高等职业技术教育专科学制改为二年的探讨

高等职业技术教育专科学制由三年改为二年是教育部根据市场需要、提高高等教育毛入学率的要求以及从减轻家长负担的角度考虑所做出的综合发展战略。我们要紧紧把握高等职业技术教育培养高技能型紧缺人才这一目标，重新定位，坚持以服务为宗旨、以就业为导向，进行广泛的校企合作。通过课程调整，实现与岗位的高匹配、零接轨，提高高等职业技术专科学生的就业率。     

环境监察专业人才培养规格和课程体系的研究与实践

我国环境监察专业人才的社会需求量大并且紧迫。目前我国高等教育在其专业人才培养上处于起步阶段，通过对环境监察专科人才培养规格和课程体系的设置进行研究和探索，可为普通高等院校在环境监察专业专科人才培养方面提供实践范例。     

企业战略管理风险评价指标体系的构建与Fuzzy属性测度模型

企业战略风险管理是企业管理的核心问题之一。战略风险的测度与评判是管理者跟踪经营过程，实施动态控制，进行科学管理的前提。建立关于战略风险测评的属性测度模型并将其应用于实际，可为风险管理的量化决策提供一种可供选择的易于操作的方法。     

Assessment of the agricultural sustainability of Shaanxi Province,China

It is significant for the study on the sustainable development of regional agriculture to monitor and measurethe trend of agricultural development with an effective method. The sustainable development of regional agricultureshould accord with regional population, rural economic development, social progress, resource and environmentalsupport. This paper establishes the evaluating indicators system of sustainable development of regional agriculture,evaluates the agricultural sustainable development in Shaanxi Province with a comprehensive multi-indicator method,analyzes the support of resource and environment for regional agriculture by the resource-development index and theenvironment-development index, and gets the conclusion that the indicators, such as education level, the income gapbetween urban and rural residents, the per capita area under cultivation and the consumption of pesticides and chemicalfertilizers per hectare, are the main factors to restrict agricultural sustainability, and that the pressure of the developmentof subsystems of population, economy and society on the subsystems of resource and environment turns out to bestronger and stronger. Agricultural environment gets better, but resource becomes one of the important factors to restrictthe development of regional agriculture. In a word, this paper highlights the potentials and limitations of sustainableagriculture of Shaanxi and helps identify the development direction in the future.     

Thinking critically about critical thinking: Assessing critical thinking of business students using multiple measures

Critical thinking is a skill that potential employers expect all graduates to possess. Hence, most business management programs consider critical thinking as an important student learning goal. Unfortunately, there is ambiguity about how to best assess critical thinking, both as a skill and a learning outcome. The authors empirically demonstrate how they measure the critical thinking ability of their students in different settings, and how their critical thinking ability improves as they progress through the business program.     

IMPACT ON FIRMS OF THE USE OF KNOWLEDGE EXTERNAL SOURCES: A SYSTEMATIC REVIEW OF THE LITERATURE

This study summarizes the main conclusions from a systematic review of the empirical literature regarding the impact on firms of the use of knowledge external sources (universities, research institutes and knowledge intensive business services). With the aim to organize the literature, we classify the different works according to the research question addressed: (i) which firms use knowledge external sources?; (ii) Do firms using knowledge external sources achieve better results?; And (iii) which firms benefit the most from using knowledge external sources? Stylized facts are that larger, more R&D intensive and high tech firms are more likely to use knowledge external sources and that use of knowledge external sources is associated to firms higher technical results. Less attention has been paid to the third question and evidence is not conclusive. Several recommendations for future research emerge. First, to take in greater consideration methodological issues so that potential biases in the results caused by sample selection and endogeneity are handled properly. Second, to pay more attention to heterogeneous outcomes. Third, to use continuous indicators of depth and breadth of links allowing for non‐linear relationships and fourth, to extend evidence for developing countries and service industries.     

基于产教协同模式开展课程标准建设的研究与实践--以北京吉利学院人力资源管理专业产教协同为例

本文围绕《国家中长期教育改革和发展规划纲要》高职教育的总体指导思想，以培养应用型、技能型人才为目标，以前期北京吉利学院与吉利集团产教协同改革为基础，分析了构建高职课程标准与校企合作产教协同的关系，阐述了课程标准建立的模式和原则进行了探讨，提出了制定和实施产教协同课程标准建设思路，供同类院校借鉴。     

Ethical dilemmas: Teaching futures in schools

Educational policy is implicitly futures oriented, yet in most instances fails to engage learners with explicit futures tools and concepts at a school level. Futures studies in education, or futures education has the potential to reposition learning as purposeful and mobilizes the lives of participants by connecting the curriculum of schools with the multifaceted futures of learners. This is a complex task within the tensions often existing between: the cultural role of a school, the expectations of a society, the expertise of teachers, and the increasingly diverse needs of learners (Bateman, 2012). It is between the tensions of these things that the ‘ethical’ issues of what is taught, or omitted as content in a classroom and the consequences of these choices are evident.This paper highlights ethical and moral dilemmas, as they were apparent in two futures education projects. In the first study, the teachers discuss the inherent limitations of offering a broader and more futures oriented curriculum. In the second study, teachers reflect upon their students’ anxiety with regards to futures images as they are interrogated within a curriculum study. Each of these studies highlights the ethical challenges that arise, when possible, preferable and probable futures are developed as part of learning in school settings, which are culturally and demographically diverse.Tirri and Husu (2002) highlight the ethical dilemmas, which emerge in classrooms around the world, based on conflicts in values and competing intentions between key stakeholders. In the studies which contribute to this discussion, there is evidence to suggest that futures thinking causes conflict within an individual's perception of how the world should be, or their worldview as a result of futures imagining which goes beyond what is taken for granted, or is an assumed future eventuality. In the same way, Carrington, Deppeler, and Moss (2010) argue that all curriculum choices about what is taught (or not taught) in a classroom reflect an ethical decision made by a teacher, with regards to what is foregrounded for learning and what is omitted.It is crucial to re-examine the role of a school in educating students for their futures, as opposed to educating students with an aim of furthering governmental agendas. More significantly, however, as this paper highlights, it is exploring the boundaries of what is acceptable or unacceptable, appropriate or inappropriate to teach in a classroom, given the changing diversities of schools and education systems throughout the world.     

成功的市场进驻策略是决定市场地位的关键——宝洁公司在中国的市场进驻成功个案

美国宝洁公司在中国改革开放之际,敏锐地察觉到中国市场的巨大潜力,向中国日用品市场进驻。在多元品牌政策和差异性市场策略的总体策略指引下,宝洁公司充分考虑中国经济,政治,文化背景,以中国东西部经济差距,城乡消费者需求差异,中国消费者对传统文化的要求和可持续发展为基础,开发具有中国传统品味的高科技环保产品,建立特殊的分销体系,建立了在中国市场的首席地位。同时,宝洁公司以遵守中国法律,履行社会责任和道德准则为己任,与当地政府配合,协助开展文化和经济辅导活动,保护生态环境与自然资源,在消费者心目中建立了良好的企业形象,为进一步发展提供了有利基础,达到了双赢的目的。     

Curriculum assessment through a capstone course: a case study in hospitality and tourism programs

The purpose of this study was to develop a systematic process that other educational institutions and programs could follow to establish a consistent and accurate evaluation method for a capstone course. Hospitality industry professionals and hospitality management faculty were interviewed through focus-group discussions, and a post-focus-group survey was conducted to determine a weighted percentage for each of the nine determined content domains. A test blueprint for a hospitality management capstone course was developed to measure programmatic student learning outcomes based on the weighted domains determined through this study. The results provide a usable instrument for hospitality and tourism management programs to enhance their current assessment methodology.