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本文利用2005—2016年省级面板数据,对我国各地区普惠金融发展水平进行测度,并在此基础上探讨其收敛性及影响因素。结果表明:(1)我国普惠金融发展水平在考察期内总体偏低,并且呈现出显著的地区差异性。(2)绝对β收敛在全国、中部和西部均存在,而东部不存在;条件β收敛在全国、东部和西部均存在,而中部不存在。(3)政府干预程度、市场化程度、人力资本质量、非正规金融以及外商直接投资对普惠金融发展均具有重要的影响。 相似文献
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Sandra Achten Lars Beyer Antje-Mareike Dietrich Dennis Ebeling Arne Steinkraus 《Applied economics letters》2019,26(1):21-26
We analyse the effect of a large scale infrastructure investment, namely the construction of the Oresund bridge, on the local and supra-regional economy. We employ the synthetic control method to construct counterfactual regions that mimic the trajectory of Malmo and Southern Sweden without treatment. Our results point to a positive effect. However, placebo tests in space and time only reveal statistical significance at a larger regional level. The results suggest that spillover effects are eminent. 相似文献
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The main objective of our research is to study the direct impact of pro-growth economic policies on employment creation globally and regionally, as evidence has countered policy-makers’ expectation that output growth leads automatically to job creation. We innovate by using the ratio of employment to the population above 25 years as dependent variable instead of the customary employment elasticity. We apply generalized methods of moments’ econometrics on dynamic panel data models and find that growth stimulates employment creation on average across 76 countries. The policies promoting private sector credit, investments, openness, services, education spending, tertiary enrollment, and a fixed exchange rate are the ones that create employment. Larger government size undermines job creation, while policies promoting FDI and industrial development fail to stimulate employment. However, we establish that the effect of pro-growth policies on employment varies significantly across regions, with evidence of weaker links between economic policies and employment in Sub-Saharan Africa and the Middle East. 相似文献
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ABSTRACTThis article recounts three stories from TEFI’s walking workshop in Nepal: the construction of a road through what was once a trekking path; a dance-floor encounter at a Himalayan party; and the arrival of one participant, fatigued by jet lag and disoriented by the new surroundings. These stories of confusion, discomfort and fear are linked by one common theme: the potential of uncertainty to foster deep reflection and nuanced conclusions. The premise that uncertainty is to be valued and even cultivated has been explored in educational theory, spiritual traditions, and research on transformative learning. These sources affirm the role of uncertainty in the process of knowledge creation. However, accepting this role can be challenging for educators because it requires they assume a new identity, one which they may perceive as being at odds with their status as “teacher” the identity of learner. One way for the educator to address this challenge may be through recounting their own stories of uncertainty. Stories of being immersed in unfamiliar situations that challenge, confuse and even frighten – stories, in other words of being a tourist – can foster reflection on an intellectual, emotional and spiritual level, engaging the “whole” person, and thus initiating the educator/learner’s transformative journey. 相似文献
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Jing Wang Vangelis Tsiligiris Robert Hartley 《Accounting Education: An International Journal》2019,28(3):221-238
This paper evaluates ways of instilling project management skills into accounting-based learning by the use of an iterative A3 planner to plan, monitor and review assignment progress. The application of an A3 planner to facilitate a project-based learning (PBL) group assignment in undergraduate accounting education has been critically evaluated in terms of both the student and tutor experience. The study uses a mix of qualitative and quantitative data. Quantitative data assisting exploration of perceptions were collected through 100 undergraduate students. A series of focus group discussions were carried out to investigate students’ engagement and tutors’ teaching experiences regarding the adoption of the A3 planner. The results suggest that the A3 planner promotes active planning and effective management of a PBL group assignment. It makes students’ thought processes more visible thereby facilitating and enhancing the tutoring/mentoring process. Moreover a more interactive and transparent approach by doing assignment via the use of an iterative A3 planner has ensured more feedback points and action based efficiency in the doing approach for learners. 相似文献
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Advocates of public‐private partnerships (PPPs) argue that they can deliver public infrastructure more efficiently than traditional procurement through timelier completion and superior value for money. Despite these claims comparative analysis of the performance of both procurement methods has received scant attention in the PPP literature to date. This paper addresses this issue by providing an in‐depth, case‐based comparison of PPP versus traditional procurement in the schools sector in Ireland. Through detailed semi‐structured interviews with key stakeholders and an examination of the available documentation, we assess whether the key objectives of using PPP have been achieved. Overall, we find no evidence that PPP leads to faster delivery of infrastructure when the overall procurement process from contract notice to delivery is accounted for. In addition, we find only limited evidence to suggest that PPP results in better value for money. 相似文献
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The notion of ‘students as customers’ continues to be prominent, yet is insufficiently explored, especially from the standpoint of various stakeholders. To address this inadequacy, the present study employs a multigroup analysis of the service profit chain (SPC) model in higher education (HE). Its purpose is to examine the complete SPC model regarding stakeholder perceptions in order to inform its validation and implementation. A cross-sectional survey was employed in order to enable multigroup comparison of a comprehensive research model on subsamples of employees and students by means of structural equation modeling (SEM). Results provide support for the proposed SPC model within the sample of vocational colleges. Besides strongly linked constructs (quality–satisfaction–loyalty), some notable weaknesses (cracked ‘satisfaction mirror’) are found. Multigroup analysis also indicates some important differences between employees and students. Implications are provided for strategic service management in HE, which should acknowledge the differences among stakeholder perceptions. 相似文献
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Yongseok Jang Brandy Hadley Joon Son Chanho Song 《Journal of Education for Business》2019,94(6):359-368
Despite the heightened popularity of entrepreneurship education, there remain open questions regarding best practices in co-curricular programs. Using the theory of planned behavior, the authors examine how students’ intention is shaped to increase the likelihood of participation in entrepreneurship co-curricular programs. To the best of the authors’ knowledge, this study is the first to examine the relation between entrepreneurial identity and entrepreneurial intention theory. They find the popular personality trait, openness, is related to ambition, which reveals the interaction between personal elements (personality/identity) and contextual elements (aspirations to success/intention), a novel finding in the literature. This further illustrates the interconnectedness between the theory of planned behavior and the entrepreneurial event model 相似文献