Why are Small Firms Different? Managers’ Views

Do incentives differ between large and small organizations? Results from a representative survey of compensation managers are used to shed light on the issues. I find that (i) small establishments rely less on pecuniary incentives, and have a significantly more hostile attitude towards incentive schemes based on competition and relative rewards; (ii) large units are more vulnerable to mechanisms of efficiency wages, effects that remain even after controlling for differences in monitoring ability; (iii) large units are more prone to indicate that negative reciprocity is important, and that their employees care about relative pay. I argue that these findings fit with behavioral stories of incentives and motivation, in particular those stressing group interaction effects, inequity aversion and gift exchange.     

东部地区农业结构变动与政策变量之间的相关性研究

本文通过农民收入变量、农民受教育程度、农村人均固定资产投资额、政府用于农村人均文教娱乐用品及服务支出和政府用于农村财政支出等政策变量与东部地区农业结构变动的相关性分析,再根据未来若干年我国及东部地区农业政策变化趋势,从而预测未来我国东部地区农业结构的变化趋势。     

西部教育发展战略初探--以江苏"教育强省"的实践经验为鉴

西部地区教育水平的落后制约了其人力资源的开发,也制约了其经济发展.借鉴江苏"教育强省"的成功经验,西部教育应切实转变教育观念,为教育的发展奠定思想基础;因地制宜发展教育,为教育的发展建构体制框架;建立多元的投资机制,为教育发展提供资金保障;促进教育与经济的互动发展,为教育的发展挖掘潜力.     

Differential reporting in Germany - A historical analysis

Based on a contingent perspective of accounting change, this paper reviews the historical development of differential reporting in Germany, by drawing on primary and secondary sources. The main objective of the paper is to shed light on the driving forces and main influential parameters that have shaped the existing differential reporting framework. This historical approach supplies interesting insights for the current discussion on differential reporting in Germany produced by the EU Regulation on the application of International Accounting Standards.     

Uncertainty in the Austrian Theory of Capital

This paper is based on the traditional Austrian Theory of Capital which deals with expected values of future returns of investments over various periods of time. The longer the time period that elapses between the beginning of a production process and its end, the higher the (expected) productivity must be due to positive time preferences of individuals. This paper focuses on the uncertainty of future returns and on uncertainty preferences, instead. Based on the Hayekian idea of the dispersion of knowledge in society, it will be shown that there is a systematic relationship between the structure of capital and uncertainty. This result will be derived for a production process characterized by complete vertical integration and one which is not completely vertically integrated. The distinction between these two settings is crucial, if one accepts the distinction between an individual and a social period of production and the planning horizon which are introduced in this paper.     

The effects of transition on the distribution of income in China

Using two large samples for 1988 and 1995 we decompose the Gini coefficient of household income according to type of income with the purpose of analyzing reasons for the rapid increase of inequality. The results show that the change in relative size of money income and its changed profile are found to be the major processes behind the rapid increase of income inequality in rural China. Changes in housing allocation and an increased number of retirees in combination with higher benefits have made inequality increase in urban China and in China as a whole. JEL classification: D31, P27.     

完善公司制企业治理结构的思考

在分析公司制企业治理结构现状及存在问题的基础上,提出了国有企业通过改革,建立股东、债权人、经营者、员工等利益相关者多方合作的企业治理结构的目标模式,通过对企业经营者的激励与约束,确保国有资产保值增值。     

以企业再造思想振兴东北老工业基地

从企业再造理论产生的背景和东北老工业基地的实际情况来看,在振兴东北老工业基地的实践中应贯彻企业再造思想.要以企业再造思想为指导,把整个东北地区看做一个大组织,搞好地区的文化建设;要从企业再造理论的精神实质出发,建立新的完善的市场机制;要坚持企业再造思想所强调的三个核心原则,搞好东北地区的行政改革.     

浅议会计委派制

分析了“会计委派制”产生的背景和目前存在的问题．提出了会计体制改革的方向应该是：继续国有企业的体制改革，特别是股份制改革；建立司法监督、行政监督、社会监督和企业内部会计监督相结合的的监督管理体系；建立一种“立法型”的会计监督模式。     

试论新课程改革背景下教育观念的更新与变革

教育观念的更新和变革，是课程改革顺利进行的必要前提和关键所在。要牢固树立“以人为本”的教育理念，以突出素质教育的全体性、全面性、主体性。教学过程要实现从单向信息传递向师生交往互动的变革、从单纯的知识灌输向学生认知建构的变革、从单纯应试向促进学生可持续发展的变革。教师必须形成新的角色意识，做学生学习的指导者、做教学的研究者和终身学习的示范者。同时，新课程改革还要求开展学习方式的革命。