众创空间支持对大学生创客团队创新绩效影响机制研究

众创空间是创客运动的主要载体，为大学生创客团队提供最直接的创新环境和服务。首先，基于组织支持理论，提出众创空间支持构念，并将其分为众创空间创新氛围和众创空间项目运作支持两个维度；其次，研究众创空间支持对大学生创客团队创新绩效的影响，分析大学生创客团队创新能力与大学生创客团队效能感在以上关系中所起的中介作用和调节作用。以179个创客团队为研究样本，采用问卷调查法，实证发现众创空间支持的两个维度对大学生创客团队创新绩效均有显著正向影响；大学生创客团队创新能力在以上关系中起中介作用；大学生创客团队效能感正向调节大学生创客团队创新能力与创新绩效间的关系。     

An exploration of student failure on an undergraduate accounting programme of study

Academic failure creates financial and emotional issues for students, with associated resource and performance implications for higher education institutions. The literature reveals that much of the work on student performance is quantitative, restricting understanding of the deeper feelings and perceptions of students towards their studies. This paper explores undergraduate student performance from an experiential perspective, recognising the complexity and subjectivity of academic performance. Findings appear to highlight: the negative focus of reasoning underlying the choice of study; the impact of affect; the importance of the role of the tutor; the tutor expectations gap; levels of control and personal responsibility for learning; and patterns of participation as possible significant and important factors in understanding academic performance. Finally, the implications of the findings are discussed and further research outlined in terms of developing a predictive model that could offer early identification of students who are susceptible to academic failure and establishing appropriate, proactive support strategies for such students.     

Using student response systems in the accounting classroom: Strengths,strategies and limitations

A Student Response System (SRS), often referred to as a “clicker,” enables students to individually answer instructor questions on a real-time basis using individual mobile devices, and have the aggregate responses displayed as feedback to the class at the instructor’s discretion. A mobile device can be a proprietary, vendor-specific remote, or a multi-purpose item such as a smartphone or computer. While SRSs have been used in education for some time, we perceive the adoption rate in accounting classes as still being quite low. This paper is a “how to” and “why” guide for accounting faculty who are considering using SRSs, and for experienced users who seek to refine or expand their SRS use.     

Short-Term Field Study Programs: A Holistic and Experiential Approach to Learning

For business schools, AACSB and Middle States’ call for more experiential learning is one reason to provide study abroad programs. Universities must attend to the demand for continuous improvement and employ metrics to benchmark and evaluate their relative standing among peer institutions. One such benchmark is the National Survey of Student Engagement (NSSE, 2013) which outlines 10 “Engagement Indicators” classified under four dimensions representing broad aspects of the student experience. These dimensions and engagement indicators are addressed in this article and may serve as a litmus test of the value and impact of study abroad programs.     

独立学院学生心理问题浅析

近年来,独立学院得到了快速发展。笔者通过从事具体的学生工作,在取得很多宝贵经验的同时,也发现了一些独立学院的学生在心理方面普遍存在的问题,本文通过对存在问题的分析从而得出解决问题的策略。     

试论新形势下高校辅导员队伍建设

本文阐述了新形势下大学生群体的特点,分析了高校辅导员管理工作所存在问题,并就此提出了高校辅导员队伍建设的对策与建议。     

高校学生事务管理文化的和谐效应与建构路径

和谐的高校学生事务管理文化对促进高校发展、提高管理水平、增强师生凝聚力、促进学生成长发展有着积极的影响效应,高校学生事务管理文化产生的凝聚与激励、熏陶与感染并重的作用,是高校管理效能提高的有效途径.本文在分析高校学生事务管理文化的和谐效能的基础上,提出了和谐的高校学生事务管理文化的构建原则,并从人本化的理念文化、科学化的制度文化、高效化的执行文化、专业化的团队文化、便捷化的环境文化等五个维度探讨了高校学生事务管理文化的建构路径.     

The impact of Chicago’s small high school initiative

This project examines the effects of the introduction of new small high schools on student performance in the Chicago Public School (CPS) district. Specifically, we investigate whether students attending small high schools have better graduation/enrollment rates and achievement than similar students who attend regular CPS high schools. We show that students who choose to attend a small school are more disadvantaged on average, including having prior test scores that are about 0.2 standard deviations lower than their elementary school classmates. To address the selection problem, we use an instrumental variables strategy and compare students who live in the same neighborhoods but differ in their residential proximity to a small school. In this approach, one student is more likely to sign up for a small school than another statistically identical student because the small school is located closer to the student’s house and therefore the “cost” of attending the school is lower. The distance-to-small-school variable has strong predictive power to identify who attends a small school. We find that small schools students are substantially more likely to persist in school and eventually graduate. Nonetheless, there is no positive impact on student achievement as measured by test scores.     

Testing densities with financial data: an empirical comparison of the EdgeworthSargan density to the Students t

The Edgeworth—Sargan density has been shown capable of capturing salient empirical regularities of financial data in some studies. The main purpose of the reported study is to compare its performance with other densities, most notably to the Student t. Both densities can account for thick tails, and asymmetry One important by product of the comparison is to test the existence of moments. The comparison of densities is carried out with daily financial observations, spanning 25 years of data from two major world stock markets. Attention is paid to the fitting of other empirical regularities, and especially to the peak, frequently found at the middle of the densities.     

Motivating students to prepare for class and engage in discussion using the hot seat

Accounting accreditation standards place a strong emphasis on student engagement in the learning process (1 and 14). However, budget constraints at many universities are creating larger class sizes, thereby complicating the student-engagement process in two respects. First, it is difficult for professors to motivate students to prepare for class when the students perceive a small probability of being held individually accountable for reading assigned materials. Second, it becomes harder for professors to have one-on-one interactions with students during class as enrollments grow (Litke, 1995). This lack of interaction makes it more difficult to engage students in the learning process. This article describes a teaching approach, called the “hot seat,” that overcomes these challenges by motivating students to prepare for class and engage in the learning process during class. Assessment data suggest that students valued the instructor’s commitment to high-quality instruction and that they believed the hot-seat approach accomplished its intended objectives of increasing student preparation, participation, and learning.