“倒挂型”土地利用总体规划的耕地保护效果评价

研究目的:揭示"倒挂型"土地利用总体规划与耕地保护效果之间的关系,以期为国土空间规划的编制提供参考。研究方法:倾向值匹配法。研究结果:(1)耕地"倒挂型"规划对耕地面积净变化的影响具有统计显著性,2006—2008年,耕保指标"倒挂型"规划使耕地面积净变化量平均减少2.270万hm2;(2)2010—2016年,耕保指标"倒挂型"规划使耕地面积净变化量平均减少0.496万hm2;(3)建设用地"倒挂型"规划对耕地面积净变化量并无显著影响。研究结论:在省级政府耕地保护责任目标考核的制度环境下,耕地"倒挂型"规划对地方政府形成一定压力,促使各级政府采取措施加以应对,从而使得"倒挂型"规划在一定程度上降低了耕地净减少量。     

Welfare and equity impacts of cross-border factor mobility in Bangladesh: A general equilibrium analysis

We develop a dynamic computable general equilibrium model with cross-border factor mobility to assess the impacts of a foreign wage shock and the effects of counteractive policy measures in Bangladesh. The model features migration of workers and foreign direct investment (FDI) in the ready-made garments (RMG) sector. Our simulation results show that returning migrants induced by a foreign wage fall would reduce household welfare by lowering wages and increasing unemployment, particularly for unskilled workers in the domestic labor market. To counteract this negative shock, FDI promotion in the RMG sector and a human-capital development program are considered. The former policy minimizes the negative impacts of the foreign labor market shock, while a combination of both policies is more equitable.     

人口结构与地方政府义务教育公共支出——基于中国省级面板数据的研究

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。     

金融素养、家庭财富与家庭创业决策

本文利用2015年中国家庭金融调查(CHFS)数据,分析了金融素养、家庭财富与家庭创业决策三者之间的关系。整体上,金融素养的提高显著增加了家庭参与创业的可能性,但家庭参与创业面临着"财富约束效应";而金融素养对家庭财富具有替代作用,提高金融素养有效缓解了家庭的"财富约束效应",促进家庭参与创业。同时,研究发现家庭财富对家庭创业决策的影响并不存在明显的城乡差异,但金融素养更能缓解农村家庭创业所面临的"财富约束效应"。另外,提高金融素养能有效缓解家庭的信贷约束,增加其风险偏好,间接地促进创业。     

Processes of non-identification: Business school brands and academic faculty

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.     

Can professional skepticism be learned? Evidence from China

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.