酒店本科实习生心理管理研究

本文将酒店本科实习生做为研究对象,将他们的实习过程划分为五个阶段,并对各个阶段实习生的心理基调与具体心理表现进行了总结。该文在对酒店本科实习生心理特征分析的基础上,探究出了心理问题产生的主要原因,认为应通过解决酒店对本科实习生的认识、学校与企业对实习生评估体系的对接、实习指导老师的跟踪指导、实习生与实习酒店的心理契约管理等重要问题,来实现对本科实习生的心理管理。     

基于SERVQUAL的本科生导师制服务质量动态评价研究

本文运用SERVUQAL标尺测量方法,以M院校为例,通过学生对导师所提供的教育服务有形性、可靠性、响应性、保证性和感动性五个属性的感知和期望之间的差值来对本科生导师制实施过程的质量进行评价。以便迅速地发现本科生导师制中存在的问题,从而不断完善本科生导师制。     

基于质量管理的高校本科专业电子档案系统建设

本科专业电子档案系统建设在国内高校尚属首创,旨在保存专业建设史料、传承专业教育精神,供专业评价和行政决策参考,同时为高校教学状态数据库建设提供借鉴。本科专业电子档案系统建设平台的规划与设计围绕系统管理、数据管理、用户共享、门户基本服务、查询与服务展开,其中数据录入与更新、保存与安全、利用与共享是该系统建设的关键与难点。系统的创新之处在于面向用户的定位思路,信息利用＂无缝对接＂及专业电子档案制度与标准规范的制定。     

抓好速度耐力,突出强度,提高密度——高校中长跑训练方式之谈

高校进行中长跑训练是高校办高水平运动队的产物,运动员以在校大学生为主,运动员一边学习一边训练,属于＂边学边训性＂,运动训练具有较强的业余性。这一特点决定了高校运动队不能采用专业队的训练方法和标准,而应立足于自身的现实条件,去寻找适合自己的训练方法。高校中长跑项目的教学、训练应结合高校体育教育的特点,抓好速度耐力,突出专项,突出强度,提高密度,对运动员运动成绩的提高效果比较理想。     

"互联网+"环境下应用型本科院校市场营销学课程教学改革探究

“互联网+教育”成为当前科技与教育相结合的教育变革新常态。本文分析了应用型本科院校市场营销学课程的教学现状,阐释了课程改革的指导思想、主要任务,并从合理设计教学内容、优化教学组织形式、丰富在线教学资源、重视课外实践教学、有序推进课赛融合、巧妙融入课程思政和科学改进教学评价等七个方面提出该课程教学的理念重构、保障措施以期推动课程改革,旨在提升应用型人才培养质量。     

本科生导师式教育模式的研究

实施本科生导师式教育模式是本科教育改革的一种探索。经过本课题组近三年的实践研究,获得了本科生导师式教育模式所带来的积极效果,具体如下：本科生导师式教育模式有利于学生个性的发展、潜能的发展、学业的进步,有利于新生适应大学生活,有利于培养学生的实践能力和创新能力,有利于提高学生的就业能力和创业能力,有利于对学生进行思想和心理的指导;根据学生家庭情况和不同阶段的特点以及适当聘请校外导师和学生导师,可充分发挥本科生导师式教育模式的作用。     

Students' Motivation to Learn

ABSTRACT

Often called a “Discovery Major,” the parks, recreation, and tourism major tends to have more transfer students than other majors. Research has shown that educators sometimes perceive transfer students as less motivated than continuing students. This study explored differences between Parks, Recreation, and Tourism (PRT) students and non-PRT students who represented 52 majors on the University of Missouri-Columbia campus. Survey results confirmed that PRT students were more likely to have changed majors. Although PRT students reported lower ACT and GPA scores, no significant difference was found between the two groups in their motivation to learn. However, compared with non-PRT students, PRT students attributed more value to their major when they perceived having more control of their learning.     

International Trends in Economics Degrees During the 1990s

Australia, Canada, Germany, and the United States experienced a substantial decline in undergraduate degrees in economics from 1992 through 1996, followed immediately by a modest recovery. This cycle does not conform to overall degree trends, shifts in the gender composition of undergraduate populations, or changing interests of female students in any of the four countries. There is no evidence that changes in the “price” of a degree to students, tightened marking standards or degree requirements, or changes in pedagogical methods caused the cycle.

Jobs for economics graduates declined in the United States between 1988 and 1990 and thereafter recovered. With a two-year recognition lag, the pattern of employment prospects fits the U.S. slump in economics degrees perfectly. Unfortunately, employment patterns in the other three countries are inconsistent with the degree cycle. The explanation that fits the economic degree pattern best is interest in business education.     

The Status of Econometrics in the Economics Major: A Survey

In this article, the authors describe the place of econometrics in undergraduate economics curricula in all American colleges and universities that offer economics majors as listed in the U.S. News & World Report “Best Colleges 2010” guide (U.S. News & World Report 2009). Data come from online catalogs, departmental Web sites, and online course syllabi. About one-third of the schools require econometrics of all students majoring in economics, about half require it of none, and a sixth require it of some, but not all, economics majors. Among universities with economics PhD programs and liberal arts colleges, almost all those ranked in the top 10 require it. Below the top 10, there is little correlation between ranking and econometrics requirements. Liberal arts econometrics classes are much more likely to require research projects than their counterparts in universities.     

工程类专业毕业设计教学环节的改革探讨

毕业设计教学环节是高等教育最为重要的实践性教学环节，分析了工程类专业毕业设计教学环节中存在的问题．提出了工程类专业毕业设计教学环节改革的思路和措施。