Institutional dynamics and access to non-farm employment in rural China, 1950–1996

This article examines non-farm employment in the context of Chinese rural institutional change, based on evidence from discrete-time logistic models for event history analysis using the Life History and Social Change survey. We find the transition to non-farm sector rose rapidly during the Great Leap Forward and market reform, while the Cultural Revolution saw it reach the lowest ebb. While male advantage prevailed exclusively during the Cultural Revolution and early marketization, education possessed a stable positive effect in all historical periods. Although the returns to different kinds of political capital vary along with institutional dynamics, intergenerational reproduction was greatly reduced after the Cultural Revolution.     

价值共创引导乡村旅游价值链重构

［目的］通过充分发挥移动互联时代消费者对于价值链、创新链、产业链构建的作用，实现价值共创视角下乡村旅游价值链的重构，解决乡村旅游产业中消费者需求和产业供给不平衡不充分之间的矛盾，推动乡村旅游高效、有序、协调、综合发展。［方法］基于价值共创理论，通过文献研究法和系统论方法，探索性重构乡村旅游价值链。［结果］（1）价值共创引导下的乡村旅游价值链是由基本价值活动、辅助价值活动和价值共创活动共同组成，通过虚拟价值链和传统价值链的互动与融合，实现乡村旅游价值链的新价值创造。（2）价值共创活动是以虚拟价值链为基本特征，以“产消者”创新社区为表现形式，依托移动互联网时代的先进技术，创新性赋予旅游者产品生产者和旅游消费者的“产消者”双重属性，通过将消费者从传统价值链的幕后拉向幕前，实现乡村旅游价值链重构和价值增值。［结论］价值共创引导的乡村旅游价值链需要依托平台思维、共享思维和创新思维进行建设，以消费者需求为导向形成的价值链的开放和互动对于实现乡村旅游供给侧结构性改革具有重大意义。     

乡村森林旅游项目规划中哲学元素运用的个案分析——以宜春市月都花溪谷项目为例

以江西省宜春市"月都花溪谷"乡村森林旅游项目规划中哲学元素的应用为个案,结合哲学理论进行分析。结果表明:乡村森林旅游项目规划应有哲学的自觉,根据项目所在地自然和人文资源禀赋,因地制宜地吸收哲学元素,从而打破乡村森林旅游项目同质化和见物不见人的困局,赋予乡村森林旅游项目以特色和灵魂。因此,提出突破森林旅游项目规划中一元化的经济思维定势、以哲学思维唤起人学意义、因地制宜激发内生式哲学文化活性等启发性建议。     

新中国成立70年农村基本经营制度的历史演进与发展取向——基于农村土地制度和农业经营制度的改革联动视角

研究目的:剖析农村土地制度和农业经营制度的关系,为完善农村基本经营制度提供参考。研究方法:比较分析法、文献研究法。研究结果:新中国成立70年来,农村基本经营制度先后历经新中国成立初期的"农民所有、家庭经营"、改革开放前期的"集体所有、集体经营"到改革开放后期的"集体所有、均田承包、家庭经营",再到现阶段的"集体所有、均田承包和多元经营"4个阶段。在这个过程当中,农村基本经营制度既遵循人口与土地关系、生存与发展关系以及政府与市场关系的大逻辑,又遵循着农村土地制度的"产权逻辑"、农业经营制度的"生产逻辑"等小逻辑。研究结论:为深化农村基本经营制度变革,需加强农村土地制度与农业经营制度联动改革的制度设计,发挥要素、组织和制度的作用,发展多种形式的适度规模经营,实现小农户与现代农业发展的有机衔接。     

The Human Development Approach: An Overview

The human development (HD) approach puts the improvement of people’s lives as the central objective of development. This paper provides an overview of major aspects of the approach. It shows how it emerged with the evolution of development thought and a widening of development objectives The paper explores the two-way relationship between HD and the rival objective, economic growth, is explored and broad characteristics of countries that have been exceptionally successful or unsuccessful , countries with three country cases considered in greater depth. The paper identifies major dimensions of HD, beyond the three elements included in the Human Development Index (HDI) and shows they are poorly captured by the HDI. An overview of global change on HD dimensions from 1980 to 2015 gives a mixed picture with progress on basic HD, uneven trends in some areas, and notable worsening on the environmental dimension. In conclusion, the paper discusses some outstanding issues which need more attention.     

海南城乡居民消费水平差异性分析和预测

从1985-2018年海南城乡居民收入、消费数据出发，分别建立消费关于收入、消费差距关于收入差距的自回归模型，结果表明农村居民当期消费更易受近期收入和消费水平的影响，具有不稳定性。再利用GM(1,1)模型预测城乡居民收入差距，结合自回归模型，完成未来10年海南城乡消费差距的预测：收入差距和消费差距将呈直线递增趋势，收入差距的增幅高于消费差距增幅。缩小海南城乡居民消费差距的根本途径在于缩小收入差距，应因地制宜，切实提高农民收入水平。     

Uncertainty,story-telling and transformative learning: An instructor’s experience of TEFI’s Walking Workshop in Nepal

ABSTRACT

This 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.     

Perceptions of the benefits of the A3 planner in facilitating project-based learning in accounting education

This paper evaluates ways of instilling project management skills into accounting-based learning by the use of an iterative A3 planner to plan, monitor and review assignment progress. The application of an A3 planner to facilitate a project-based learning (PBL) group assignment in undergraduate accounting education has been critically evaluated in terms of both the student and tutor experience. The study uses a mix of qualitative and quantitative data. Quantitative data assisting exploration of perceptions were collected through 100 undergraduate students. A series of focus group discussions were carried out to investigate students’ engagement and tutors’ teaching experiences regarding the adoption of the A3 planner. The results suggest that the A3 planner promotes active planning and effective management of a PBL group assignment. It makes students’ thought processes more visible thereby facilitating and enhancing the tutoring/mentoring process. Moreover a more interactive and transparent approach by doing assignment via the use of an iterative A3 planner has ensured more feedback points and action based efficiency in the doing approach for learners.     

COMPARING PPP WITH TRADITIONAL PROCUREMENT: THE CASE OF SCHOOLS PROCUREMENT IN IRELAND

Advocates of public‐private partnerships (PPPs) argue that they can deliver public infrastructure more efficiently than traditional procurement through timelier completion and superior value for money. Despite these claims comparative analysis of the performance of both procurement methods has received scant attention in the PPP literature to date. This paper addresses this issue by providing an in‐depth, case‐based comparison of PPP versus traditional procurement in the schools sector in Ireland. Through detailed semi‐structured interviews with key stakeholders and an examination of the available documentation, we assess whether the key objectives of using PPP have been achieved. Overall, we find no evidence that PPP leads to faster delivery of infrastructure when the overall procurement process from contract notice to delivery is accounted for. In addition, we find only limited evidence to suggest that PPP results in better value for money.