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31.
Eskander Alvi 《Oxford Development Studies》2020,48(1):70-84
ABSTRACT In this paper, we aim to provide robust estimates of wage returns to education in Ethiopia. Previous estimates vary widely based on the scope and size of the study sample, variables employed, and estimation method. We use two recent rounds of national labour force survey data and a pseudo- (or synthetic) panel framework to address the well-known potential endogeneity of schooling in wage regressions. Birth-year cohort based pseudo-panel estimate of the return to an additional year of education is between 14 percent and 16 percent, 4 to 5 percentage points higher than that from ordinary least squares (OLS). The significant downward bias in OLS is further confirmed by two-year pseudo-panel estimates and remains robust, to a large extent, as we use an alternate model, change the estimation sample, and address selection bias concurrently with endogenous schooling using a novel approach. We discuss some possible explanations in the context of Ethiopia. 相似文献
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This paper analyzes the effect of lifting primary school fees on educational attainment in Uganda. After the abolishment of school fees in 1997, the enrollment rate more than doubled. Two decades later, we know little about the effect of the policy on educational attainment. With recent data on eight cohorts exposed to free education, we analyze the impact of the policy on years of completed primary school, completion of primary school, and transitioning to secondary school. We use a straightforward regression analysis with cohort dummies and household fixed effects to control for unobserved heterogeneity. We find that lifting school fees had no effect on the years of primary school achievement and the likelihood of primary school completion. We find some weak evidence that the likelihood of those who completed primary education to start secondary school increased after Universal Primary Education. 相似文献
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利用我国2007-2011年间31个省市地区的平衡面板数据,从供给和需求两方面出发实证分析我国义务教育公共服务支出影响因素。在影响供给的因素讨论中,考察了财政收入、财政分权程度、转移支付、政府竞争力等因素。在影响需求的因素讨论中,探讨了人口自然与非自然结构,人口家庭结构对义务教育公共服务需求的影响。最后将我国分为东部、中部、西部三个地区,进一步剖析我国义务教育公共服务支出影响因素的区际差异。 相似文献
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This paper examines the internal implications of branding within higher education, a specific context which is dominated by the co-existence of strong professional logics and identity structures. We focus on how and whether academic faculty identify with the branding practices undertaken by their respective institution. The paper proposes a communicative perspective on brand identification to understand how academic faculty relate to and make sense of the brand. The findings, from responses of 65 faculty members at five business schools, indicate widespread indifference and non-identification with brand messages. Specifically, we identify four types of disconnects between faculty members and branding practices of their respective schools, namely ambiguity, emptiness, misalignment, and irrelevance. The evidence of these disconnects, we argue, suggests that the faculty members refrain from relating the brand to their own identities. Although individuals relate to discourses around the brand, these are often not internalized and do not thereby impact on their individual identity. Rather than navigating between identity tensions, they eschew identification altogether. We contribute to research on how branding works inside contemporary organizations – including higher education - through questioning the role of identity in branding processes seen as the management of meaning. 相似文献
40.
Xin Liu 《Journal of Education for Business》2018,93(6):267-275
The purpose of the present study was to explore whether professional skepticism can be learned in a classroom setting, an issue that has received scant attention in the prior literature. A questionnaire was administered to students enrolled either in the accounting program or in the business administration program of a large college in China. The author finds that participation in ethics education is positively related to students’ professional skepticism, whereas participation in auditing education is not related to accounting students’ professional skepticism. The author also finds that accounting and nonaccounting business students exhibit no significant difference in their scores of professional skepticism. 相似文献