Learning,information processing and order submission in limit order markets

By introducing a genetic algorithm learning with a classifier system into a limit order market, this paper provides a unified framework of microstructure and agent-based models of limit order markets that allows traders to determine their order submission endogenously according to market conditions. It examines how traders process and learn from market information and how the learning affects limit order markets. It is found that, measured by the average usage of different group of market information, trading rules under the learning become stationary in the long run. Also informed traders pay more attention to the last transaction sign while uninformed traders pay more attention to technical rules. Learning of uninformed traders improves market information efficiency, but not necessarily when informed traders learn. Opposite to the learning of informed traders, learning makes uninformed traders submit less aggressive limit orders and more market orders. Furthermore private values can have significant impact in the short run, but not in the long run. One implication is that the probability of informed trading (PIN) is positively related to the volatility and the bid-ask spread.     

Recognizing the benefits of diversity: When and how does diversity increase group performance?

Diversity does not only bring positive consequences. It has often been recognized that heterogeneity in teams can reduce intra-group cohesiveness, and that it can lead to conflicts and misunderstandings which, in turn, can lower employee satisfaction, citizenship behaviors and increase turnover. On the other hand, there is also evidence for performance-increasing effects of diversity because it can improve creativity and innovation through the team members' greater variety of perspectives. Little is known, however, about the conditions and the psychological mechanisms required for increasing group performance under diverse settings. Answers to research questions such as how and when diversity influences performance at work are still limited. The purpose of the paper is to provide theoretical answers to these questions by proposing a model of managing diversity which draws on social psychology theories. The model brings a new perspective by identifying the process of learning from one another's identity within a group. This process underlies two different levels of mechanisms (individual and group level). The model proposes that when these social psychological mechanisms are activated, diversity will lead to an increase in group performance. The model also suggests that collective identity is salient and when psychological safety climate are the psychological conditions that activate these mechanisms.     

学习型组织之魂——团队学习

研究通过对相关文献的梳理,对建立学习型组织中最关键的团队学习的概念和特征进行了梳理。强调了团队学习必须从团队层面进行分析,不能将其与团队环境中的个人学习混为一谈。指出了团队学习的关键在于知识的获取、分享、存储和检索,并对四个环节及其相互关系进行了探讨。     

少数民族预科生学习适应问题及研究对策——以宁夏大学民族预科教育学院为例

少数民族预科生是一个特殊的群体,由于他们特殊的心理与文化特征,在进入预科陌生的生活、学习环境之后,在学习过程中出现了一些适应问题。本研究以具有典型的多民族特征的宁夏大学民族预科教育学院的学生为个案,对少数民族预科学生的学习适应情况展开研究分析,并提出了一些有价值的建议。     

基于合作学习的教学与反思

合作学习是一种结构化、系统化的教学策略,学生在小组中以合作和互助的方式从事学习活动,共同完成小组的学习目标,促进每个小组成员的学习水平。将这种教学模式运用于教学实践中,就在于为学生创设人性化的教学环境,有利于学生的合作能力、学习兴趣和探究能力的培养。     

FTP服务器的分级管理在机房中的应用

现代网络教学是以学生为中心的教学结构、互动式的学习环境、图文声像并茂的多媒体课件应用,这使得教育变得更加直观、生动,更有助于发挥学生的主动性和积极性。所有高校为了满足教学需要,各院系都有自己的计算机机房,随着计算机课程的不断开设,计算机数量的不断增多,机房规模的不断扩大给机房的维护带来了很大的不便。而学生在学习应用的过程中有很多的信息需要存储,但是在机房里又不能给我们提供这样的条件。我们在实际的教学实践中怎样来解决这些矛盾呢?这就是我们在这里所要探讨的问题。     

A Holistic View on Learning in Project‐Based Organizations

Although researchers have over the years highlighted the importance of managing and supporting learning in project‐based settings, it still seems to be problematic. New project management capabilities are needed, such as systems thinking, which will allow project‐based organizations to better cope with learning in the organizations. This article explores how Swedish project‐based organizations within an engineering and construction context manage and support learning activities today and discusses, with the support of process management literature, how an “organizational‐wide project learning process” could improve the prerequisites for learning in project‐based organizations. Our findings from three project‐based organizations indicate a lack of a holistic perspective on project learning. A conceptual model is proposed, with the aim of validating and promoting process thinking by introducing, for example, new roles responsible for intra‐ and inter‐project learning, respectively.     

Process innovation laboratory: a new approach to business process innovation based on enterprise information systems

Most organizations today are required not only to operate effective business processes but also to allow for changing business conditions at an increasing rate. Today nearly every business relies on their enterprise information systems (EIS) for process integration and future generations of EIS will increasingly be driven by business process models. Consequently business process modelling and improvement is becoming a serious challenge. The aim of this paper is to establish a conceptual framework for business process innovation (BPI) in the supply chain based on advanced EIS. The challenge is thus to create a new methodology for developing and exploring process models and applications. The paper outlines the process innovation laboratory (Π-Lab) as a new approach to BPI. The Π-Lab is a comprehensive framework and a collaborative workspace for experimenting with process models. The Π-Lab facilitates innovation by using an integrated action learning approach to process modelling in a controlled environment. The study is based on design science and the paper also discusses the implications to EIS research and practice.     

Technology and external conditions at play: A study of learning-by-licensing practices in China

Learning-by-licensing is a widely used strategy to build technological capabilities. The previous research has often focused on the learning process from the perspective of the technology recipient based on single-level analyses at either the organizational level or the regional level. Relatively little is known about the interactions between cross-level factors. In this study, we look at both the attributes of licensed technology and the external conditions in which the licensee operates, investigating how they interact in the learning-by-licensing process. Based on a unique Chinese dataset, our empirical results reveal that the external technological conditions surrounding licensee firms exert a positive impact on the relationship between licensee innovation performance and technology attributes in terms of both technological complexity and technological generality.     

Statistical inference and subjective probabilities

Summary "Learning by experience" is a well-known part of the theory of subjective probabilities; the learning process is often derived from some prior distribution F(p ) where p is a parameter of unknown value of a binomial process for instance. In this paper, the learning process is explicitly formulated and the corresponding prior distribution is derived from it. In this interpretation, subjective probabilities are part of an inference methodology, rather than a subjective evaluation of frequentistic probabilities. Implications are considered for a concept like the "non-informative prior; the situation is considered in which the learning process seems to be in contact with some objectively determined prior.     

A Belief-focused Process Model of Organizational Learning*

Applying the property of learning to organizations has caused confusion. The paper develops a proposed model or framework for capturing the essential process of organizational learning, and adopts a definition of learning which is applicable to both individual and organizational learning. A discussion of emergent and planned learning enables a case to be made for the importance of understanding organizational learning in a competitive and changing environment, and for the key role of senior managers in managing this process. The theoretical orientation is the social rather than the information processing perspective in that organizational learning is reflected in the construction, modification and maintenance of beliefs; particularly the beliefs towards those stakeholders who are instrumental in achieving an organization's mission and strategic goals. Theories and concepts are explored which account for these belief systems, and for the interaction between individual and organizational learning. They include: reinforcement, modelling, mental models and sensemaking, tacit and explicit knowledge, memory and culture. The paper concludes by examining a number of concerns in the literature in the light of the assumptions and suggestions incorporated in the model. The hope is that these will provoke discussion (and initiate learning) among practitioners and academics.     

学生学习状况评价与预测研究

现行的评价方式单纯的根据"绝对分数"评价学生的学习状况,忽略了基础条件的差异;只对基础条件较好的学生起到促进作用,对基础条件相对薄弱的学生很难起到鼓励作用。因此,研究学生学习状况的评价问题具有重要的理论与现实意义。本文根据学生学习情况,对数据进行分析评价,并据此通过数学建模的方法,对学生成绩进行定量分析,以其全面、客观、合理的评价和预测学生的学习状况。     

浅析通过加强岗前培训 提高临床实习质量

医学是处理健康定义中的人的生理处于良好的状态的相关问题的一种科学,是一门实践性强的学科。临床实习是医学教育的重要组成部分,是教与学的继续,是理论结合实际的过程,是临床医学专业本科教学的关键阶段。而一个比较系统的岗前培训是保证实习顺利完成工作的前提,是提高临床实习质量的必要条件。所以,本文主要从六个方面论述了如何加强岗前培训,从而提高临床实习质量。     

高职数学课堂合作学习中存在的问题及对策

在高职数学课堂合作性学习中,教学内容上不适宜于用合作学习方式进行教学的,仍然套用合作学习方法,或者合作小组成员参与讨论的条件尚不具备使学生之间的交流受到阻碍,或者是小组成员间的讨论交流留于形式、课堂合作性学习中教师的主导地位不突出和肯定性评价不到位的等。针对存在的问题,教师要引导学生自主性学习为合作性学习创造条件,有意识培养学生交流、沟通的能力和自我表达能力,为高职学生自主持续发展奠定坚实的基础。     

Does Green Public Procurement lead to Life Cycle Costing (LCC) adoption?

Life Cycle Costing (LCC) is rarely used in public procurement and public institutions have yet to fully understand its potential value for sustainable procurement. The new European Directive on Public Procurement is, however, designed to position LCC as central to sustainable sourcing. Although previous studies have identified positive correlations between Green Public Procurement Policies (GPP) and LCC, it is still unclear how public institutions can further adopt LCC practices by leveraging their experience of green sourcing. In this study an organizational learning theoretical perspective is taken to investigate the circumstances under which public administrations’ experience of GPP – considered as a way of integrating the dimension of environmental sustainability into the sourcing process – stimulates their LCC learning and capabilities – considered as a way to include the sustainability economic dimension. The goal is to understand if the adoption of GPP can stimulate the internalisation of LCC in public tenders. A multinomial logistic regression was conducted using a sample of 120 public administrations located in different countries. The results show that experience of GPP stimulates the internalisation of LCC at a public level, but only under specific conditions. The study contributes to the Sustainable Supply Management literature, being one of the first studies in the field adopting an organizational learning theoretical lens to review the role of experience as significant opportunity to develop capabilities. It also contributes to the organizational learning theory, by confirming that experience can aid learning but only in specific environmental contexts.     

浅谈学生学习化学课兴趣的培养

教师在化学教学中应该努力挖掘教材,尤其是化学知识中现有的和潜在的趣味性,力求采用趣味性强的、易引起警觉的、激发情绪的启发式教学,使学生产生愉悦的学习情绪,为他们学习兴趣的形成和发展创造良好的条件。本文上好绪言课,激发学习兴趣;加强实验教学,培养学习兴趣等方面作了论述。     

Learning through grafting in ventures in new areas

Organizations can increase and change their knowledge base both through the learning of their members and through the acquisition of new members and the knowledge that they possess. This last, which Huber (1991, Organization Science, 2(1), 88–115) terms learning through grafting, is a very important vehicle for learning in Western firms. This article presents a model of learning in ventures in new areas, where grafting has been an important means. It is based on interviews with senior management involved in 13 major ventures intended to renew and reorientate mature firms, and on their view of the learning process. The article shows how the companies concerned acted to acquire new knowledge and to develop new competence, and the factors affecting their learning process. At the same time it represents one way of thinking about learning through grafting in new ventures.     

Flexible learning systems and obsolete organization structures: steps towards bridging the gap

This study explores the mismatch between existing learning systems and the members’ needs for learning in a large international organization. It responds to recent research which argues that members’ learning modes need to be understood and catered for in modern age organizations. Rather than arguing from “what should be”, however, it explores “what is”, by analysing the mismatch developing in a classical organization. Based on the findings, an instrumental model is elaborated, which combines structural and cognitive factors. A main argument is that learning systems and organization structure inhibit one another mutually, which prevents lasting change from taking place. The key to resolving mutual inhibition is to engage in a process of inquiry which focuses on the overall structure and also the learning systems. Three characteristics of such a process of inquiry are proposed as requirements for the resolution of mutual inhibition: social context, setting and proximity.     

Modularity in building mass customization capability: The mediating effects of customization knowledge utilization and business process improvement

This study investigates the relationships among product/process modularity, organizational learning practices, and mass customization (MC) capability. Drawing on organizational learning theory, we propose that organizational learning practices help to embed the knowledge gained from modular design practices into organizational processes, enhancing MC capability. We empirically test the mediating effects of two organizational learning practices—customization knowledge utilization and business process improvement—on the relationship between product/process modularity and MC capability, using data collected from Chinese manufacturers. We find strong support for the mediating role of organizational learning practices in the relationship between modularity and MC capability. Our findings have implications for management strategies and point to directions for further research in this area.