医院人力资源管理柔性化的必要性探讨

柔性管理与人性管理都是围绕着"人"开展的管理。人本管理与"以物为本"的传统组织管理相对应,强调的是把人视作根本和目的,反映了人在现代生产管理活动中的极端重要性。从某种意义上来讲,现代人力资源管理就是人本管理。但二者也还是有一定的区别的,人本管理相对于传统的管理模式而言。强调管理的核心从物到人的转变,这是一次管理理念的创新,是质的飞跃。     

当前中国需要什么样的管理研究

为中国的管理实践提供坚实的理论基础是中国管理研究所承担的最重要的使命,具体而言,从4个方面对"我国当前需要什么样的管理研究"进行阐明:直面中国管理实践而非国际一流学术标准;框定问题优先于界定方法;复杂问题简单化而非简单问题复杂化;全球化思考本地化行动.     

交通土建类院校工程管理专业建设对策

根据工程管理专业培养目标与人才培养规格,提出交通院校工程管理专业建设思路、课程体系四大模块的构建及专业建设方案。具体而言包括调整与优化工程管理专业的知识体系,完善人才培养方案,教学与科研中加强与企业的联系、提升工程管理专业人才的实践能力,加强师资队伍与实验基地建设,改革工程管理教学方法和手段,实现本专业培养目标。     

"直面中国管理实践"的内涵与路径

"直面中国管理实践"已成为中国管理学者的重要共识.对"直面中国管理实践"的内涵、特征进行了深入分析.将"直面实践"的路径概括为阅读书刊,了解实践;蹲点企业,观察实践;介入企业,改变实践3种模式.为促进研究者能更好地直面实践展开研究,需要打破学术界与实践界的人才流动壁垒,强化企业界与学术界的人才流动;改革注重短期学术论文发表的学术评价体系;建立鼓励学者参与管理实践的激励机制;构建研究者与实践者进行有效沟通的平台.     

企业管理系统复杂性评价的三维尺度模型建模与实证研究

应用物理学、数学、力学、信息论、统计学和管理学等理论方法,提出了管理力、管理功和管理复杂度的基本概念、定义、基本原理和研究范围;并基于管理熵理论的基本原理,建立了企业管理系统复杂性评价的新尺度和评价方法;构造了尺度的矢量空间、数学模型及量化模型;以创造世界采矿奇迹的中国煤炭企业的旗帜一神府东胜煤炭责任有限公司为例,进行了企业组织管理系统复杂性实证研究与评价.     

医院预算管理信息化体系的建设探讨

当前,医改持续深化,无论是对财务管理来讲,还是对风险管控而言,预算管理都是重要手段,预算管理水平还是医院整体管理水平的重要表征。医院的预算管理必须达到更高的水平,这就要求医院在预算管理方面加速信息化体系的建设,以信息化保证预算的科学化,以信息化支持预算的全面落实。为此,文章首先全面阐述新时期医院建设预算管理信息化体系的必要性,然后指出在建设预算管理信息化体系方面存在的主要问题,最后针对这些问题给出具体的解决举措。期望本研究能助力国内医院提升预算管理水平,切实释放医院预算管理的价值。     

关于管理研究及其理论和方法的讨论

继续作者关于中国管理学科定位和发展方向的学术讨论,从管理学的研究动机,研究对象,以及理论和方法选择方面,讨论作者个人的一些初步想法.其基本观点主要有:1)学术研究的终极动力应该是对科学真理的追求;2)这种追求的一个重要特点就是勇于创新,勇于挑战现有的范式;3)这种创新必须基于严格的训练和严密的设计;4)这种严密的设计必须考虑到研究对象与理论和方法的匹配;5)中国管理学研究应该鼓励多种理论,多种学说,多种方法共同发展,取长补短,在借鉴国外主流管理学科发展的经验和教训的基础上,发挥中国管理学者的特长,解释和预测中国遇到的管理问题和现象,为整个管理学科的发展做出贡献.     

以实践为导向的管理研究评价

目前,我国管理科学研究过于工具化,过于重视科学性和规范性,却忽视了管理科学的另一个重点--解决实践问题,因此,有必要重新构建管理研究评价体系,来提升管理科学的实践性.在系统分析了管理研究及其评价的相关问题之后,首次构建了以实践为导向的评价体系.该体系考虑了整个研究过程--研究来源、研究中间过程和研究成果,并且重点剖析研究成果的实践性评价.研究成果的实践价值需要从企业、政府和公众3个方面来评价.     

浅谈构建面向顾客的人力资源管理机制

面向顾客是现代人力资源管理发展的新趋势,它的价值理念主要包括顾客是上帝、服务至上、以顾客为导向和让顾客满意.构建面向顾客的人力资源管理机制需要从文化机制、激励机制、培训机制、评价机制、支持性管理方式和工作再设计几个方面入手.本文对此进行了具体分析.     

关于中国管理学科发展的讨论

本文继续就中国管理学科的发展方向和存在的问题进行探讨,主要从管理学科的几个方面,包括研究层面和教学层面入手,在讨论中国国内管理学科的现状及面临问题的同时,试图引发国内对于管理学科以后发展方向的严肃学术讨论,重新思考管理学科实用性和严密性之间的矛盾,平衡学术研究和教学的关系,最终实现规范管理学科定位和建立人才培养机制,提升中国管理学科的综合国际竞争力。     

Statistics in Management Education

Results of two surveys are presented and indicate the statistical knowledge of past students from Master of Business Administration programmes, their usage of statistics together with their opinions about the statistical content of Master of Business Administration degree courses. These views are contrasted with the results of a second survey of academic staff who teach statistics on such programmes. We find that past students recommend a greater statistical content than is currently taught but, paradoxically, most of the academic staff associated with teaching the subject believe that the statistical content of their programme will decrease in future years.     

Anxiety, Politics and Critical Management Education

The focus of this paper is a discussion of anxiety and politics as they relate to business school pedagogy. Using ideas from critical management education (CME), the paper explores why and how to engage with the anxiety mobilized through attempts to learn. The aim is to discuss emotional and political dynamics that are generated, and too often avoided, in management education. Making these dynamics overt in the classroom can help managers to comprehend the political context within which management takes place. Examples informed by CME are presented, as well as reflections from the author on the anxiety and politics that emerge for the critical management educator in a business school context. The contribution in the paper is to show the way that anxieties and politics within the business school classroom offer opportunities to change how business schools approach the teaching of managers. CME adds value to management education because it challenges what and how individuals and groups expect to learn, and consequently it challenges assumptions about how learning takes place within business schools. Such challenges are seen as an important and integral part of 'making the business school more critical'.     

Verandah Discourses: Critical Management Education in Organizations

The small but thriving Critical Management Studies community has so far confined its interest in education to that delivered in university settings. This paper identifies a framework for recognizing and understanding critical education as it is enacted within organizational settings. It analyses a portion of the data collected for a research study into alternative identities within organizational management education in order to suggest that critical management education (CME) fails to take account of the individualistic conventions that shape critical practice in organizations. The organizational version of CME works through a disruption of the ability of the manager to sustain managerialist narratives of the self. Two types of alternative practice are used to illustrate the ways in which this operates and are compared to an 'orthodox' performance of management education.     

Mechanism of Action of Community Education in the Social Management

当前我国社会面临构筑终身教育体系、创建学习型社会的大背景。同时，随着改革开放的不断深入，我国社会矛盾出现多样化、复杂化的趋势，社会管理难度在增加。要充分发挥社区教育在社会管理中的教育培训功能与作用，在学习型社会与创新社会管理之间架构一座桥梁，实现社会管理的新发展。     

Microeconomic Theory and Management Education: A Social Economics Perspective

A period of extraordinary change is pressuring schools of business to rethink their curricula and mission statements in order to adapt to new environments. The authors, both economists with many years of teaching experience, focus on the microeconomics course in the core curriculum and offer proposals which introduce alternative value bases to orient, motivate, and drive the firm in the economic environment. These include proposals from the frameworks of humanistic and social economics. This revised version was published online in August 2006 with corrections to the Cover Date.     

Business Ethics and Business History: Neglected Dimensions in Management Education

This article highlights two large gaps in the business school curriculum: the neglect of historical and ethical dimensions. An overview is provided of progress made so far in the UK in the evolution of business history as an academic discipline; and also of the take–up of business ethics in university teaching. Both have had some success, but overall the response to these areas has been somewhat lacklustre — at least in the UK. A justification is provided for adding both components to a fully relevant business education. When the two are combined, the result can be a highly rewarding combination that provides insights that may not be possible for management writers, who work only in the present. Corporate ethics, the social responsibility of companies, disclosure, the environment, the actions of multinational companies overseas, the dilemmas of whistle–blowing, the impact of lobby groups and health and safety issues can all be understood more fully by students if they approach these subjects from an ethical and historical standpoint.     

Beyond Managism: Negotiated Narratives and Critical Management Education in Practice

A pragmatist conception of critical management education and learning is first set out. This accepts a degree of 'functionality' between management study and management practice. It is, however, a non-managerialist and non-technicist functionality. The criterion for judging critical management learning cannot be how well it reveals truths in any absolute or foundationalist sense. The only possible criterion is how well, relative to alternative types of learning, it informs the practices of people involved in managerial situations (regardless of whether these are managers or not). Next, one way of applying pragmatist critical management principles is outlined. This works through negotiated narratives and stands as an alternative to orthodox management education approaches – ones to which the critical concept of scholarism is applied. The outline is then developed through an ethnographic style account of an instance of such a practice. Central to this piece of teaching and learning practice is the critical concept of managism . Managist discourse and its role in framing managerial thinking and practices is examined and debated by the management class in the process of attempting collectively to make sense of stories brought to the class by both the students and the teacher. The basic 'story' that the paper tells is rehearsed at the end in the form of a fairy tale. This is done as an alternative to concluding or 'closing' the paper. The story of critical management education and learning and what is done in its name continues to unfold.     

Community-Based Service-Learning: Does It Have a Role in Management Education?

Community based service-learning is a form of experiential education in which students engage in activities that address human and community needs, together with structured opportunities designed to promote student learning and development. Can it be effectively applied to address the current struggles of management education? Management education is facing a gap between traditional curricular content and society's needs for new competencies. The Academy is also faced with the challenge of more effectively relating to society's social, economic and civic problems. The results of this analysis indicate that service-learning offers a means of closing the gap by helping to prepare students who are lifelong learners and active, caring participants in their communities. Service-learning appears to be a promising means of developing such managerial skills as leadership, critical thinking, teamwork, and cooperation. The limitations of service-learning for management education are addressed as well.     

Moral Behaviour in Organizations: The Contribution of Management Education and Development

SUMMARY The concurrent growth of interest in management competencies and management development and in business ethics, exposes a need to bring these two fields together. The moral dimension to organizational behaviour should be considered when management education and development programmes are being designed. Those concerned with ethics in business and management should look beyond approaches based on codes of conduct and traditional educational methods. In this paper the idea of management competence is conceptualized broadly, with insight drawn from sources in education and social psychology. It is argued that ideas derived from Kohlberg's work on moral development can provide the basis for management development programmes in which theoretical understanding of ethical theory and moral issues is augmented by commitment to personal principles, a well integrated sense of personal identity, and relevant interpersonal skills, acquired through experiential learning.