城市轨道交通出行幸福价值评估研究-以长沙地铁为例

基于计划行为理论,构建城市轨道交通出行选择框架,依据长沙地铁出行SP调查数据,运用因子分析法,考量城市轨道交通出行幸福价值指数和出行幸福价值.结果发现:客观价值、主观价值、主观感觉、出行者特征和出行特征等功能因子决定地铁出行幸福价值;部分常用出行选择决定因素没有得到认同;出行幸福价值中部分客观价值与主观价值的认知存在不一致.鉴此,应在线路成网、改善交通接驳和最后一公里的方便性、增加发车频次、优化公共交通等级计费、传播城市轨道交通优势等方面提高出行幸福价值.     

金融资产财富效应的形成机理研究

本文借助消费函数理论、行为金融理论分析了金融资产财富效应的形成机理,并将金融资产财富效应的传导机制归纳为实际收入效应、预期收入效应、流动性约束效应、信心效应、托宾q效应、替代效应等六种效应。除替代效应是负的财富效应外,其它效应均为正的财富效应,而金融资产财富效应的差异性既是上述各效应综合作用的结果,也是不同国家在不同时期影响金融资产变动的因素存在差异的结果。     

The influence of remuneration on the behavior of hospital employees in Brazil

The study aimed to analyze the employee's perception of the remuneration systems in two major hospitals in Brazil, one managed by the government and the other by private investors. The sample considered 109 respondents, out of which 54 were from the private hospital and 55 from the public hospital. After data collection on the sample population, perception of remuneration was associated with occupation, gender, age and experience, as suggested by the Upper Echelons Theory. The results show that remuneration is viewed as an instrument of control and behavior or a learning-inducing mechanism; however, the perceptions of employees working in the health area and administrative area were different. These findings show that the influence of fixed pay is different not only for the employees of both areas, but also in relation to the public and private hospital management. It was found that gender is not a determinant factor of behavior and that there were no differences between younger and older employees as well as between more experienced and less experienced employees with respect to the effect of remuneration on behavior. There were no differences in relation to the type of hospital either. In general, the results emphasize the importance of remuneration as an instrument of control and management, either in the context of public or private organizations.     

The Bologna process: how student mobility affects multi-cultural skills and educational quality

We analyze the two goals behind the European Bologna process of increasing student mobility: enabling graduates to develop multi-cultural skills and increasing the quality of universities. We isolate three effects: (1) a competition effect that raises quality, (2) a free-rider effect that lowers quality, and (3) a composition effect that influences the relative strengths of the two previous effects. The effects lead to a trade-off between the two goals. Full mobility may be optimal only when externalities are high. In this case, student mobility yields inefficiently high educational quality. For moderate externalities, partial mobility is optimal and yields an inefficiently low quality of education.      

投资者法律保护、股权集中度与大股东行为

在不同的法系和国家中,对投资者的法律保护存在很大的差异。作为对投资者法律保护的替代,在投资者法律保护薄弱的国家,股权结构相对集中。为了保护投资者的利益,我国应该完善对投资者的法律保护,提高执法质量和会计质量,促进股权的适度集中,限制控制股东的掠夺行为。     

助学贷款中的团体贷款与信贷合约

针对现行助学信贷合约激励不足的问题,将"团体贷款"引入到助学信贷合约中,使得改进后的助学信贷合约的激励相容性得以提高。改进后的助学信贷合约,无论是银行还是学生,均可以接受。在几种可能的产出分布情形下,助学贷款的还贷率得到较大提高,从而论证了将"团体贷款"引入到助学信贷合约中的可行性。     

An assessment of the learning benefits of using a Web-based Learning Environment when teaching accounting

The impact and use of information and communication technology on learning outcomes for accounting students is not well understood. This study investigates the impact of design features of Blackboard¹ used as a Web-based Learning Environment (WBLE) in teaching undergraduate accounting students. Specifically, this investigation reports on a number of Blackboard design features (e.g. delivery of lecture notes, announcements, online assessment and model answers) used to deliver learning materials regarded as necessary to enhance learning outcomes. Responses from 369 on-campus students provided data to develop a regression model that seeks to explain enhanced participation and mental effort. The final regression shows that student satisfaction with the use of a WBLE is associated with five design features or variables. These include usefulness and availability of lecture notes, online assessment, model answers, and online chat.     

Race and the development of career interest in accounting

Data from the AICPA (2009b) show that African–Americans comprise only 1% of CPAs and were only 4% of new hires by CPA firms in academic year 2007–2008. The current study uses social cognitive career theory to examine whether this shortage of diversity may be caused by differences between African–American and Caucasian students in factors that lead to career interest in accounting. Students were surveyed on two key personal variables: self-efficacy and outcome expectations. Results suggest that African–American students are more likely than Caucasian students to perceive accounting as providing outcomes that match their values. However, favorable perceptions may be countered by differences in self-efficacy. African–American students value outcomes provided by accounting, but they may have less confidence, compared to Caucasian students, that they can successfully complete the course of action necessary to enter the profession.     

高职学院生均成本与规模关系的实证研究

高职学院的规模由多种因素制约,高职学院的生均成本也受多种因素制约,在临界规模范围内,学校规模越大,则生均成本越小,但超过了临界规模,规模效益并无明显改善,甚至会下降。所以,生均成本与高职规模不是纯粹的线性关系,两者的关系是多种因素互相作用的结果。生均成本与高职适度规模的合理配置,是学生数在1万人左右,生均成本在9千元左右。     

Can incentives mitigate student overconfidence at grade forecasts?

Research shows that college students exhibit bias in their forecasts of exam performance. Most students are overconfident in their forecasts, academically weaker students are the most overconfident, and top-performing students are underconfident. The literature identifies negative repercussions of these biases, including inadequate preparation for exams. A recurring attribute of this literature is the absence of meaningful incentives for students to forecast accurately. We implement an extra credit scheme to incentivize accurate forecasts. Depending on how forecast bias is measured, the scheme mitigates bias by top-performing students and marginally mitigates bias by other students. Our results have several implications. First, we illustrate an extra credit tool instructors can use to incentivize students to make more thoughtful assessments of their future exam performance. Second, we show how the association between incentives and forecast bias differs across student groups. Finally, we show that results in this literature are sensitive to how bias is measured.