惟平惟准 近知近仁——兼评山东工商学院校训

“惟平惟准,近知近仁”含义丰富,对于人生、市场乃至各类管理,都是一个极则。平准是平均、平衡、协调。平,有平衡、平和、平均、平等、太平、和平等意;准,有准的、准则、准绳、标准等意。知是智慧,仁是仁慈。“惟平惟准,近知近仁”要求思维处事讲究利用高标准力求平衡,自强不息。高标准就是大智慧、大仁义和大勇猛等品性,是高级人才的优秀素质。     

高职高专专业英语教学的思考

专业英语有其自身的特点,其教学既区别于传授专业知识的专业课,又区别于传授语言知识的普通英语。     

Transfer sciences: management of distributed knowledge production

This paper is concerned to develop the notion of transfer science to take account of what is perceived to be the emergence of a new mode of knowledge production. The new mode which is characterised by the production of knowledge in the context of application, by transdisciplinarity, by homogeneity and organisational diversity, by enhanced social accountability and reflexivity, and by new forms of quality control. The thrust of the new mode of knowledge production is to call into question conventional notions of knowledge transfer and focuses instead on the organisational and managerial implications of the emergence of a socially distributed knowledge production system. The paper concludes with a brief discussion of the policy implications of the emergence of the new mode of production. Needed in the new mode are science and technology policies which promote institutional permeability and policies which enable governments, acting through their civil service to act as brokers in the new knowledge production process. Such brokerage is necessary to enhance permeability between institutions within a particular country but also to increase co-operation and collaboration between institutions across countries.     

Enhancing Practicing Primary School Teachers' Pedagogical Content Knowledge in Technology

This paper describes the frameworks and cognitive tools that have been developed to enhance practising teachers' pedagogical content knowledge in primary school technology education. The frameworks evolved from our research that firstly examined existing teaching practices, secondly enhanced formative interactions and thirdly enhanced summative assessment strategies. The evidence gained over the three years demonstrated how the effective use of frameworks could be utilised to enhance teacher pedagogical content knowledge (PCK). How we see learning is of prime importance in examining the development of teacher pedagogical content knowledge. A sociocultural view of learning is taken where human mental processes are situated within their historical, cultural and institutional setting. In the research project we strongly emphasised the need for teachers to build a knowledge base for teaching technology. Critical aspects identified as enhancing PCK included: negotiated intervention, planning frameworks, reflection on case studies, workshops and support in classrooms, appropriate resources, teacher agreement meetings, portfolios of student work and summative profiles. The increased PCK resulted in: enhanced teacher knowledge about technology including the nature of technology, areas of technology and specific technological knowledge, changed pedagogical approaches, enhanced teacher student interaction, refinement of appropriate learning outcomes, critical decision making, improved teacher confidence, and enhanced student learning. Seven characteristics or features of pedagogical content knowledge that we believe are important for effective teaching and learning in technology are presented. This revised version was published online in July 2006 with corrections to the Cover Date.     

Globalization and Outward Foreign Direct Investment

While recent research into foreign direct investment (FDI) has focused on examining the importance of institutions, corruption, money laundering, and tax havens, the role of globalization on FDI has not yet been explored. This research investigates the impacts of globalization on outward FDI. We find that both overall globalization and its economic and social dimensions significantly positively influence outward FDI flows. We also demonstrate that beyond the level of globalization, corruption, money laundering, and the status of a country as a tax haven, cross-country similarity also plays an important role. Accordingly, policies specifically designed to increase the transparency of outward FDI flows should be required to address money laundering and the existence of tax havens.     

新时期教与学的模式探讨

随着科学技术的飞速发展,学校的功能必须更重于培养能够自己理解知识,创造知识和发展知识、具有创造性和适应性的人才。要通过教与学两方面的改革,让学生在学校期间建立起知识的框架,并建立起知识框架内各学科之间的联系,培养学习知识、创新知识的能力。     

以知识联盟塑核心能力——论我国内资旅行社的市场竞争战略

随着我国旅行社行业的不断开放,小、散、弱、差的内资旅行社必须紧紧把握世界范围内的服务产业知识化的浪潮,塑造自己的核心能力,改造成为知识服务实体,方能在今后的竞争中生存和获胜。旅行社要获得持续的竞争优势,在满足顾客需求成为企业生命线的今天,必须具备的两个能力是满足顾客需求和发挥员工的积极性和智慧。旅行社的核心能力可以而且必须通过知识联盟来实现。     

知识经济与金融支持

知识经济是世界经济发展的潮流。本文简要介绍了知识经济的特征,在此基础上论述了金融支持对知识经济发展的必要性和可行性,指出金融支持是知识经济发展的重要条件,而知识经济是金融业发展的新的效益增长点。同时指出我国在金融业和知识经济发展两方面存在的问题,并提出了金融业支持知识经济发展的具体措施。     

组织变革中的企业内分工--对Becker-Murphy分工模型的扩展

建立在亚当.斯密分工理论基础之上的经典的企业组织形式,从20世纪80年代开始发生了动摇。团队生产、多任务的小组(或者个人)的生产组织形式开始在企业中出现并不断扩展。然而这种组织变革的发生难以用传统的分工理论来解释。本文通过对Becker-Murphy分工模型的扩展,说明组织变革发生的原因。发现在分工深化的同时协调成本的上升,以及协调成本背后知识的分工与整合,是企业内分工或者说企业组织变革的主要原因。     

从竞争范式到垄断范式

本文以新经济为时代背景，综合经济全球化、经济网络化和经济知识化这三大基本趋势，从企业自身和社会福利角度对垄断效应进行了深入分析。探讨了现代垄断不同于传统垄断的重要特征，指出从竞争范式向垄断范式过渡的合理性和必然性。在此基础上，对我国企业发展和产业政策提出了若干建议。