全文获取类型
收费全文 | 9909篇 |
免费 | 149篇 |
国内免费 | 97篇 |
专业分类
财政金融 | 511篇 |
工业经济 | 210篇 |
计划管理 | 2835篇 |
经济学 | 1102篇 |
综合类 | 3058篇 |
运输经济 | 31篇 |
旅游经济 | 220篇 |
贸易经济 | 901篇 |
农业经济 | 117篇 |
经济概况 | 1170篇 |
出版年
2024年 | 3篇 |
2023年 | 60篇 |
2022年 | 45篇 |
2021年 | 72篇 |
2020年 | 132篇 |
2019年 | 132篇 |
2018年 | 115篇 |
2017年 | 130篇 |
2016年 | 119篇 |
2015年 | 192篇 |
2014年 | 800篇 |
2013年 | 979篇 |
2012年 | 973篇 |
2011年 | 1523篇 |
2010年 | 980篇 |
2009年 | 697篇 |
2008年 | 570篇 |
2007年 | 500篇 |
2006年 | 495篇 |
2005年 | 372篇 |
2004年 | 321篇 |
2003年 | 268篇 |
2002年 | 202篇 |
2001年 | 164篇 |
2000年 | 135篇 |
1999年 | 63篇 |
1998年 | 30篇 |
1997年 | 23篇 |
1996年 | 19篇 |
1995年 | 9篇 |
1994年 | 12篇 |
1993年 | 3篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1990年 | 4篇 |
1987年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 3篇 |
1981年 | 4篇 |
1980年 | 1篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
1.
在职业人才培养改革进入不断深化的阶段下,高职院校如何与行业领先企业合作共建产业学院,实现互惠共赢、可持续发展已成为当下高职教育发展亟待解决的重点与难点。基于对目前高职产业学院现行问题的剖析,以协同创新视角提出了产业学院组织效能提升的关键要素,并在此基础上探索了产业学院实现协同创新的建设路径,为进一步推动高职院校产教融合提供了新的研究思路。 相似文献
2.
The earnings premium for education, and higher education in particular, is well documented. This article examines the college achievement gap between students coming from positions of high and low socio-economic status. Other papers have also looked at this issue, often by employing, at least in part, an Oaxaca decomposition. Past papers artificially divided socio-economic status into binary groups of high and low, in order to employ the decomposition. Socio-economic status is innately a continuous variable. Therefore, we implement a continuous version of the Oaxaca decomposition. Higher socio-economic students are both slightly better prepared in terms of observable characteristics and have better returns to their characteristics than lower socio-economic students. Notable differences across results obtained from the binary and continuous decomposition methods are discussed. 相似文献
3.
Carlos J. Asarta Franklin G. Mixon Jr. Kamal P. Upadhyaya 《The Journal of economic education》2018,49(2):173-179
In this pedagogical contribution the authors extend the traditional three-class tariff employed in the French passenger railway system with the more resonant story of the service quality variations associated with the three passenger classes of the ill-fated RMS Titanic. In doing so, they provide economics instructors with an opportunity to integrate the well-known motion picture Titanic (Cameron and Landau 1997) into the teaching of economics. This article provides instructors with resources that can be used to link historical and modern travel examples of price discrimination in order for students to reach a “deeper understanding of course concepts” (Salemi 2002, 725). 相似文献
4.
ABSTRACTAlumni communication is vital in sustaining the relationship between alumni and their alma maters. This research investigated four cohorts of alumni, and their intentions to use a range of traditional and digital communication channels, including social media. An online questionnaire was sent to 8060 alumni and resulted in 595 usable responses, yielding a 7% response rate. The research results showed that alumni have the highest intentions to use the alumni e-newsletter and the alumni Website and the lowest intentions to use social media, e.g., Twitter, Instagram, and YouTube. Among alumni cohorts, significant statistical differences in their intentions to use these communication channels were identified. Given our findings, alumni communication staff are encouraged to leverage different communication channels targeting alumni in different age groups. 相似文献
5.
ABSTRACTThe bottom of the pyramid (BOP) market has gained importance in international entrepreneurship due to its large market potential. Drawing on the literature of international business education, as well as social entrepreneurship and international entrepreneurship education, we propose a course to educate students how to develop business intimacy with the BOP community. We employ the experiential-learning pedagogical framework and design elements including a short-term study abroad service trip, an entrepreneurship project, and structured reflections. Using both qualitative and quantitative data, we demonstrate that the course facilitates students’ learning in the key areas of international and social entrepreneurship, including the economic and social value of community embeddedness for BOP ventures, the emotional intelligence in interacting with BOP communities, and the attitude toward social entrepreneurship. 相似文献
6.
Chiang-Ming Chen 《旅游业当前问题》2018,21(11):1215-1220
Are museums, galleries and cultural institutions (MGC) educational institutions or accommodations of leisure market? The aim of the present study is to understand why people visit MGCs through analysing a potential link between internet use types and MGC visits. Internet use is categorized into three types: independent activities, recreational activities and social activities. The empirical results indicate that internet use for recreational activities is negatively related to MGC visits, while internet use for independent activities is positively related to MGC visits. The findings suggest that MGCs are expected to provide visitors with educational experience rather than with social or recreational experience. 相似文献
7.
Since the 1990s, firms in Japan have reduced their human capital investment in the workplace to minimize costs. Moreover, in response to the increase in the number of non-regular employees and turnover rates, workers need to have greater incentive to make the self-motivated investment in themselves for their self-protection. In this study, we first estimate the effects of workers’ self-motivated investment in themselves on wage rates. Next, we explore who is likely to participate in which training type and accordingly estimate the effects of the self-motivated investment on wage rates by training type. Our estimates controlling for individual-level fixed-effects indicate that the return is significantly positive and particularly high for practical training related to workers’ current jobs, and regular workers tend to self-select these higher-returns programs, while non-regular workers are more likely to enroll in lower-returns programs, such as schooling. This trend in investment in oneself could potentially increase the wage inequality between regular and non-regular workers through the self-selection of training types. Our estimates reveal that receiving the training and education benefit raises the likelihood for workers to participate in a high-return training program regardless of whether they are non-regular or regular workers. This suggests that government benefits on self-investment change workers’ self-selection of training type and serve to promote practical trainings that lead to high returns. 相似文献
8.
《The British Accounting Review》2020,52(5):100829
This paper explores the relative influence of the accounting academy and accountancy professional associations in the debate concerning the profile and quality of accounting education research. This research analyses 13 semi-structured interviews undertaken with members of key accounting professional associations in Australia, New Zealand (ANZ) and the United Kingdom and Ireland (UKI). The paper makes a theoretical contribution by the novel application of the institutional logics theory to the literature concerning professional accounting associations (PAAs) demonstrating the dominant commercial logic of the education function and the more traditional fiduciary logic of the technical function. The research finds that the primary stakeholders in the professional accounting curriculum development model are the PAAs and employers, whilst the accounting academy is relatively absent. The relative independence of the education and research and technical functions within PAAs is also identified: academic research and technical activity has little influence on professional education and vice versa. However, PAAs’ funding of academic research is common across all four countries for brand recognition and in some instances to influence policy rather than informing the professional curriculum. 相似文献
9.
Shelly Lundberg 《Southern economic journal》2020,87(2):416-439
Cross-country studies reveal two consistent gender gaps in education—underachievement in school by boys and low rates of participation in STEM studies by girls. Recent economics research has shown the importance of social influences on women's STEM avoidance, but male low achievement has been less-studied and tends to be attributed to behavior problems and deficient non-cognitive skills. I revisit the determinants of the gender gap in U.S. educational attainment with a relatively-advantaged sample of young men and women and find that school behavior and measured skills are not very important drivers of gender differences, particularly in the transition to college. Educational aspirations, on the other hand, are strongly predictive of educational gaps and the gender difference in aspirations cannot be explained, even with rich adolescent data that includes parental expectations and school achievement indicators. These results suggest that gender identity concerns may influence (and damage) the educational prospects of boys as well as girls through norms of masculinity that discourage academic achievement. 相似文献
10.
ABSTRACTThis article recounts three stories from TEFI’s walking workshop in Nepal: the construction of a road through what was once a trekking path; a dance-floor encounter at a Himalayan party; and the arrival of one participant, fatigued by jet lag and disoriented by the new surroundings. These stories of confusion, discomfort and fear are linked by one common theme: the potential of uncertainty to foster deep reflection and nuanced conclusions. The premise that uncertainty is to be valued and even cultivated has been explored in educational theory, spiritual traditions, and research on transformative learning. These sources affirm the role of uncertainty in the process of knowledge creation. However, accepting this role can be challenging for educators because it requires they assume a new identity, one which they may perceive as being at odds with their status as “teacher” the identity of learner. One way for the educator to address this challenge may be through recounting their own stories of uncertainty. Stories of being immersed in unfamiliar situations that challenge, confuse and even frighten – stories, in other words of being a tourist – can foster reflection on an intellectual, emotional and spiritual level, engaging the “whole” person, and thus initiating the educator/learner’s transformative journey. 相似文献