,37(8):467-480
ABSTRACTToday, many full-time students spend one, two, or more additional years completing a 2-year associate or 4-year bachelor degree. In order to reduce this time frame, many institutions are utilizing a 15 to Finish campaign to encourage full-time students to enroll in 15 credits each semester. The first purpose of this study was to examine if there is a relationship between the number of credit hours enrolled in the first semester and the number of credits earned at the end of the first year. Concurrently, it examined how a student’s initial academic momentum (i.e., the number of credit hours earned in the first year) relates to student persistence and degree completion. The second purpose was to determine if there was a relationship between a student’s socioeconomic status and the number of credit hours enrolled in the first semester—and if it is feasible for low-income students, who primarily attend community colleges, to afford additional credit hours. The results showed that more students who earned 30 credit hours in the first academic year persisted to the second year and earned a degree than students who did not earn 30 credit hours. Also, the results showed that the majority of low-income community college students had enough Federal Pell Grant funds to pay for the additional tuition cost. Given these results, practical and policy implications are discussed. 相似文献
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金仲品 《乌鲁木齐职业大学学报》2007,16(1):79-82
学分制是以选课制为基础,以学分为计算“学量”的单位、并以取得最低学分为毕业标准的一种教育管理制度。为适应在社会主义市场经济下的经济建设和科学技术对人才的多样性、多层次化、多规格化的要求。实行学分制是高职院校深化教育改革的必然趋势。本文尝试性探讨当前职业院校实施学分制改革中存在的问题及可行性对策措施的思考。 相似文献
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Elizabeth Davis Thomas Aitchison Eric Allen Carrie Gomez Sheree Laird Kaja Raczyńska 《Community College Journal of Research & Practice》2013,37(2):192-198
Wyoming Community College Commission policy currently states any student enrolled for more than 12 credit hours will be charged tuition for only 12 credit hours. This policy is referred to as the tuition cap. In November 2010, the commission discussed increasing the tuition cap to 15 credits. An increase from 12 to 15 credits would have represented a 25% increase in tuition for students enrolled for 15 or more credits. Casper College president Dr. Walter Nolte commissioned a study to examine the impact such an increase would have on Casper College and its students. A survey instrument was designed to determine if students carrying more than 12 credit hours would reduce their enrollment credits and what sources of funding they would seek to defray the increased cost. Using a multistage sampling design, a sample of 67 Casper College course sections was selected to respond to the survey. The data were analyzed with logistic regression models, and the estimates were adjusted using sampling weights and a finite population correction. Analysis indicated that 42% of Casper College students would reduce their credit hours by an average of 3.3 credits. Approximately 58% of students would seek additional scholarships and 63% would seek increased work hours. The results of the study were presented to the Wyoming Community College Commission on October 28, 2011. In December 2011, the Commission announced a decision not to increase the tuition cap. 相似文献
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Various measures are presently utilized for the purposes of determining faculty teaching effort and assigning teaching loads. This study investigates how well the predictor variables of credit hours, student credit hours, contact hours, and student contact hours correlate with faculty self-report measures of time-use for each class taught. Additionally, the question of differences among measures of faculty work effort per class when faculty are classified by academic rank was investigated. The findings of this study indicate that of the commonly used measures of total faculty effort for a class only contact hours are a reliable measure, and neither the level of instruction nor the academic rank of the teacher have much to do with the faculty member's effort as measured in time for a class. 相似文献
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Shi Xiaojun Zheng Haitao 《东南大学学报》2008,(Z1)
To solve the problem of setting threshold default risk criterion to select retailer eligible for trade credit granting, a novel method of solving simultaneous equations is proposed. This method is based on the bilevel programming modeling of trade credit decisions as an interaction between supplier and retailer. First, the bilevel programming is set up where the supplier decides on credit terms at the top level considering a retailer‘s default risk, and the retailer determines the order quantity at the lowe... 相似文献
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教学管理的规范化是高校＂形势与政策＂课建设的重要环节。＂形势与政策＂课目前在教学管理上主要存在学分学时对应不科学、分管部门繁多而分工又不明确、教师队伍管理缺乏长效机制、教材和考核不统一等问题。要从根本上解决这些问题,应该做到以下几点：搞好学科建设与规划,提供学术支撑;进一步探讨学分学时的合理设置;编写涵盖形势与政策观持续性与动态性相结合的系列教材;细化各部门分工,明确课程归属,建立任课教师准入机制;加强规范考核和督查制度。 相似文献
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Francis G. Cornell 《Journal of Experimental Education》2013,81(3):213-218
Despite marked changes in the composition of the population of higher education over the past 20 years, few researchers have tested hypotheses pertaining to predictors of turnover among nontraditional college students. In the present study, we controlled several variables and tested to see whether credit load moderates the effects of intent on turnover at a community college. The results of a stepwise logistic regression model generated from data collected during the spring and fall of 1987 indicated a significant (p < .01) joint effect of credit load and intent. As predicted, intent was more strongly related to turnover among students carrying 13 or more credit hours as compared with students carrying 1–6 and 7–12 credit hours. 相似文献
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刘盈盈 《南京广播电视大学学报》2014,(1):28-31
高职院校是培养应用型人才的主要渠道,在完善现有学分制的基础上,建构学分银行,是成人教育改革的一个有效的抓手,它有助于学习者的多元发展、教学资源共享和构建终身教育体系.建构学分银行,应从拓展办学渠道,弹性设置课程、实施学分累计和学分认证互通等方面着手,同时需要国家提供制度保证和政策支持. 相似文献
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This article will focus on the credit point system and especially on the Dutch system. In many countries such a system has a long history, but in others it is a relatively new phenomenon. In the first section, the objectives of credit point systems will be introduced. In the second section the emergence and characteristics of the credit point system in the Netherlands will be presented. In the third section, some results of student behaviour in the first year in Higher education will be shown for different groups of students, such as how many credit points on average they earned and how many hours per week on average they studied. The findings demonstrate how empirical results from student behaviour, combined with the norms of the credit point system, can be used to evaluate the accountability of the academic programmes. In the last section, some challenges for the use of credit point systems in the nearby future will be discussed. Recently, one can see a rapid change from the traditional ways of testing to the assessment of competencies of students and student portfolios. 相似文献
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Abstract This article will focus on the credit point system and especially on the Dutch system. In many countries such a system has a long history, but in others it is a relatively new phenomenon. In the first section, the objectives of credit point systems will be introduced. In the second section the emergence and characteristics of the credit point system in the Netherlands will be presented. In the third section, some results of student behaviour in the first year in Higher education will be shown for different groups of students, such as how many credit points on average they earned and how many hours per week on average they studied. The findings demonstrate how empirical results from student behaviour, combined with the norms of the credit point system, can be used to evaluate the accountability of the academic programmes. In the last section, some challenges for the use of credit point systems in the nearby future will be discussed. Recently, one can see a rapid change from the traditional ways of testing to the assessment of competencies of students and student portfolios. 相似文献
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成人高等教育实施学分制改革刍议 总被引：3，自引：0，他引：3
朱志梅 《扬州大学学报(高教研究版)》2006,10(3):68-70
学分制以其灵活、多样、开放的特点与成人高等教育的特点相适应,是社会发展和成人高等教育改革的必然要求。虽然在成人高等教育中实行学分制改革存在一定的困难,但是实行学分制具有满足学生对知识和技能的需求、缓解工学矛盾、发挥成人学生特长的优势,只要坚定信心、大力开发课程资源、建立健全管理制度、充分发挥现代教育手段,再辅之以政府部门的支持,成人高等教育学分制就能得到较好的实施。 相似文献
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排课作为高校教学常规中重要的实施环节,受到诸多条件的限制和制约。如何在有限的教学资源下完成大规模的排课,让有限的教学资源达到最优化组合是目前较为突出的问题。基于此,文章通过对实践教学机房容量数据进行分析,实现利用有限的教学资源完成较多学时数的合理化排课进程。 相似文献
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陈勇勤 《南阳师范学院学报》2012,(2):1-6
金融危机以银行挤兑为特征,银行无非是信贷的一个代名词,挤兑针对存款,而信贷总要以贷款或者以利息率表现出来。贷款为货币形式,利息率也就是货币的价格。价格用货币单位来计量,这是商品价格。商品价格的生成机理和货币价格的生成机理是不同的两个问题,资产价格的生成,既和货币价格有关,也和商品价格有关。超量印钞,超量贷款,只有银行才能做这种事。可见,金融危机不过是银行自导自演一场闹剧的负面结果。分析贷款膨胀现象,利息差（银行利润）必然引起注意。本文拟通过思考利息率变量的成因,为进一步研究＂金融危机的贷款膨胀起因＂提供一个基础性平台。 相似文献
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Angelo C. Gilli Sr. 《Community College Journal of Research & Practice》2013,37(3):203-216
Several sets of data were employed in efforts to address the major concerns of this study. The first was a national survey of state directors of two‐year colleges. From them basic data regarding the distribution of funding for public two‐year college institutions on a state‐by‐state basis was obtained. It was found that 57% of funding nationally was derived from state legislatures, 17% from local or regional governments, 14% from tuition, and 10% from other sources. Also computed from the survey data was the distribution of full‐time enrollments by generic program. It was found that about half of the full‐time students were enrolled in occupational programs. Using selected national data, the cost per credit‐hour for 1979‐1980 full‐time students was computed to be $115 if 24 credit‐hours are considered a full‐time load, and $92 using 30 credit‐hours as a full‐time load. Also determined were the correlations between selected population data and certain public two‐year college demographics. Strong positive relationships were found between state populations, number of colleges in the state, and the magnitude of the states’ gross weights (fraction of total national full‐time enrollments found in that state). 相似文献
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In this paper, the generalized bounds are derived on the partial periodic correlation of complex roots of unity sequence set with zero or low correlation zone （ZCZ/LCZ） as the important criteria of the sequence design and application. The derived bounds are with respect to family size, subsequence length, maximum partial autocorrelation sidelobe, maximum partial crosscorrelation value and the ZCZ/LCZ. The results show that the derived bounds include the previous periodic bounds, such as Sarwate bound, Welch bound, Peng-Fan bound and Paterson-Lothian bound, as special cases. 相似文献
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Both students and advisers often assume that a lighter academic load during the first year of college will result in greater student success. This article examines that assumption. Academic load is measured in terms of credit load and course difficulty; success is measured in terms of GPA and retention. The experiences of a sample of first-year students at a comprehensive regional university are examined. While the credit loads for which students register are related to academic ability and prior academic success, the difficulty level of courses for which these students register is not. Variation in student credit loads is reduced because weaker students are required to take developmental courses but do not drop a corresponding number of college-credit courses. Contrary to common assumptions, students who register for more credits tend to earn higher GPAs and have greater retention even after controlling for academic ability, prior academic success, on-campus employment hours, and other background characteristics. Students who register for more difficult courses, however, tend to earn lower GPAs and experience lower retention. Any effect of credit load on retention appears to work through GPA. While much of the effect of course difficulty on retention also works through GPA, course difficulty does have a separate negative effect on one-year retention. While the possibilities that weaker students might be more successful with lighter credit loads or that stronger students might be more successful with more difficult courses were investigated, no significant interactions between prior academic success, academic load, and success were found. 相似文献
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张丽萍 《南通职业大学学报》2007,21(3):63-64
近年来,学生画图和读图能力有所下降,对此,必须通过深化课程教学改革,建立新的教学内容体系,强化实践性教学环节,培养学生的图形思维能力,才能有效地提高学生画图和读图的能力。 相似文献