共查询到20条相似文献，搜索用时 78 毫秒
1.
霍秀荣 《涪陵师范学院学报》2008,24(4)
企业社会责任是指对企业的利益相关者所应负有的责任。它是对传统企业伦理的嬗变和超越,是刚性责任与柔性责任、积极责任与消极责任、内部责任与外部责任的有机统一。积极回应挑战并强化企业社会责任,是构建社会主义和谐社会的重要内容,是企业走向世界、参与国际竞争的必要环节,是实现企业自身可持续发展的有效途径。必须正确处理好企业与社会、倡导与规范、企业与职工、企业与消费者、企业与竞争对手、自律与他律、企业与企业家、倡导与推动、尺度与限度等九大关系,使企业真正成为构建和谐社会的重要力量。 相似文献
2.
在阐述高职院校跨界校园文化的涵义和意义的基础上,本文提出了将学校与企业、学校精神与企业精神、学校专业设置与企业技术需求、学生就业与企业用人需求、学校学生与企业员工、校园环境与企业环境融洽对接的构建途径,旨在建设适合职业教育发展的跨界校园文化。 相似文献
3.
和谐企业应建立、健全一套科学的、符合企业发展需要的基本标准,包括品牌形象、市场定位、核心能力、员工素质、科技水平、管理流程、安全环保、企业文化、党群工作和经济、社会、环境效益。和谐企业应明确构建的基本内容,企业中的“和谐”涉及到企业系统中的诸方面,关键是理顺企业内部、企业与行业、企业与国内社会、企业与国际社会、企业与环境等五大的关系。和谐企业构建是具体的、长远的,需要长期奋斗,不断推进,逐步实现。 相似文献
4.
高樱 《岳阳职业技术学院学报》2007,22(2):101-103
企业伦理观是调节企业与国家、企业与社会、企业与企业等关系的行为规范,是企业在生产、经营和其他活动中,作为法人和道德行为主体所遵循的道德要求。只有把企业道德规范融入到企业管理的全过程中,只有开展企业信用观、义利观、价值观教育才能构成和谐的企业文化,进而推动企业的发展。 相似文献
5.
陈进德 《辽宁科技学院学报》2014,16(4):49-51
企业文化代表了企业的“世界观”与“价值观”,是一系列信念、仪式、符号、行为方式的组合。本文阐述了企业文化的内涵,企业文化在企业战略发展与管理中的作用,最后提出了利用企业文化促进企业战略发展与管理的策略。 相似文献
6.
张玉明 《山西财经大学学报(高等教育版)》2006,9(4):59-62
现行财务管理学主要从内部的、静态的、微观的视角分析企业的财务活动,在金融已经成为现代经济核心并对企业的理财活动产生广泛而深远的影响的条件下,这种分析视角是有缺陷的。文章提出在对现行财务管理学科改革的基础上建立一门新的专门研究企业金融活动的、涵盖范围更广的、适应现代企业管理的学科———财务金融学。其核心问题是以金融市场和中介为依托的企业价值的创造,它的基本内容主要包括财务金融学目标、金融市场和中介与企业价值、企业投资与企业价值、企业融资与企业价值、企业营运资本管理与企业价值、企业风险管理与企业价值等部分。 相似文献
7.
企业的知识型员工是企业的骨干力量,是企业的精英。知识型员工通常是指企业中的管理、专业技术与高技能人员。如果说企业是辆汽车,那么知识型员工中的管理人员,专业技术与技能人才就是企业的前后轮,如果企业是只鹰,那么管理人员、专业技术与技能人才就是企业的两只翅膀,如果专业技术与技能人才的创新是发电机,那么管理创新是输电网,两者缺一不可,因为企业的技术创新与管理创新是企业核心竞争优势的关键因素,能否有一支稳定的、充满活力的管理、技术与技能人才队伍,对企企业的稳定发展有着重大作用,甚至关系企业的成败。为此它是企业人力资源管理的首要任务,非常值得我们认真调研和认真思考。 相似文献
8.
论职业院校校企合作的形式、条件及目标效果 总被引：2，自引：0，他引：2
黄志坚 《广东广播电视大学学报》2008,17(5):21-23
校企合作是职业院校与企业之间形成的战略联盟,职业院校可以资源共享、工学交替、订单培养、授权冠名的形式。寻找具有鲜明现代企业特征和良好市场前景的企业开展校企合作,实现学校教育理念与企业精神、学校培养目标与企业用人需求、教学内容与企业生产技术等方面“零距离”的目标效果。 相似文献
9.
"七个结合": 1、与企业的发展方向、规划相结合。企业培训规划、计划主要是依据企业发展规划而拟定的,同时它又是企业发展规划的重要组成部分。 2、与企业的发展实力、经济基础相结合。对员工进行知识、技能培训的意愿永远是正确的,但不能脱离企业实际实力、经济基础,增添企业负担为代价。 3、与企业的经营生产状况相结合。社会在发展,企业需要发展,员工的知 相似文献
10.
11.
对中小学择校问题的再思考 总被引：1，自引：0，他引：1
对于中小学择校现象应当重新予以认识。择校是指人们对就读学校的选择,在当前具有合理性和必然性。目前择校主要有以分择校、以权择校和以钱择校等三种形式。合理的择校应当以学生的素质为依据,同时视学校的具体情况确定招收择校生的数量及收费标准。择校既具有积极的意义,也有一定的负面影响。解决择校问题要从政府、社会和学校等多方面着手。 相似文献
12.
13.
14.
15.
16.
17.
Simone Doolaard 《School Effectiveness & School Improvement》2013,24(2):241-244
18.
Trevor McCandless 《Discourse: Studies in the Cultural Politics of Education》2015,36(6):808-820
School prospectuses and promotional videos appeal to parents by presenting idealised images of the education a school provides. These educational idealisations visually realise the form of discipline a school is expected to provide, depending on the social habitus of the parents. This paper presents a content analysis of the images used in 33 sets of marketing materials from a maximally diverse sample of schools from the state of Victoria. These images are interpreted using the lenses of Bernstein's control and Bourdieu's habitus and cultural capital. The promotional images are found to vary systematically in terms of content and form depending on the perceived social class of the students which the schools attract. 相似文献
19.
教育部在2005年颁布了《关于整体规划大中小学德体系的意见》（以下简称《意见》）,《意见》对于加强和改进大学生思想政治教育和中小学生思想道德教育工作,构建具有时代性、把握规律性、增强实效性的大中小学德育体系具有普遍的指导意义。《意见》是针对构建全国性的大中小学德育体系而颁布的,这就决定了它只能忽略差异性而寻求共同性与统一性。这种普遍、共同的、统一的德育体系对地方德育体系和校本德育体系的构建具有宏观指导作用,但它不能取代地方性德育体系。 相似文献
20.
《Paedagogica Historica: International Journal of the History of Education》2012,48(1-2):275-288
This paper tells a story about progressivism, schools and schools of education in twentieth‐century America. Depending on one's position in the politics of education, this story can assume the form of a tragedy or a romance, or perhaps even a comedy. The heart of the tale is the struggle for control of American education in the early twentieth century between two factions of the movement for progressive education. The administrative progressives won this struggle, and they reconstructed the organization and curriculum of American schools in a form that has lasted to the present day. Meanwhile the other group, the pedagogical progressives, who failed miserably in shaping what we do in schools, did at least succeed in shaping how we talk about schools. Professors in schools of education were caught in the middle of this dispute, and they ended up in an awkwardly compromised position. Their hands were busy—preparing teachers to work within the confines of the educational system established by the administrative progressives, and carrying out research to make this system work more efficiently. But their hearts were with the pedagogues. So they became the high priests of pedagogical progressivism, keeping this faith alive within the halls of the education school, and teaching the words of its credo to new generations of educators. Why is it that American education professors have such a longstanding, deeply rooted and widely shared rhetorical commitment to the progressive vision? The answer can be found in the convergence between the history of the education school and the history of the child‐centered strand of progressivism during the early twentieth century. Historical circumstances drew them together so strongly that they became inseparable. As a result, progressivism became the ideology of the education professor. Education schools have their own legend about how this happened, which is a stirring tale about a marriage made in heaven, between an ideal that would save education and a stalwart champion that would fight the forces of traditionalism to make this ideal a reality. As is the case with most legends, there is some truth in this account. But here a different story is told. In this story, the union between pedagogical progressivism and the education school is not the result of mutual attraction but of something more enduring: mutual need. It was not a marriage of the strong but a wedding of the weak. Both were losers in their respective arenas: child‐centered progressivism lost out in the struggle for control of American schools, and the education school lost out in the struggle for respect in American higher education. They needed each other, with one looking for a safe haven and the other looking for a righteous mission. As a result, education schools came to have a rhetorical commitment to progressivism that is so wide that, within these institutions, it is largely beyond challenge. At the same time, however, this progressive vision never came to dominate the practice of teaching and learning in schools—or even to reach deeply into the practice of teacher educators and researchers within education schools themselves. 相似文献