中国风险企业内生核心竞争力构建及其实证研究

风险企业核心竞争力的培养和提升问题,是促进中国风险企业健康发展必须解决的一个现实问题。本文通过对风险企业特征的界定,选取41个中国成功风险企业企业家访谈录作为样本。首先采用文本信息挖掘方法,提炼出风险企业内生核心竞争力因子,从一个崭新的角度来研究风险企业核心竞争力,并对每个因子给出具体内涵解释;然后用聚类分析方法,将中国成功风险企业分成四大类,分别给出每一类企业内生核心关键因子构成;最后通过构建BP神经网络模型帮助相关企业合理定位,辅助其建立适合企业发展的内生核心因子,提升企业市场竞争力。     

对大学英语跨文化交际教学的探讨

本文对大学英语跨文化教学及培养跨文化交际能力的问题做了深入探讨。文章从跨文化交际能力在外语学习过程中的重要性出发 ,阐述了人类交际体系的理论构成 ,跨文化的交际能力与母语特定文化的交际能力之间的区别与共性 ,以及跨文化交际的特点。根据我国英语教学的实际和学生特点 ,结合国外语言教学界在这一领域的实践性研究 ,提出了几种可行性的课堂教学方法。希望能与从事这一领域研究的教师共同探讨。     

高校毕业生求职简历写作教学谈

本文根据社会对大学毕业生就业条件的需求,提出简历是推销自己的广告。简历的内容涉及了二个方面,一是用人单位对就业者的需求——任职资格的能力和条件;二是求职者本身的素质和为用人单位所提供的适当材料。同时探讨了个人简历格式的设计,目的在于为大学毕业生求职起到导航作用。     

对大学生调查研究能力的培养必须引起重视

调查研究能力是素质教育所要求的大学生必须具备的重要能力之一。不论是从高校大学生目前调研能力相对较弱来看 ,还是从调查研究本身所产生的积极作用及新的历史任务对当代大学生的要求来看 ,高校都必须重视大学生调研能力的培养。我们为此进行了有益尝试与探讨     

The Politics of competence: Views from around the Globe

Abstract

There has been little attempt to situate notions of competence historically or culturally and the definition of competence has not changed much once applied to different national workforce development policies. An international group of scholars examines this topic as one of the products of HRD research and practice and notes the need to recontextualize the construct of competence within social, political and cultural practices.     

Awareness of Self—A Critical Tool

This paper discusses the applications of self-awareness to all levels of clinical practice, and the urgency for its development in social work students; self-reflectiveness builds clinical competence, can prevent boundary violations and burnout, and offers protection against client violence. It is a basic cornerstone for the development of the professional self, which is the foundation for evolving professional maturation. Students need guidance in becoming aware of how their own feelings, attitudes, and relationships with clients are major factors in the helping process in all service settings, and further, that helping others is in itself a process. Students are generally idealistic, and wish to ease suffering, without understanding the obstacles to be overcome, nor how they themselves would be involved in the process. Social work education, dominated by cognitive-behavioral theories and evidence-based treatments, reinforces students' own tendencies to offer advice and to provide the ‘right solution’ to clients' problems. Educational recommendations for developing self-reflectiveness include: reclaiming psychodynamic theories; emphasizing self-awareness academically and in the field; utilizing process recording; and providing special educational opportunities such as video labs and observational experiences.     

Approved Social Work Training in Northern Ireland: Using Research to Examine Competence‐based Learning and Influence Policy Change

This article reports on how research activity helped describe and analyse ASW (Approved Social Worker) learning experience as well as acting as a catalyst for change and development in policy and practice in Northern Ireland. The paper contextualizes the study by outlining the legislation, the main features of the ASW role and the approach to ASW training in Northern Ireland, and by reviewing the literature on the efficacy and value of competence‐based learning. While the findings do not provide conclusive evidence that a competence‐based approach is inherently more effective than previous courses, they do indicate that candidates who were trained in this way were moderately more satisfied than those who had participated in non‐competence based programmes. The research also highlights the importance of the interrelationship between training, practice experience and support in developing and sustaining competence. The paper concludes with a review of the recommendations arising from the study and an analysis of the developments in training and regulations relating to practice experience and re‐approval of ASWs since publication of the research. The study is of contemporary interest given the proposed changes to the role of ASWs/Mental Health Officers in the context of the reviews of UK mental health law.     

Forget Cultural Competence; Ask for an Autobiography

Recent management practices seek to standardize and routinize practice through formulaic assessment processes and casework to ensure risk minimization and cost effectiveness. Such pressures have become entrenched in social work practice in Australia and other economically developed societies. Under such regimes cultural competence is rendered as expert knowledge about the other to be acquired and applied in ways to ensure maximum efficiency. But working effectively across racial and cultural differences demands critical reflection on one's own position and the complex interactions between different aspects of identity. While some versions of cultural competence incorporate the need to examine our own values and behaviours, the paper argues that rather than focusing on knowledge of differences, social workers should concentrate on critically listening to our clients' autobiographies to reveal over time what aspects of their social and cultural lives matter to them. The paper reviews findings from teaching Australian social work undergraduate and graduate students engaging with these challenges with particular reference to working effectively with Indigenous people.     

Incorporating Multicultural Learning in Clinically-Based Education in the United States

This study attempted to explore and clarify the ambiguity surrounding cultural concepts, broaden and deepen the current understanding of cultural competency, and operationalize its core components in multicultural education in the United States. The research findings presented in this study were organized into three overarching themes: Level I: knowledge development; Level II: integrative processes; and Level III: practice evaluation. The findings contributed to the formulation of levels in multicultural learning and to the specification of core cultural components in clinical practice.     

跨文化商务交际视角下第二语言个性研究

以跨文化商务交际中的第二语言个性为研究对象,利用语言个性理论,分析其在商务话语中的特点,以形成其跨文化商务交际能力为目标,来建立培养学生跨文化商务交际能力的教学模式,为商务外语专业的课程设置提供理论依据。