大学办学特色研究：现状、问题与展望

在高等教育大众化、国际化的环境下,如何办出大学的特色,促进大学的快速、健康与可持续发展,已经成为高等教育界乃至全社会普遍关注的现实问题。近年来关于国内外大学办学特色的研究在学术会议、期刊论文等方面成果显著,但其理论研究系统性不强、创新不够、方法单一,且滞后于办学实践,今后应进一步加强大学办学特色的比较研究、评价研究、跨学科研究和院校研究。     

试论科技创新的方法和制度

根据科学发展史的大量事例,试图说明现代科技创新需要在一个开放的系统中,通过学科间交叉渗透来实现;涉及国民经济命脉的、事关全局的科技创新需要一个强有力的计划体制来保证。     

Interdisciplinary and Interorganizational Research: Establishing the Science of Enterprise Networks

We review and discuss the evolution of interdisciplinary and interorganizational research in operations management and suggest directions for future investigations. The proposed operations management research focus is one that embraces a more holistic view of an “extended enterprise” which involves working with a new business model—the organization as a network. This methodology starts by treating the organization as a system that is enabled by information technology and is characterized by ubiquitous information sharing across traditional enterprise. Proper integration of technology, business processes and people factors needs to be developed to create higher value from networked enterprises. Operations management research future lies in establishing this science from an interdisciplinary perspective. We analyze this perspective in the context of papers published in the first 50 issues of Production and Operations Management and the related literature.     

藏彝走廊底蕴与茶马古道功用及该区域中"一带一路"指向

费孝通先生基于中华民族形成与走向的考量,数次提出民族走廊的研究命题,其中对藏彝走廊研究就有涵义递进的公开五论之说。沿着费老指出的门径,中国大陆学界近40年来对各个民族走廊做了大量的研究,提出了不少有学术价值的观点;其中,“走廊”概念泛化到各个相关学科,从人文地理学、考古学、民族学/人类学、语言学、文化学、社会学、政治学到区域经济学、发展经济学、民族经济学、边疆学等学科交叉研究的角度看,藏彝走廊的成形与茶马古道密切相关,即出现南方丝绸之路时藏彝走廊已经形成,并因其茶马古道功能而使该走廊长期保留着内部的延续能力及其与外部的沟通活力。随着研究的进展,费老提示的该走廊的蕴涵被学人不断发掘;进入21世纪,中国“一带一路”的愿景与行动将焕发出这个走廊的新活力,国家决策层所命名的藏羌彝走廊,扩展了该走廊并注入了新的内容,对该走廊的研究将有更多的含义被人们所认识。     

Global culture,learning style,and outcome: an interdisciplinary empirical study of international university students

The study examined 2500 business degree students from 21 countries, enrolled at an Australian university, using a survey to assess learning style, which was integrated into a global culture taxonomy. The research hypothesis was that academic outcome could be explained through an interdisciplinary model, by integrating proven theories from educational psychology (learning style) and anthropology (culture). The literature review included interdisciplinary and rival theories to make the research useful for global practitioners. Technical discussion was minimized, focusing on the pedagogical implications of a generalized least squares regression model, which was statistically significant (r ² = 0.87; X ² = 0, df = 0, p < 0.0001; n = 715). Four factors dominated the model in predicting higher multicultural student academic outcome: collectivist and risk‐taking cultures, along with visual‐input and active‐processing learning styles.

L’apporte a examiné le degré d’affaires 2500 étudiants de 21 pays, inscrits dans une université australienne, au moyen d’une enquête visant à évaluer le style d’apprentissage, qui a été intégré à une culture mondiale en matière de taxonomie. La recherche a été hypothèse que études résultat pourrait être expliqué par le biais d’un modèle interdisciplinaire, en intégrant les théories éprouvées de psychologie de l’éducation (style d’apprentissage) et de l’anthropologie (la culture). La revue de la littérature inclus interdisciplinaire et théories rivales à faire de la recherche utiles pour les praticiens mondial. Discussion technique a été réduit au minimum, axée sur les implications pédagogiques d’un généralisée des moindres carrés modèle de régression, qui a été statistiquement significative (r ² = 0.87; X ² = 0, df = 0, p < 0.0001; n = 715). Quatre facteurs dominent le modèle supérieur à la prévision multiculturelle des étudiants universitaires résultat: collectiviste et de prendre des risques cultures, ainsi que les visuels d’entrée et de processus actif styles d’apprentissage.     

Distribution and selection of experts in the intergovernmental science-policy platform on biodiversity and ecosystem services (IPBES): the case of the regional assessment for Africa

In 2013, the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) agreed to carry out a regional assessment for Africa. Since then, roughly 100 authors have been working to deliver, in 2018, a document that not only synthesises existing knowledge on biodiversity and ecosystem services for the African region but to distil from it knowledge that is relevant, credible, and legitimate for both societal and scientific practise. This requires, firstly, to carefully constituting the group of authors and, secondly, to design an assessment process that allows for deriving at an integrated perspective amongst these experts. Such a joint process of knowledge production that encompasses both interdisciplinary and transdisciplinary collaboration can be framed as co-creation. In this contribution, we analyse whether the IPBES African assessment accounts for these two prerequisites for an effective assessment process. Our particular interest lays in the question whether scholars from social sciences and the humanities are sufficiently involved. Our analysis is based on the curriculum vitae of 97 members of the expert group, and reads quite straightforward: there is an overall lack of non-natural science perspectives and expertise that might lead to essential knowledge and data gaps when wishing to understand the effects of the diverse human concepts of and activities on biodiversity and ecosystem services. In order to address these gaps and to derive at an assessment report truly relevant for policy makers as well as other social and scientific actors, IPBES needs to widen its outreach to networks of scholars from the social sciences and the humanities and to inform them appropriately about the specific roles they could play within IPBES processes, particularly assessments.     

论教育史学的学科性质

教育史学性质的问题是教育史学研究中的重大问题.从教育史学产生的途径分析,教育史学是教育学与历史学的交叉学科:就教育史学的基本属性而言,教育史学是历史学理论方法在教育学中应用的理论性学科.从教育史学与相关学科的关系而言,教育史学是教育学的基础学科,是历史学的分支学科,同时也是历史学科和传统人文学科在教育领域中的扩展.     

Beyond the Comtean Schema: The Sociology of Culture and Cognition Versus Cognitive Social Science

In this essay, I argue that the very form of the grammatical construction “a sociology of culture and cognition” (which is a specification of the more general schema “a sociology of [X]”) is symptomatic of a deeply entrenched form of “Primitive Classification” (which I will refer to as the “Comtean schema”) that governs the way in which sociologists conceive of their place in, and engage with other denizens of, the social science landscape. I will also argue that while this style of disciplinary engagement might have worked in the past when it came to dealing with the standard (nineteenth‐century) social science disciplines and even some late‐twentieth‐century upstarts, it will not work as a way to engage the now‐sprawling postdisciplinary field that I will refer to as “Cognitive Social Science” (CSS). The takeaway point is that if sociologists want to be part of CSS (and it is in their interest to be part of it because this constitutes the future of the behavioral sciences), then they will have to give up the Comtean‐schematic thought style.     

Childhood Studies and child psychology: Disciplines in dialogue?

Childhood Studies is a dynamic and still-growing subject, bringing a child-focused, rights-based and (usually) constructionist perspective to children's lives. Its early days were also marked by wariness of, even hostility to, developmental psychology. Yet it is increasingly recognised that some mainstream developmental psychology is opening itself to more contextualised understandings of children and childhoods, and that other psychologies offer further opportunities for dialogue between disciplines. We aim to explore these opportunities, to consider what (and whether) these fields of study can learn from one another and how this might enrich and further challenge research and practice.     

Stepping through the door – exploring low‐threshold services in Norwegian family centres

Public policies encourage the service system to work in new ways to promote health and increase social equality. This paper presents four categories that show the character of the low‐threshold services in Norwegian family centres from the professionals' and parents' perspectives, focusing on accessibility and participation: easy access, low level of bureaucracy, collaborative competences and inclusive arena. This paper is based on an inductive study in three municipalities that have chosen to establish family centres as interdisciplinary co‐located services that aim to offer low‐threshold services for children and their families. Data were generated through a fieldwork, and participatory observation and interviews were the main source of data. The methodological framework for the analysis was grounded theory, in which the data generation and analysis interchanged throughout the study, and theoretical sampling set the focus for the fieldwork. Exploring the actor's perspective highlighted both strengths and challenges with the low‐threshold services in the family centres. The four elements presented emphasize that the value of these low‐threshold services are not found in one single hallmark; rather, the value depends on an interaction between different elements that must be addressed when establishing, evaluating and developing low‐threshold services in family centres.