国籍多样性和跨国经验对高管团队海外扩张决策的影响研究     

申舒萌  葛玉辉 《科学与管理》2012,(1):5-11

海外扩张的模式是决策制定者协商的结果,高管团队(TMT)在此类型的决策过程中起到了重要的作用。本文整合市场准入模式理论与高层梯队理论,并结合组织国际化相关的因素后发现,TMT 跨国经验和TMT国籍多样性在组织海外扩张决策中充当着不同的,甚至是相反的角色。本文分析了100多个公司近7年的数据后,得出TMT 跨国经验与全面控制式海外扩张模式正相关、TMT 国籍多样性与合作控制式海外扩张模式正相关两个重要结果。因此,当跨国经验能够通过出国实践获得,这种经验,在某种程度上受到自身国籍影响。人力资源管理实践旨在通过外派出国来获得国际经验的方式,还要认识到拥有这种经历的人不能替代高管团队中所有的非本国国籍的人。  相似文献   

浅析“极大极小策略”——从博弈的角度看翻译中的抉择     

张冰佳 《丽水学院学报》2010,32(6):59-63

前捷克斯洛伐克翻译理论家列维第一次把博弈论用于翻译专题讨论中,他提出的＂极大极小策略＂把翻译行为描述为一种抉择行为,意为译者在所有可能的解决方案中,会选用能以最少努力达到最大效果的方案。＂极大极小策略＂在翻译实践中的应用过程是一个博弈的游戏过程,在不同文本类型中,面对不同读者群其侧重点不同。  相似文献   

学校领导决策模型的实证研究   总被引：2，自引：0，他引：2  

张兆芹 《教育发展研究》2010,(6)

学校领导决策直接或间接影响学校教育活动的成败和效率。本文通过对公办学校校长决策过程的实证研究,探讨学校领导决策过程中所运用的领导决策模型的特点及存在问题,并分析其形成原因。根据决策主体的构成,文章将学校领导决策模型分为个体决策模型、团队决策模型(包括领导-顾问模型)以及参与式领导决策模型。无论是上述哪一种模型,领导决策在实质上都受到组织内外各种信息、因素以及人的意见的影响。学校领导决策要取得成效,必须建立在行动研究的基础上,因此,本文提出建立学校决策协作共同体行动模型的建议。  相似文献   

权力非意识集聚与领导决策探微     

李世雄 《江苏广播电视大学学报》2013,(3):74-78

权力非意识集聚不仅是集权的一种形式,同时也是集权现象得以存在的核心支撑要素之一,它具有"非有意性"的本质特征,在上下级权力意识差异性、领导权威以及群体压力等因素作用下得以形成,它是集权现象持续存在并不断得到强化的根本原因,对领导决策产生重要影响。克服它对领导决策的负面影响必须从其本质特征入手,通过改善组织成员潜意识中对权力运作体系的相关认知来有效改善权力集聚的非意识形态。  相似文献   

Perspectives on academic staff involvement in the acquisition and implementation of educational technologies     

Laurence Habib  Monica Johannesen 《Teaching in Higher Education》2013,18(5):484-496

This article presents the results of a study using both quantitative and qualitative data to uncover the extent and nature of the involvement of academic staff in the processes of acquisition and implementation of educational technologies. Actor-network theory (ANT) is used to inform the design of the study and the analysis of the data. Three main areas of investigation are (1) issues of institutional policy and overall purpose of technology, (2) issues of staff involvement in various activities related to acquisition and use of technology and (3) issues related to the existence of arenas for dialogue and discussions of technological needs and requirements across organisational boundaries. The analysis focuses on the diffuseness of the role of academic staff in processes of development of institutional policies and technology acquisition. The article concludes with suggestions for organisational policy in higher education contexts, and possible directions for new research.  相似文献   

Higher education curriculum orientations and the implications for institutional curriculum change     

Pamela Roberts 《Teaching in Higher Education》2013,18(5):542-555

This research is based on an empirical study exploring how academics make curriculum decisions and their perceptions of the influences that shape their decisions. Interviews were held with 20 academics from diverse disciplines, who were both research active and committed to teaching. The higher education curriculum was conceptualised as a field of decision-making shaped by academics’ beliefs about educational and contextual influences. The study identified five distinctive curriculum orientations representing coherent patterns of curriculum decisions aligned with academics’ beliefs about educational purposes. Case studies are presented to elucidate each of the curriculum orientations. Curriculum orientations were also found to shape academics’ responses to educational change. The following higher education change drivers are explored: graduate employability and the skills agenda, teaching–research relationships, changing understandings about teaching and learning, educational technologies and flexible delivery. The findings suggest implications for institutional curriculum change initiatives and academic development programmes.  相似文献   

The Roles of the Primary Head in Voluntary Aided and County Schools: A Personal View     

Ray Fisher Headteacher 《School Leadership & Management》2013,33(3):265-272

In Zimbabwe, there have been some debates on democratisation and decentralisation, which led to the development of policies meant to increase teacher participation in decision-making in schools. However, despite these developments, teacher participation in decision-making in Zimbabwean schools is regarded as insignificant. Teachers work closely with students and have firsthand knowledge of their strengths and weaknesses – they are therefore the most valuable people to develop and implement policies. This study investigated the extent of teacher participation in decision-making in Zimbabwean schools. The study adopted a qualitative/interpretive research methodology and used the case study research design as the operational framework for data gathering. Data was collected through interviews, documentary analysis and observation of two staff meetings per school from five secondary schools in Gweru Education District in Zimbabwe. The population sample comprised five secondary school heads and 20 secondary school teachers. The study established that teachers were insignificantly involved in decision-making despite their eagerness to be involved. Some duties are given to senior teachers or committees even when teachers feel that they should be directly involved. There are times when school heads make unilateral decisions and impose them on teachers for implementation. The study recommends that heads of schools should give their teachers room to come up with ideas and look at all contributions objectively.  相似文献   

The role of planning in outdoor adventure decision-making     

Mike Boyes  Tom Potter  Soren Andkjaer  Martin Lindner 《Journal of Adventure Education & Outdoor Learning》2013,13(4):343-357

ABSTRACT

This article explores the influential role of planning on recognition-primed decision-making. Considerable prior thinking occurs and there is a need to trace and account for the cognitive processes that precede and guide decisions in dynamic outdoor environments. Seven expert leaders from four countries were interviewed about memorable decisions made on outdoor journeys with an educational focus on land, sea and ice. Four stages of planning were identified: (1) long-term preparation; (2) formal leadership meetings; (3) day-by-day planning on route and (4) thinking immediately prior to the event. The stages sequentially capture the planning progression, illuminating the cognitive processes at each stage to culminate in option selection. In each decision situation, planned goals and actions were implemented through the creation and re-creation of micro-plans. As windows of opportunity presented themselves, the flexible execution of plans was a key feature. Planning provided the solid bedrock upon which decisions were made.  相似文献   

Planning,re-bordering and setting times: a comparative analysis of European and Latin American ‘education spaces’     

Xavier Rambla 《Globalisation, Societies & Education》2013,11(4):520-537

The article compares educational regionalisation in Europe and Latin America. This analysis unveils the influence of three social phenomena in the two case studies, namely power, fields of activity and knowledge. Mostly, it focuses on the initiatives led by the European Union and the Organisation of Ibero-American States in order to implement large strategic, multi-government educational plans in each continent. The actions of international political players, the theories (or ‘ontologies’) embedded in these devices and the consequences for sub-national politics are observed.  相似文献   

Teachers’ dilemmatic decision-making: reconciling coexisting policies of increased student retention and performance     

Charlotte Jonasson  Åsa Mäkitalo  Klaus Nielsen 《Teachers and Teaching》2013,19(7):831-842

In recent years, many countries within the Organisation for Economic Co-operation and Development have formulated educational policies aimed at providing better education to more students. However, this may be perceived as constituting dilemmatic spaces, where teachers must make efforts to reconcile coexisting political demands in their everyday work. The purpose of this article is to provide insight into how teachers handle coexisting educational policies of increased student retention and performance. Empirical findings from a one-year field study at a Danish vocational school explore how teachers’ decision-making as response to coexisting demands of increased student retention and performance involves the development of various pedagogical approaches to the students: an active ‘caring’ approach, a passive ‘wait until this class is over’ approach, an active ‘vocational gate-keeping’ approach, and a passive ‘wait and see whether they drop out’ approach. Based on the findings, it is argued that the various pedagogical approaches are developed through social negotiations with leaders, students, and other teachers. Moreover, these pedagogical approaches lead to the development of further negotiated, dilemmatic decisions to be made. Thus, a dynamic approach to teachers’ dilemmatic decision-making is proposed.  相似文献