项目式教学:法学本科人才培养的新路径

当前法学本科人才培养同质化严重,脱离岗位实际,学生实践能力和创新能力较差。项目式教学有别于传统教学模式,其环节包括通过岗位调研制定项目列表;将项目内容转化为教学内容;确定项目课程;制定专业课程体系等四个方面。项目式教学以工作岗位技能为基础,注重理论和实践的有机结合,激发学生的学习兴趣和创新能力,培养学生独立与合作完成工作的能力,便于有效评价教学目标是否达到,突破了传统教学模式的局限,为法学本科人才培养提供了一条新的途径。     

Too few university graduates. Inclusiveness and effectiveness of the Italian higher education system

Despite the absence of formal entry barriers, Italy is lagging behind the majority of the developed countries in the share of young individuals with tertiary education. Exploiting the administrative data of a large public Italian institution, we analyze student academic careers across recent matriculation cohorts. We propose a flexible discrete-time competing risks estimation that allows overcoming some major limitations of conventional competing risks models. We find that student pathways vary tremendously across prior schooling profiles: for example, the within 4-year dropout probability ranges between 10% and 77%. We observe improvements over time in retention and time-to-degree, and by decomposing changes into components related to the composition of the enrolled population, the choice of the field of study and ‘individual behavior’ after enrolment, we find that the latter plays a major role. However, the improvement is limited in size and does not interest students from the vocational track. Since this progress is not accompanied by an increase in the share of students making the transition from high school to university, altogether our results call for great concern over the inclusiveness and effectiveness of the Italian university system.     

基于复杂适应系统理论的学术创业者双元角色协同过程研究

个体的学者角色和创业者角色协同是成功开展学术创业的必要条件。文章将复杂适应系统的特征对应于学术创业者双元角色协同上，借助“刺激—反应”的分析框架，通过纵向案例的方式，探讨了在特殊的复杂的学术创业环境中个体通过认知与行动的交互不断解决角色冲突进而实现双元角色协同的过程。案例发现：个体在解决双元角色的时间冲突、能力冲突和文化表达冲突过程中完成了被动拼凑、核心聚焦和共生协同的演化过程，对环境的适应经历了简单适应、直接适应和复杂适应的阶段。文章提炼的微观层面双元角色协同模型有助于丰富学术创业理论，并为处于不同阶段的学术创业主体成长、调整自身状态提供启示。     

Does Teacher Subject Knowledge Contribute to Student Academic Performance in Developing and Least Developed Countries?

Little is known about the causal impact of teacher knowledge on student performance. In this research paper we intend to approach the potential causal effect (i.e. going beyond correlation) of sixth grade teachers’ knowledge on their students’ academic achievement for three Sub-Saharan African countries. To achieve this, we have used the heterogeneity of teachers’ subject knowledge and students’ correspondent academic achievement within-student between-subjects using student fixed effects. Concretely, our work is based on previous research by Bietenbeck, Piopiunik and Wiederhold. Compared to them, we do not use countries that lack representative information after keeping only those students taught by the same teacher for the subjects under analysis. This enables us to obtain more reliable results on this issue. Our results indicate that teacher subject knowledge in reading and mathematics does not have a significant influence on student academic achievement in these subjects for the countries under scrutiny. Many robustness checks have corroborated this conclusion, which contrasts with the positive effect found by Bietenbeck, Piopiunik and Wiederhold.     

Promote or Perish? A brief note on academic social networking sites and academic reputation

ABSTRACT

This commentary explores some of the reputational issues of using academic social networking sites (ASNS) such as ResearchGate, ResearcherID, ORCID, Academia.edu, Google Scholar, and Mendeley for academic self-promotion and considers whether the adage of ‘Publish or Perish’ has been recently overshadowed by the new imperative of ‘Promote or Perish’?     

What and How Long Does It Take to Get Tenure? The Case of Economics and Business Administration in Austria,Germany and Switzerland

Abstract. This paper investigates the determinants of tenure decisions in Germany, Austria and the German‐speaking part of Switzerland for professorships in economics, business administration and related fields. Our dataset comprises candidates who were awarded tenure as well as those who were eligible but were not tenured. We show that business candidates have a higher probability of being tenured than economists. Youth, marital status and publications matter; gender and children do not. The market for first appointments in economics relies much more on publication performance than the market for business administration.     

水产科技人力资源开发的激励机制探讨

本文在阐述水产科技人力资源开发与激励机制概念的基础上,分析了影响水产科技人力资源开发过程中激励机制形成的因素,提出了促进水产科技人力资源开发的四大激励机制:学术激励机制、环境激励机制、感情激励机制、分配激励机制等.     

Student employment and academic performance: an empirical exploration of the primary orientation theory

This study empirically assesses the thesis that student employment only hurts academic performance for students with a primary orientation towards work (versus school). To this end, we analyse unique data on tertiary education students’ intensity of and motivation for student employment by means of a state-of-the art moderation model. We find, indeed, only a negative association between hours of student work and the percentage of courses passed for work-oriented students. This finding may explain the contradictory results in the literature neglecting this factor.     

Commitment and satisfaction in the classroom and on the field: evidence from a Division I liberal arts college

Within higher education, there has been a persistent concern that student-athlete commitments to their athletic activities are detrimental to their academic studies. We collect data on student-athletes from a selective liberal arts university with Division I athletics where the expectations and levels of commitment to academics and athletics can be substantial. We fail to find any relationship between athletic experiences and time allocations to athletics or academics, but we do observe that individuals who exhibit greater levels of commitment in general, and to academics in particular, devote more time per week to academics and perform better as measured by grade point average. The only evidence of a trade-off between athletics and academics arises for individuals who report difficulty in managing and fulfilling their obligations who devote fewer hours to academics and perform worse academically. We also find that satisfaction with athletic experiences is correlated with interpersonal relationships and the athlete’s role on his/her team whereas satisfaction with academics depends upon the influence that he/she has over training. However, this flexibility does not translate into improved academic performance. The results suggest that universities concerned with adverse impacts of athletics upon academic performance should focus on policies that promote time and task management skills.     

Can Students' Academic Integrity Be Improved? Attitudes and Behaviors Before and After Implementation of an Academic Integrity Policy

This study compares survey results administered before the implementation of a culture change and the adoption of an academic integrity policy with results of a second administration of the instrument six years later. Data collected reveal significant changes in attitudes towards academic integrity issues by undergraduate business school students. Progress, in terms of reducing students' participation in various forms of academic dishonesty, has been uneven. The most notable shift occurred in behaviors over which instructors enjoy some measure of control.