Exploitation aversion: When financial incentives fail to motivate agents

Studies of the principal-agent relationship find that monetary incentives work in many instances but that they can also backfire. Various mechanisms for this failure have been examined (e.g., intrinsic motivation, image concerns). We posit that an aversion to being exploited, i.e., being used instrumentally for another’s benefit, can also cause incentives to fail. Using an experiment we find that compliance is lower for exploitative principals compared to neutral ones despite using the same contracts. To corroborate our results we show that surveyed “exploitation aversion” mediates this effect. Our results have implications for the design and implementation of incentives within organizations.     

An affective social tie mechanism: Theory,evidence, and implications

This paper presents substantial evidence of a simple social tie mechanism that endogenizes people’s care about other individuals under the influence of interaction experiences. The mechanism is rooted in scientific studies from various disciplines. For our evidence, we propose and estimate a dynamic model of tie formation using different experimental datasets regarding public goods, test its within-sample and out-of-sample predictive performance, and compare it with other models. In addition to the support obtained for the mechanism, we find that the effects of interaction experiences show substantial persistence over time, and that only a minority looks ahead to strategically influence the behavior of interaction partners. Furthermore, our model appears to track the often volatile behavioral dynamics of the different datasets remarkably well. Additional evidence is presented of a neural substrate of the tie mechanism, based on a recent (fMRI) application of the estimated model, and of the explanatory power of our model regarding other extant experimental findings. Implications for private and public governance and topics for future research are discussed.     

Action Learning in the Indian Village as an Alternative to the Traditional Field Practicum in the Foundation Year of the MSW

This paper captures the experiences of the faculty members of a relatively new graduate social work program situated in the largely rural state of Haryana India in reframing the foundation year practicum through community-based and engaged action learning in small villages. Located within Bhagat Phool Singh Vishwavidyalaya (BPSMV), north India's first all women public university, the mission of which is to enhance women's engagement in the greater society through post-secondary, professional and character education, the department is educating social workers for community engagement in social development and in the development of women as an empowered group in society, particularly at the village level. Over a three-year period, the faculty has successfully launched and sustained action learning as an alternative to the traditional practicum in social work education, enhanced civic engagement among students and faculty in three rural villages, and further developed community social work as a principal focus of social work education in India. The paper offers a rationale for action learning in the graduate social work curriculum, describes and documents the department's strategy of action learning, and lays out lessons learned from action learning as a central focus of pedagogy, research, and service within BPSMV Department of Social Work and the rural villages it serves.     

Implementing Rigorous Survey Methodology within Contexts of Social Work Education,Training and Practice: A Case Study in Substance Use

With the integration of evidence-based practice central to all areas of social work education and training across the globe, it is crucial that we continue to engage with the methodological challenges inherent in gathering this evidence, particularly when it is related to the nature of social work education itself. As a result, this paper addresses some of the methodological challenges involved in examining the education available to social workers on engaging with substance use, both within the social work academy and local authorities in England. Drawing on experiences of implementing large scale online surveys from three substantial research projects completed by the authors, this paper highlights four methodological themes: (1) Constructing a representative sampling frame; (2) Identifying participants within organisations with many departments; (3) Response rates; and (4) Questionnaire design. While these are familiar methodological considerations, this article draws attention to the specific complexities of gathering ‘representative’ knowledge to inform educational strategies on substance use within social work education and employment contexts. Finally this paper offers lessons learned and guidance for social work academics, students and practitioners who are minded to build, or draw from, an evidence-base using representative samples from and within these environments.     

网络多模态环境下英语听说教学策略创新研究

网络多模态环境辅助英语教学是当前大学英语听说教学的新模式。新模式下的视听说教学不仅有其语言学及心理学基础,而且也呈现出新的特征。教学环境及模式的变化必然要求教学手段及策略的革新。根据问卷调查结果设计了课前培训、课堂导学及课后自学的教学策略并辅以多元评价机制,以期提高听说教学的效果。     

高校农科专业实践教学体系与管理模式的探讨

针对新的就业形势下高等职业技术教育农科专业人才培养目标要求,从实践教学体系建立、教学质量监控、实验室开放管理、高素质实验教学队伍及校内外实习基地建设等方面进行了探讨。     

基于混合学习模式的大学英语写作教学研究

混合学习是结合传统教学模式与网络学习模式的优势,提高学习质量和绩效的一种教学模式。通过测试表明在大学英语写作教学中引入混合学习模式有利于提高学生的英语写作能力。     

人力资源视野下的高职院校教师队伍建设

高素质专业化教师队伍是实现高职教育事业发展和人才培养目标的重要保障。高职院校教师队伍建设应以人力资源理论为导向,拓宽引进渠道,创新激励机制,加强培训开发,构建评价体系,充分发挥人力资源管理的配置、激励、开发和评价等四大核心职能。     

对外汉语口语课中的词汇教学问题

词汇教学是对外汉语教学中一个重要但一直比较薄弱的环节,近年来,词汇教学越来越受到人们的重视。本文把词汇教学放在口语这一特定的课型中进行分析和研究,希望对对外汉语口语课中的词汇教学实践有所帮助。     

大学英语教学中的学习策略教学

随着应用语言学研究重点从“教方”向“学方”的转变,第二语言学习策略逐步成为研究的热点。但如何将学习策略的研究成果应用于课堂教学已成为外语教学的新问题。本文通过分析第二语言学习策略的理论研究和第二语言学习策略教学法的研究,并结合我国大英教学现状,提出了大英教学中学习策略与教学策略相结合的灵活、综合的策略教学法,以培养学生的策略意识,使其成为自主学习者。