拨开农业创业失败复兴迷雾：失败学习与创业能力的共演过程

农业创业赋予我国乡村振兴和农业高质量发展以无穷活力,但在实践中农业创业失败率却一直居高不下,创业者遭遇失败后究竟该如何复兴值得探索。选取央视《致富经》栏目中14个典型败后复兴的农业创业案例,运用扎根理论分析法,探究败后复兴过程中失败学习和创业能力演化规律。研究发现：①失败学习主要表现为归因学习、经验学习和迭代学习3种学习方式,能够作用于败后复兴过程中的创业能力形成;②创业能力主要包括机会能力、技术能力、市场能力及运营能力,对败后复兴起推动作用;③在败后复兴的3个具体阶段,失败学习通过填补知识空白、经验知识内化和知识体系革新3个关键机制与创业能力互动,能够有效促进创业能力演化,在败后复兴过程中起决定性作用。     

Tackling an accounting coursework assignment - action research on the student perspective

The study focused upon first year undergraduates' experiences and perceptions of a major coursework assignment in accounting. The context was a modular programme with several hundred students from many different courses taking a common first year, first semester introductory accounting module. In the role of a reflective practitioner, the author adopted an action research approach, and gathered various forms of evidence including in-depth interviews with four students at key points during and after completion of their courseworks. The main issues highlighted were: (1) the effect which the university, as a new environment, has on learning in the early weeks of a course, and the fractured nature of learning in a semesterized course; (2) the personal strategies which students adopt for scheduling time on coursework, and the way in which this may differ from the expectations of staff; (3) the variety of learning approaches represented within the student group. These issues are reflected upon and implications for both the author's practice and for other practitioners are considered.     

资源控制视角下人员任用与绩效的关系——华南地区IJV的实证研究

对东道国母公司来说,组织学习是建立国际合资公司(IJV)的重要原因之一。与外方母公司相比,东道国母公司在技术实力和管理经验方面都处于劣势,然而由于地缘的优势,东道国母公司能够为IJV的运作提供必须的物质和人力资源,并依靠这些资源与外方母公司展开谈判,对IJV实施必要的控制,从而促成学习目标的达成。从这个角度出发,本文研究了东道国母公司对IJV所采取的资源控制、人员任用控制以及IJV学习绩效之间的相互关系,并选取我国华南地区的96家合资企业作为实证研究对象,对资源控制、人员任用和IJV学习绩效的关系进行了实证研究。结果表明东道国母公司采取的资源控制并不直接影响IJV的学习绩效;但是通过东道国母公司对IJV的人员任用控制、资源控制会对IJV的学习绩效产生间接的影响。     

Measuring the quality of managerial learning on the job

This article describes the development of an instrument to measure the quality of managerial learning on the job. The instrument can be used to analyse the quality of the individual learning process on the job. The literature shows that two factors determine the quality of the learning process: the learning potential of the job context and the way in which the manager approaches their work. So the instrument has two components. The first component measures the four types of work experience that offer potential opportunities for individual learning. These are transitions, task-related characteristics, obstacles and support. The second component, the so-called learning behaviour, analyses the way the individual approaches the potential learning opportunities present in the job. This can also be divided into four categories: emergent learning, planned learning, instruction-oriented learning and meaning-oriented learning. Based on these two components, an instrument has been developed to measure the quality of learning on the job. This has been shown to be valid and reliable in a sample of European managers.     

Export-promoting production subsidies and the dynamic gains from experience

This paper examines export-promoting production subsidies in a dynamic product-cycle model with learning by doing and spillovers from experience. History dictates that the South is less experienced than the North and, thus, produces less advanced goods. Non-uniform Southern export promoting production subsidies applied to a small set of marginal industries that are on the verge of being internationally competitive, generate conventional static benefits for the South and costs for the North. Since such an industrial policy expands the South's range of production, it ultimately enhances Southern learning. The South's rate of production and technology transfer and the North's rate of innovation both increase, creating dynamic benefits for each country. While the South must gain overall, the North will also gain if the dynamic benefits outweigh the static costs.     

How to learn new tasks: Shop floor performance effects of knowledge transfer and performance feedback

We investigate how learning and the task performance of individuals are affected by different forms of knowledge transfer. Whereas previous research has proven the positive performance impacts of knowledge transfer, self-observation and feedback mechanisms individually, we explore the cumulative effect of these factors on learning and performance. With the help of two laboratory experimental studies reproducing manufacturing tasks that are typical for industrial production, we show that explicit knowledge transfer is superior to other forms of knowledge transfer. Externally provided performance feedback in the form of cost information and non-financial performance indicators has no effect on the order of different forms of knowledge transfer. Moreover, external feedback does not even have an additional significant performance effect on learning new tasks irrespective of the type of knowledge transfer.     

The social dynamics of micro-firm learning in an evolving learning community

Micro-firms dominate the tourism sector internationally, yet there is a notable absence of studies specifically relating to their learning interactions with other tourism firms. Even when studied, a social learning lens is rarely applied in either micro-firm or tourism learning network research despite its relevance in this domain. In seeking to understand and map the social dynamics of micro-firm learning and participation in an independent learning network, the authors studied an evolving learning community (ELC) situated in Ireland's south west region over a four-year period. The findings demonstrate the complexity associated with creating and sustaining a social learning infrastructure in this context. An ELC model is proffered to provide insight into inter and intra social dynamics that influence learning development in the micro-firm setting. The proposed future research includes the study of additional ELCs, in Ireland and other countries, for the purposes of cross case/cross country comparison, and in pursuit of greater insight into the social dynamics of these communities.     

Selection versus evolutionary adaptation: Learning and post-entry performance

This paper examines the maturation process of firms that enter an industry by constructing new plant and investigates the extent to which improvements in the performance of any entry cohort are the result of a selection process that culls out the most inefficient entrants or of a learning process that allows survivors to improve their performance relative to incumbent firms. Both selection and evolutionary learning are found to affect post-entry performance, but selection per se is a more important contributor to the overall growth of a cohort.     

关于孔子教育思想的哲学思考

孔子的教育思想中蕴含着丰富的哲学思想。其中包括：承认上智“生知”的先验论,重视“学知”,提倡“学思”并重的认识方法,“叩其两端”、“温故知新”的辩证法思想。