论战略联盟视角的企业知识获取与转移障碍

创新是企业获取持久竞争优势的不竭源泉。企业实现持久竞争优势的关键是有能力比竞争对手学习得更快。战略联盟为企业显性知识和隐性知识的学习提供了一个理想的平台。     

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。     

知识型服务贸易与经济增长

在罗默、格罗斯曼和赫尔普曼知识国际流动增长模型的基础上，比较分析了在知识国际流动的情况下，没有知识型服务贸易和有知识型服务贸易的经济增长差异，指出了知识型服务贸易对消除知识和技术在国际间的重复研发，提高长期创新率和经济增长率的重要作用，并就加快我国知识型服务贸易的发展提出了政策建议。     

基于知识理论的企业成长路径选择机制研究

从效率分析的角度对企业成长路径进行研究,基于知识特性剖析了企业成长的路径选择机制,并对企业成长的路径选择提出了建议。     

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.     

人力资本价值转化模型实证分析

本文认为人力资本包含了个体资本、群体知识资本、个体社会资本三个方面，并且建立了人力资本各要素的因果关系及其向组织知识资本转化的模型。利用企业问卷调查得到的数据，本文运用结构化方程分析方法和Amos软件，对模型进行了参数估计和分析总结，以此揭示人力资本在组织中积累和转化为组织知识资本的机理，从而为企业的知识管理提供借鉴。     

现代企业发展的核心动力：知识管理

知识在企业运行和发展过程中的作用及地位日益突出,知识正在改变着当代企业的生产方式和经营理念,知识资源已成为企业发展的第一要素,应运而生的企业知识管理成为现代企业发展的核心动力。本文对知识管理的内涵进行了研究,同时介绍了知识管理的技术和方法,在此基础上设计了现代企业知识管理系统的基本框架。     

面向项目和岗位建立与优化建设项目知识库

文章充分利用项目和岗位在实践中承载知识的有利条件，面向项目和岗位，提出了在建设项目管理中建立与优化知识库的新思路，即应该从知识的来源分类存贮知识，并根据知识的应用范围和应用条件建立分级分类的知识库体系；通过串行和并行智能体Agent辅助岗位完成知识的采集与挖掘，使整个知识库体系在应用中具备自我学习和发展的能力。     

知识员工雇佣管理模式研究--基于SHRM的分析

本文从战略人力资源管理的视角,综合运用知识资本理论和战略管理理论熏以知识员工异质性为研究的逻辑起点,根据知识员工所拥有知识的战略价值及企业专用性这两个维度,把知识员工分为先锋型、工兵型、卫士型和盟友型等四种类型,然后较深入地分析了各类知识员工的特点,并在此基础上提出了差异化雇佣管理模式。文章最后还就差异化雇佣管理所带来的问题进行了研究,一方面丰富了雇佣关系管理理论的内容,另一方面也为中国的知识型和高科技企业在实践中分层分类雇佣管理知识员工提供了理论依据。     

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.