高管团队行为整合、创新行为与创新绩效关系研究     

丁安娜  刘景江 《科学学与科学技术管理》2012,33(12):71-76

综述了高管团队行为整合影响企业创新行为并进而实现创新绩效的过程机制,提出了研究的框架模型。在阐释高管团队行为整合、探索型创新和利用型创新定义的基础上,评述高管团队行为整合影响探索型创新和利用型创新的研究,综述并探讨探索型创新和利用型创新及其交互作用对创新绩效的作用机制。最后,进行了简要的总结和讨论。  相似文献   

伦敦剪影     

沈安娜 《文化交流》2012,(8):75-78

说世界文化名城伦敦也是奥运之城,一点儿也不过分。伦敦是既古老又现代的城市,已有2000多年历史。我对伦敦的第一印象来自狄更斯笔下的《雾都孤儿》：天色灰暗、街道狭小、建筑陈旧、观念守旧。工作以后,虽然不是常住,有时甚至是走马观花的接触,但我对伦敦有了新的感观,完全洗刷清我儿时的想象。  相似文献   

What’s all the fuss about gestures? A commentary   总被引：1，自引：0，他引：1  

Anna Sfard 《Educational Studies in Mathematics》2009,70(2):191-200

While reading the articles assembled in this volume, one cannot help asking Why gestures? What’s all the fuss about them? In the last few years, the fuss is, indeed, considerable, and not just here, in this special issue, but also in research on learning and teaching at large. What changed? After all, gestures have been around ever since the birth of humanity, if not much longer, but until recently, not many students of human cognition seemed to care. In this commentary, while reporting on what I saw while scrutinizing this volume for an answer, I will share some thoughts on the relationship between gesturing and speaking and about their relative roles in mathematical thinking.  相似文献   

Quality of alternatives,institutional preference,and institutional commitment among first‐year college students     

Morris Alan Okun  Brian Goegan  Natasha Mitric 《教育心理学》2009,29(4):371-383

We tested the hypotheses derived from investment theory that quality of alternatives and institutional preference exert additive and interactive effects on institutional commitment in a sample of 1166 first‐year college students at a large state university, who were surveyed within two weeks of the start of their first semester. As predicted, a hierarchical regression analysis revealed: as quality of alternatives increased, institutional commitment decreased; as preference for the university increased, institutional commitment increased; and as institutional preference decreased, the inverse relation between quality of alternatives and institutional commitment increased. The findings of the present study suggest that first‐year college students who do not rank their university as one of their top three choices and who rate the quality of alternatives as high should be classified as at risk of dropping out and targeted for proactive advising.  相似文献   

Variables contributing to academic success in an intermediate statistics course: the importance of learned resourcefulness     

Deborah Kennett  Anna May Young  Maria Catanzaro 《教育心理学》2009,29(7):815-830

We examined the variables contributing to statistical anxiety, statistical resourcefulness and grades in an intermediate statistics course. Questionnaires assessing the aforementioned variables, as well as general resourcefulness, statistical self‐efficacy and attitudes, and grade goals were completed by 168 students in September and in January. Our findings revealed that students possessing a larger repertoire of general resourcefulness skills and higher statistical self‐efficacy were more likely to rely on statistical self‐control strategies, and, as a result, attain higher grades. Students having higher statistical test anxiety were not only less generally and statistically resourceful, but they were also more likely to be aiming for lower grades and attributing past performance disappointments to lack of ability and task difficulty.  相似文献   

Measuring adult literacy students’ reading skills using the Gray Oral Reading Test     

Daphne Greenberg  Hye Kyeong Pae  Robin D. Morris  Mary Beth Calhoon  Alice O. Nanda 《Annals of dyslexia》2009,59(2):133-149

There are not enough reading tests standardized on adults who have very low literacy skills, and therefore tests standardized on children are frequently administered. This study addressed the complexities and problems of using a test normed on children to measure the reading comprehension skills of 193 adults who read at approximately third through fifth grade reading grade equivalency levels. Findings are reported from an analysis of the administration of Form A of the Gray Oral Reading Tests—Fourth Edition (Wiederholt & Bryant, 2001a, b). Results indicated that educators and researchers should be very cautious when interpreting test results of adults who have difficulty reading when children’s norm-referenced tests are administered.  相似文献   

Commercializing university research in transition economies: Technology transfer offices or direct industrial funding?     

Maksim Belitski  Anna Aginskaja  Radzivon Marozau 《Research Policy》2019,48(3):601-615

There is a paucity of knowledge on research commercialization by university scientists worldwide. The objective of this paper is to identify the role that Technology Transfer Offices (TTOs) and direct Industrial Funding play in university research commercialization in transition economies of Azerbaijan, Belarus and Kazakhstan during 2015–2017. We do this by developing a novel database and a multi-level model which explains how individual attributes, organizational and ecosystem characteristics explain the extent of knowledge commercialization.We apply the generalized Heckman approach to account for two selection biases, reducing the sample from 2602 to 272 scientists, and further use a mixed-method approach to analyse 27 face-to-face interviews with researchers and TTO managers. The results demonstrate that research commercialization is not associated with the existence and awareness of TTO or the establishment of commercialization contracts via TTO, but the direct industrial funding of university research. Taken together the findings have clear implications for scholars, scientific entrepreneurs, TTOs and investors who aim to exploit university knowledge in transition economies.  相似文献   

Access and equity programme provision-evaluation in Australian higher education: a what matters approach     

Anna Bennett 《Educational Research and Evaluation》2018,24(8):523-537

This article draws on findings from a national review of the evaluation of access and equity initiatives across Australian higher education to argue that utilising responsive mixed methods focused on the values of participants enables crucial understanding of what matters to the people involved. Based on the evidence collected, a “what matters” conceptual guide is provided to assist with programme design and evaluation. The approach enables identification of the multiple complex variables involved in generating programme outcomes that matter to the groups they are intended for. Provision and evaluation processes must be iteratively connected so that they are responsive to changing contexts and needs over time. Key concepts from critical realism and complexity theory are applied to highlight that context, complexity, and temporality are critical elements to incorporate into approaches to provision-evaluation. The “what matters” guide is designed to enable programmes that are accessible, engaging, and valuable to all participants.  相似文献   

Effect of age on discrimination learning,reversal learning,and cognitive bias in family dogs     

Patrizia Piotti  Dóra Szabó  Zsófia Bognár  Anna Egerer  Petrouchka Hulsbosch  Rachel Sophia Carson  Enikő Kubinyi 《Learning & behavior》2018,46(4):537-553

Several studies on age-related cognitive decline in dogs involve laboratory dogs and prolonged training. We developed two spatial tasks that required a single 1-h session. We tested 107 medium-large sized dogs: “young” (N=41, aged 2.5–6.5 years) and “old” (N=66, aged 8–14.5 years). Our results indicated that, in a discrimination learning task and in a reversal learning task, young dogs learned significantly faster than the old dogs, indicating that these two tasks could successfully be used to investigate differences in spatial learning between young and old dogs. We also provide two novel findings. First, in the reversal learning, the dogs trained based on the location of stimuli learned faster than the dogs trained based on stimulus characteristics. Most old dogs did not learn the task within our cut-off of 50 trials. Training based on an object’s location is therefore more appropriate for reversal learning tasks. Second, the contrast between the response to the positive and negative stimuli was narrower in old dogs, compared to young dogs, during the reversal learning task, as well as the cognitive bias test. This measure favors comparability between tasks and between studies. Following the cognitive bias test, we could not find any indication of differences in the positive and negative expectations between young and old dogs. Taken together, these findings do not support the hypothesis that old dogs have more negative expectations than young dogs and the use of the cognitive bias test in older dogs requires further investigation.  相似文献   

School-based sports development and the role of NSOs as ‘boundary spanners’: benefits,disbenefits and unintended consequences of the Sporting Schools policy initiative     

Anna Hogan  Michalis Stylianou 《Sport, Education and Society》2018,23(4):367-380

The focus of this paper is on Sporting Schools, a $100 million policy initiative intended to increase children’s sport participation in Australia. Our account seeks to proffer a critical analysis of this federal policy, and the way it functions as part of the new heterarchical or networked form of sports governance in Australia. Using a network ethnography methodology, we analyse Sporting Schools from the perspective of National Sporting Organisations (NSOs), who have the key responsibility for enacting this policy. Using their perceptions, we reflect on their role as policy ‘boundary spanners’ and outline the complexities they face in creating ‘win-win’ scenarios so that schools, students, government and NSOs themselves all benefit from the Sporting Schools initiative. We argue that NSOs have to balance benefits and disbenefits and face tension between their desire for tight quality control of their school-based sports programmes and the need to have a cost-effective funding model for maximum exposure to schools and students. In conclusion, we reflect on the unintended consequences of enacting the policy in its current form, including issues of teaching and coaching expertise, the potential displacement of the educative value of PE in favour of school sport, and the opening of this public policy space to commercial providers on a for-profit basis.  相似文献