The coevolution of firms and their knowledge environment: Insights from the pharmaceutical industry

What are the most effective learning strategies for firms given the characteristics of their knowledge environment? This paper addresses this question by documenting the major changes in the knowledge environment of the pharmaceutical industry, with a particular emphasis on the period since the emergence of biotechnology, and discussing the related changes in the learning strategies of established pharmaceutical firms. Both the historical analysis and a review of the empirical research on organizational learning and knowledge transfer reveal a strong emphasis of firms on external learning through interfirm collaborations and sourcing of external knowledge. This learning strategy seems to be driven by the speed, uncertainty, and dispersion of knowledge developments in the industry. Studying the connections between the knowledge environment and the effectiveness of organizational learning processes is important to understand organizational change and adaptation, and is an area of research that deserves further attention.     

元认知策略与高职英语自主学习能力的培养

从元认知理论出发,笔者探讨了元认知与英语自主学习的内在联系,旨在为高职英语教学改革,学生英语自主学习能力的培养提供切实可行的教学策略.     

知识联盟中的学习障碍研究

知识联盟是企业获取外部知识的重要途径。然而 ,在知识联盟中却蕴含着各种形式的学习障碍 ,制约了知识的有效转移。本文首先从知识、企业和联盟对象三方面分析了联盟中学习障碍的状况及主要来源。     

生产劳动力的劳动时间的探讨

传统经济学的劳动力价值理论只有生产劳动力的生产费用(物化劳动),没有生产劳动力的劳动时间(活劳动)的耗费。劳动力的生产也有劳动时间的耗费。劳动力的自然再生产时间不形成劳动力的价值,劳动力的社会再生产时间、即学习劳动的时间形成劳动力的价值。劳动力价值包括两个部分:一是生产劳动力的物化劳动,如生活费用和学习费用等;二是生产劳动力的活劳动即学习劳动。     

旋转推铅球教与学的要素

旋转推铅是推铅球的方法之一.要学会这种方法,在教与学的过程中必须掌握:扭转推球、控制转动惯量给人体平衡造成的干扰、射体重心向圆心移动、旋转与投掷之间的衔接等技术要素.     

Problem-solving in teaching/learning packages for Technology

In the project Technology in Secondary Education: Problem-solving in Teaching/learning Packages, two experiments regarding a construction problem and an explanation problem were conducted, in which two variants of a teching/learning package (strongly structuredvs. weakly structured) were compared. Only with the strongly structured instructional variant of the package for the explanation problem did the pupils come to a quick solution of the problem. In both experiments, the factors that influenced the problem-solving processes of the pupils were investigated. The results are of importance for curriculum developers and the authors of teaching/learning packages for Technology but further research into the factors influencing the problem solving process of pupils is necessary.     

Organizational resources enabling service responsiveness: Evidence from Greece

This article examines the implementation of relationship marketing strategy based on a sample of business-to-business firms operating in Greece. Organizational resources, including a focus on learning and flexibility/adaptation in strategic planning, are demonstrated to be antecedents of effective relationship marketing strategies. The possession of these resources lead to superior customer performance (as measured by customer satisfaction and loyalty) and, ultimately, superior financial performance (as measured by profit levels, profit margin, and ROI). Our results provide support for the development of organizational resources that foster and enable relationship marketing in business-to-business environments since such resources are linked with improved firm performance.     

浅谈标杆管理在供电企业中的运用

介绍了标杆管理的概念及在供电企业中运用的几种主要类别,分析了标杆管理对于供电企业的重要作用,探讨了标杆管理在供电企业中的具体实施步骤和运用中应注意的几个问题.     

Developing Technological Stance: Children's Learning in Technology Education

Following a review of current research in children's learning in technology education, and an examination of the kinds of knowledge demanded in contemporary technology education programs in elementary schools, I argue that what is needed in early technology education programs is the scaffolding of what I am calling technological stance. This construct acknowledges the socio-cultural character of technology as a human endeavor. In contrast to programs which are oriented to application of conceptual and procedural knowledge or to programs in which knowledge is generated through interpretation of interactions with materials and tools, programs which support technological stance position learners as critical inquirers into both tool-related and discursive practices of technology.     

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.