组织学习的时空理论

从动态和系统的角度,从组织学习的来源出发,首先提出了组织学习的来源存在时间和空间两个维度,然后建立了基于时间和空间维度的组织学习时空理论。从时间维度(过去、现在和未来)和空间维度(内部和外部)构建了组织学习的6种基本模式,通过排列组合建立了64种组织学习方法,并进一步提出组织要根据外部环境的客观要求和内部实现的可行性选择合适的学习方法,以及组织选择的学习方法可能随着发展阶段的推移而变化等观点。     

武汉光谷产业集群创业环境与创业绩效关系研究

基于GEM模型,通过对武汉光谷产业集群内创业者的访谈和问卷填写,调查了光谷创业环境的发展状况,发现武汉光谷的创业环境处于良好发展的阶段,同时建立了创业环境因素与创业绩效关系的统计模型,实证检验了创业环境对创业绩效的影响作用。最后实证研究对比了武汉、温州与杭州三地的产业集群环境,发现武汉光谷在各环境因素上的得分均优于其它集群。     

嵌入式系统课程中项目化教学与研究性学习探索

针对目前国内高校嵌入式系统教学所遇到的一些问题和困难,提出项目化教学与研究性学习方法,探讨完成嵌入式系统项目设计的条件与要求、内容与安排、训练方法与技巧,旨在提高学生的动手能力、实践能力和创新能力。实践表明,取得了较好的教学效果。     

创建学习型学院的思考

创建学习型学院能最大限度地发挥教职工个人潜能,实现个人和学院共同愿景。当前要学习、理解学习型组织的管理理念,统一思想认识,建立行之有效的运行机制和激励机制,引导全院师生具备持续的学习力并把学习力转化为持续的创造力。     

Reorienting consumer education using social learning theory: sustainable development via authentic consumer pedagogy

The paper illustrates the growing interest in understanding consumer behaviour through a social learning theory (SLT) lens, and explains the recently launched United Nations Decade for Education for Sustainable Development (ESD). Then, the discussion turns to an overview of a recently developed ESD/SLT integrated theoretical framework, which is then applied to consumer education via an authentic pedagogy. The paper highlights the rich potential of authentic intellectual work in the form of observational learning by augmenting ESD within authentic consumer education curricula.     

外语教学中如何引导大学生自主学习

在外语教学中,教师应丰富课堂活动,采用多种有效的教学方法,并利用网络平台共享学习资源,调动学生学习的积极性,培养学生的自主学习能力。     

对中外合作办学项目中英语课堂教学改革的几点思考——以浙江工商职业技术学院中澳合作办学项目为例

本文基于中外合作办学项目中英语语言课教学模式的特色,结合作者在合作项目中的英语教学实践,针对当前中外合作办学项目中英语课堂教学所存在的部分实际问题,提出了英语课堂教学改革的几点建议。     

The effect of environmental regulations,top management commitment,and organizational learning on green product innovation: Evidence from automobile industry

This paper proposes and empirically examines a model to investigate the effect of environmental regulations, top management commitment (TMCO) and organizational learning toward green product innovation (GPI). The proposed theoretical model, grounded in dynamic capabilities view (DCV) and upper echelons theory, is analyzed by Partial least squares (PLS) method using the data from Indian automotive manufacturing firms. The findings indicate the importance of TMCO and organizational learning for implementing GPI (in response to regulations), and achieve desired performance. Further, organizational learning fully mediates between commitment of top management and GPI. The findings can be useful for managers in automotive manufacturing firms who are interested toward implementing GPI. The paper contributes to green innovation literature by empirically examining the role of TMCO and organizational learning for GPI.     

学习型组织之魂——团队学习

研究通过对相关文献的梳理,对建立学习型组织中最关键的团队学习的概念和特征进行了梳理。强调了团队学习必须从团队层面进行分析,不能将其与团队环境中的个人学习混为一谈。指出了团队学习的关键在于知识的获取、分享、存储和检索,并对四个环节及其相互关系进行了探讨。     

Linking material and energy flow analyses and social theory

The paper explores the potential of Habermas' theory of communicative action to alter the social reflexivity of material and energy flow analysis. With his social macro theory Habermas has provided an alternative, critical justification for social theory that can be distinguished from economic libertarianism and from political liberalism. Implicitly, most flow approaches draw from these theoretical traditions rather than from discourse theory. There are several types of material and energy flow analyses. While these concepts basically share a system theoretical view, they lack a specific interdisciplinary perspective that ties the fundamental insight of flows to disciplinary scientific development. Instead of simply expanding micro-models to the social macro-dimension social theory suggests infusing the very notion of flows to the progress of disciplines. With regard to the functional integration of society, material and energy flow analyses can rely on the paradigm of ecological economics and at the same time progress the debate between strong and weak sustainability within the paradigm. However, placing economics at the centre of their functional analyses may still ignore the broader social integration of society, depending on their pre-analytic outline of research and the methods used.