高职高专院校学生管理模式改革与创新——积极分子示范岗建设

有效管理模式与学生良好品行培养一直是高职高专院校管理者探索的永恒主题。通过＂积极分子示范岗＂这一平台建设,将学生中一些在思想品行、专业学习、社团活动、助学帮困、自我管理等方面有一定特长、表现突出的积极分子以岗位示范的形式来影响、引导、带动其它同学,以点带线,以线带面,实现学生提升个人素质,增强自我管理意识,共同参与到学校管理中,促进学校良好学风、校风及校园精神文明建设。     

Reexamining dual-class stock

Snapchat’s initial public offering, which provided shares with no voting rights, is a culmination of the growing trend of dual-class shares. It contradicts the precept of one-share, one-vote that is essential for corporate democracy. Snapchat’s action caused an uproar among influential investors. In January 2017, a coalition of the world’s biggest money managers, which together control more than $17 trillion in assets, demanded a total ban on dual-class shares. We reason that the increasing prominence of dual-class stock is explained by the confluence of three economic trends: the growing importance of intangible investments, the rise of activist investors, and the decline of staggered boards and poison pills. A dual-class structure offers immunity against proxy contests initiated by short-term investors. It enables managers to ignore capital market pressures and to avoid myopic actions such as cutting research and development, which hurt companies in the long term. Thus, a dual-class structure is optimal in certain scenarios. We put forth alternatives to dual-class structure that enable managers to maintain control while retaining focus on sustainable value creation.     

The learning style preferences of hospitality and tourism students: Observations from an international and cross-cultural study

This paper reports on a study of the learning style preferences of new entrants onto hospitality and tourism programmes in Australia and the United Kingdom. It suggests that a majority of students on these programmes in both countries have strong learning style preference that present some challenges to educators and the planning of learning experiences in higher education. Typically these students prefer learning styles that are concrete rather than abstract, and active rather than reflective. Furthermore, substantial minorities register low or very low preferences for learning in abstract and reflective styles. The initial learning style of new entrants on to taught programmes, therefore, present substantial teaching and learning barriers for educators who are attempting to develop reflective practitioners. Inappropriate teaching strategies can present some genuine learning difficulties for these students. In Australia, educators face added complexity because students from Confucian heritage backgrounds display learning style preferences at odds with their piers. They are more likely to respond positively to abstract and reflective approaches but negatively to active and concrete teaching strategies. The authors suggest one way of approaching the learning needs of these students is to use Kolb's experiential learning cycle as a way of encouraging the development of ‘balanced’ learning strategies that lead to reflective practice.