The politics,satisfaction, loyalty,and success of Ph.D. students in hospitality and tourism

The purpose of this study was to explore the roles of organizational politics in educational institutions with regard to graduate students’ satisfaction with supervision and loyalty toward advisors, and thereby success of students in the Ph.D. program, within the hospitality and tourism discipline. The findings demonstrate that satisfaction and loyalty play important roles in doctoral students’ experiences in graduate education. Several implications for students and faculty are discussed.     

国外遗产研究博士生培养的特征及启示——以美国阿肯色州立大学为例

尽管目前有关世界遗产的相关研究比较多,但是在高层次的博士生培养方面的研究,却几乎是一个空白。而我国在遗产相关专业或方向的博士生培养方面,基本上还处于刚刚起步的阶段,大多数高校或科研机构存在着指导教师(学术背景)单一、过分追求博士生发表学术论文的篇数、博士生的研究成果欠缺原创性等弊端。为了填补这一研究空白和解决这些问题,笔者希望通过详细地介绍美国阿肯色州立大学遗产研究博士项目的主要过程,让我国的遗产相关研究者们更加清楚、明晰地了解国外遗产研究专业或方向高层次教育的动态,并对国内高校及科研机构的遗产研究专业或方向的博士生培养提出了建设性的意见。     

Use of mathematical models in automotive transportation policy analysis: A case study

Mathematical models are used widely in automotive transportation policy analysis. The limitations, benefits, and uses of a case-study model, the Sweeney Passenger Car Gasoline Demand Model, were examined. It was found that because of users' lack of awareness of the model's characteristics, the model has sometimes been misused, although the misuse appears to have had no major negative policy impact. However, the model use has had some impact on major automotive/energy policy decisions of the 1970s. Involvement by the model author in applications of the model contributed to effective use of the model in the policy process.     

三苯基硫膦的合成与表征

以三苯基膦和二甲基二硫醚为反应原料,得到了三苯基硫膦,通过X-射线单晶衍射对其结构进行表征。结果表明:晶体属于单斜晶系,空间群为P2(1)/c。晶胞参数为:Z=4,a=18.342(2),b=9.6269(10),c=18.044(2),α=90.00°,β=106.102(6)°,γ=90.00°,V=3 061.2(6)3;R1=0.1336,wR=0.1420。     

经济学博士论文写作中的若干问题

本文认为,论文写作在现代高等经济类院校的教育体制中占有极为重要的地位,它与入学考试、学分制度和学位制度等都是构成现代高等教育体制中的重要组成部分。学位论文是跨入学术殿堂的入场券,写作经济学博士论文,选题特别重要,要重视学术文献引用的规范,要恰当使用数学工具,树立良好的学风和文风,同时还要注重知识积累,打牢学术功底。     

Accounting Ph.D. program graduates: affiliation performance and publication performance

We examine the affiliation performance and publication performance of 1991–1997 accounting Ph.D. graduates. We define affiliation performance as whether or not an individual is employed at a school with an accounting program ranked by Trieschmann et al. (Academy of Management Journal 43:1130–1141, 2000). We define publication performance in two ways, whether or not the Ph.D. graduate published in at least one of: (1) three premier accounting journals, and (2) a broader set of eight accounting journals. We examine the influence of the institutional status (private versus public) of the graduating institution on both affiliation performance and publication performance. We examine the institutional status both unconditionally and conditionally on four article types published in three premier journals: (1) articles from Ph.D. dissertations, (2) co-authored articles with degree-school faculty, (3) co-authored articles with degree-school Ph.D. students, and (4) co-authored articles with affiliated faculty. We show that accounting graduates of private schools are more likely to be affiliated with higher ranked schools, but they are not more likely to publish in the premier journals or the broader set of eight journals.

Does working with industry come at a price? A study of doctoral candidates’ performance in collaborative vs. non-collaborative Ph.D. projects

Collaborative Ph.D. projects between university and industry constitute an important aspect of university–industry collaboration, yet has remained under-researched thus far. The specific question this paper asks is how collaborative Ph.D. projects perform compared to non-collaborative Ph.D. projects. Conducting an empirical study on 448 Ph.D. projects at Eindhoven University of Technology, it is observed that collaborative Ph.D. projects outperform non-collaborative Ph.D. projects both in terms of industrial performance (number of patents and patent citations) and academic performance (number of publications and publication citations). A further investigation indicates that the high performance of collaborative Ph.D. projects is specific to the university׳s collaborations with Philips and with Public Research Organisations. When measuring academic performance is a more restricted manner by looking at top-publications only, it is observed that collaborative Ph.D. projects no longer outperform non-collaborative Ph.D. projects. One of the policy implications of this study is that there seems to be no reasons for universities to be reserved to enter into collaborative Ph.D. projects, when such opportunities arise.     

The economy and demand for finance Ph.D.s: 1989–2001

We investigate the demand for new finance Ph.D.s from 1989 to 2001. Three categories of schools (Top 20, Top 21–50, and Other Finance Departments) are explored and the differences between private and public institutions are reported. The demand for assistant professors is the greatest and most institutions require an earned Ph.D. While most do not specify the position type, there is some evidence that tenure-tracked ones are on the rise. The most desired areas of expertise are corporate/business finance, investments, and bank management/financial markets and institutions. The total demand is positively related to the Gross Domestic Product and Dow Jones.     

校所组织邻近性对联培博士生社会资本作用机制的实证研究

采用问卷法对10个高校与工程院所联合培养博士生项目的175名博士生进行调查,分析了两类校所组织邻近性、合作程度对联培博士生社会资本的影响。结构方程模型分析表明,制度邻近性对博士生的高校社会资本产生正向直接效应,认知邻近性对校所双方的合作程度、联培博士生的高校社会资本、院所社会资本皆存在显著的正向效应,而合作程度在认知邻近性与院所社会资本关系中具有中介作用。基于此,提出相应建议和措施以推进校所联培项目的完善与发展。     

A matter of degrees: exploring dimensions in the Ph.D. student–advisor relationship in hospitality and tourism education

This study investigated the Ph.D. student–advisor relationship by identifying supervision dimensions and studying their effects on perception on supervision. Using principal component analysis, affective characteristics, intellectual expertise, and external grant/funding factors were found to play important roles in establishing the Ph.D. student–advisor relationship. Regression analysis revealed that affective personality and intellectual expertise positively influence student’s perception on supervision. Implications for students and faculty are discussed.