我国高校间科研创新合作现状研究——基于2014年合著论文的社会网络分析     

曹志鹏  潘启亮 《科技管理研究》2017,(1)

本文基于我国2138所高等院校在2014年所发表的论文数据,运用复杂网络和社会网络分析方法,对我国高等院校科研创新合作现状进行了研究。研究表明,我国高校间协同创新科研网络符合无标度网络的特征,具有鲁棒性和脆弱性;网络较为松散,网络中小群体现象并不明显;网络核心较为集中,核心区域的包括北京大学、中国人民大学、清华大学等78所高校;网络中存在16个较为密切的合作群体,分别以广东省、北京市、江苏省等为主要区域,每个区域均有一两所综合性大学做为核心,合作群体呈现明显的学科特征,其中综合性大学、医科、理工科的合作更为频繁,意愿更高。  相似文献   

Governance strategies for open collaboration: Focusing on resource allocation in open source software development organizations     

《International Journal of Information Management》2017,37(5):431-437

With rapid advancements in information and communication technology, open collaboration has become easier, thereby allowing people to participate through internet platform. Open source software is one of the representative examples of open collaboration. In this research, we examine the antecedents of innovation performance for open source software development organizations on Github (www.github.com), which is a leading web service for the open collaborations of developers. From the perspective of resource allocation, this study investigates effective governance strategies to allocate developers to multiple projects within an organization. Overall, we find that the organization with high performance have a small number of developers to participate in most projects and most developers to participate in a small number of projects.  相似文献   

企业区域内/间研发合作与创新绩效——技术多元化的调节作用          下载免费PDF全文

孙玉涛  臧帆 《科研管理》2017,38(3):52-60

企业选择区域内或区域间合作是其"开放式创新"战略的重要内容。本文系统阐述了企业区域内和区域间研发合作对创新绩效的作用机理,以及技术多元化的调节作用,并运用负二项回归模型和电动汽车行业上市公司数据对理论假设进行验证。研究结果发现:企业区域内和区域间研发合作对于创新绩效均有显著正向影响,其中区域内合作更有利于创新规模,区域间合作更有利于创新质量;技术多元化对于主效应均具有显著的负向调节作用。  相似文献   

Primary Teacher Education in Rural Cameroon: Can Informal Learning Compensate for the Deficiencies in Formal Training?     

Melanie U. Wohlfahrt 《Africa Education Review》2018,15(3):1-20

The objective of the research on which this article reports was to evaluate the training conditions of primary school teachers in rural Cameroon, so as to identify alternative paths towards their qualification through informal learning in the workplace and outside. Following Denzin’s (2009) between-methods triangulation approach, quantitative techniques, including statistical analyses and standardised questionnaires, were applied in addition to qualitative techniques, such as face-to-face interviews and observations of practising teachers and experts. The article presents the most common learning strategies of teachers in rural areas of Cameroon and recommends seminal solutions for teacher education. It can be concluded that informal learning in the workplace corresponds to traditional ways of learning in collectivist-oriented, oral societies in rural areas. Therefore, the combination of informal methods with formal structures of teacher education could improve the current educational system of many African countries, and provide a solution to meet the high demand for qualified staff within restricted budgets.  相似文献   

Local curriculum development as object construction: A sociomaterial analysis     

《Teaching and Teacher Education》2018

This paper examines teachers' local curriculum development by analyzing such development as a process of object construction. One team of lower secondary school teachers, mandated to develop a subject curriculum for their school, was followed closely over a year through an ethnographic approach. Data from six team meetings were analyzed to trace how the curriculum was developed through a series of object instantiations that also worked on the construction process. This process required various forms of epistemic engagement, which should be acknowledged in current discussions of teachers’ work and their extended professional responsibilities.  相似文献   

Quality of Inclusion and Related Predictors: Teachers’ Reports of Educational Provisions Offered to Students with Down Syndrome     

L.I. Engevik  K-A.B. Næss  L. Berntsen 《Scandinavian Journal of Educational Research》2018,62(1):34-51

The aims of this study were to gain insight into the quality of inclusion in mainstream classrooms involving students with Down syndrome and to reveal underlying predictors. A total of 39 8-year-olds with Down syndrome and their teachers participated. Via a survey, the teachers were asked to rate key indicators of inclusion. Their average rating corresponded to a moderate quality of inclusion, suggesting that the students with Down syndrome participated as active and accepted class members who learned with their peers. At the same time, the academic instruction of the students tended to take place outside the mainstream classroom. Regression analysis showed that teacher collaboration and the children’s expressive language abilities explained a reliable portion of the variation in the quality of inclusion. The implications for understanding and facilitating inclusion in practice are discussed.  相似文献   

Flipping the classroom: an effective approach to deal with diversity at higher education     

W. S. Konijn  D. R. Essink  T. de Cock Buning  M. B. M. Zweekhorst 《Educational Media International》2018,55(1):64-78

Even though the flipped classroom is an increasingly popular method in education, a literature search shows a gap in research on this method in higher education. This article describes an experiment with two central questions: (1) How do students and lecturers assess the effectiveness of the FC method? And (2) What are crucial design elements? To be able to answer these questions we designed an experiment within a large-size, interdisciplinary, course. For three years we carefully monitored and evaluated the course. A mixed-method approach was used to collect data. Our findings show a positive contribution of the FC approach to the learning experience of students. We also found that a strong link between theory and practice is essential in the course design; combined with active learning we were able to involve students and stimulate them to reach a deeper level of understanding. Moreover, we believe that the FC approach offers opportunities to have a large interdisciplinary group, with different learning needs, work together on higher attainment levels.  相似文献   

中国产学研合作研究的热点主题和知识演化     

李文娟  朱春奎 《科技管理研究》2018,(22)

为明晰中国产学研合作研究领域的热点主题和知识演化,以1992—2016年CSSCI和CNKI中的1 615篇文献为分析样本,利用文献计量学与科学知识图谱方法进行分析。分析结果表明,产学研合作领域的热点涵盖合作模式、机制和影响因素;合作中的高等教育、人才培养;协同创新主体的互动关系;协同创新过程中的要素协同;绩效评价。该领域的研究主题在过去20几年发生了显著的变化,从关注合作模式到关注人才培养、教育改革、知识产权管理和利益分配等主题,再扩展到绩效评价、协同创新和创新网络等主题。  相似文献   

影响因子百分位在学术期刊跨学科评价中的局限性     

刘雪立  魏雅慧  孟君 《中国科技期刊研究》2018,29(10):1018-1021

【目的】 探讨影响因子百分位(Journal Impact Factor Percentile,JIFP)在学术期刊跨学科评价中的局限性。【方法】 通过JCR数据库获取相关数据,结合JIFP计算公式进行分析,揭示JIFP的局限性。【结果】 JIFP的数值过于依赖学科规模;JIFP过分强调影响因子排序而掩盖了影响因子数值的差异;同一期刊在不同学科的JIFP差异明显。【结论】 JIFP应用于学术期刊跨学科评价具有明显局限性,应慎重使用JIFP进行期刊跨学科评价。  相似文献   

基于应用型经济学专业人才培养模式探析   总被引：2，自引：0，他引：2  

王勇  窦佳丽 《安徽科技学院学报》2009,23(3)

本文探讨了在市场经济迅猛发展背景下,高等院校应用型经济学专业的人才培养模式.并从修订教学计划、加强课程体系建设、提高教学质量三个方面提出了培养应用型经济学人才的可行性路径.  相似文献