回报计划感知价值及其与计划忠诚和品牌忠诚的关系研究

目前,客户回报计划已成为一种重要的关系营销手段,相关问题也开始引起学术界的关注。本文研究了回报计划的不同形式是如何影响客户对计划的感知价值的,同时回报计划的感知价值又是如何影响计划忠诚和品牌忠诚的,并且在研究的过程中考虑了产品或服务对客户涉入度的调节作用。结果显示,仅回报类型对计划感知价值的影响受到涉入度的调节,强涉入度下直接回报优于间接回报;而回报时间和回报额度对计划感知价值的影响不受涉入度的调节,延迟回报和差额回报优于立即回报和等额回报。同时,在强涉入度情况下,回报计划的感知价值通过直接和间接两务途径影响品牌忠诚;而在低涉入度争件下,回报计划感知价值对品牌忠诚没有直接影响,而是通过计划忠诚间接影响品牌忠诚。     

阅读任务投入量对二语词汇附带习得的影响

以Laufer＆Hulstijn的＂投入量假设＂为理论基础,采用定量和定性相结合的研究方法,考察不同投入量的任务对英语词汇知识附带习得的成效,结果表明：阅读任务促成了较高的词汇习得和保持效果;投入量相同的任务的即时词记忆效果存在显著差异;任务完成时间能够影响目标词的习得效果：高投入量的写作任务耗时较高,优势被其投入的时间所抵消,而填空任务是＂低投入高回报＂经济高效的任务。     

易班用户黏度的模型构建及研究

2009年下半年,上海市教卫党委、市教委共同研发上海大学生实名互动平台“易班”,目前已覆盖上海所有高校。该研究构建了易班用户黏度的初始模型,并对上海15所高校的319名学生用户进行问卷调查。研究发现：影响易班用户黏度的因素中,用户对于易班的感知安全性最为认可,用户有用性也受到了一定的认可,但感知趣味性、转换成本、满意度3项一级指标认同度较低;易班用户黏度修正模型中,按路径系数影响大小依次为：满意度,感知趣味性,转换成本,感知安全性。     

网络使用、网络依赖与网络信息可信度之相关性研究

借助于“媒介可信度理论”与“媒介系统依赖理论”,采用问卷调查方法,我们探讨了网民对于网络信息的可信度评价,及网民对于网络的使用行为与其对网络的心理依赖间的关系。研究发现,网民的网络使用和网络依赖显著相关;网民的网络使用时间、网络使用经验、网络依赖及其人口变量与网络信息的可信度皆显著相关;网民在网络上不同类型的信息之间,其可信度评价存在显著差异。     

中国证券业总产出和增加值测算研究

 金融机构总产出和增加值的测算是一项基础性的研究工作。与传统测算方法不同,本文借鉴经济合作和发展组织（OECD）提出的使用者成本法,把证券业视为生产性服务活动,并结合我国的实际情况,从服务的角度初步提出了我国证券业总产出和增加值的测算框架。并提出了未来研究改进的方向。     

Involving Service Users in Social Work Management Education: What Makes it Meaningful According to the ‘Experts’?

Course leaders have adopted a relatively cautious approach to involving service users and carers in Post-Qualifying (PQ) social work management education programmes in the UK, looking for opportunities in which it ‘makes sense’ for them to be included. Whilst there is, to a certain extent, the belief that involving service users and carers in PQ social work education is ‘a good thing’, it has proved challenging to implement. This research study sought to explore, through interviews with ‘experts’ in the field, why this process had proved so challenging. A term which emerged during the research was the importance of ‘meaningful involvement’. The research explored what ‘meaningful involvement’ might mean for managers, for academics and also for service users and carers; what it looks like and how might it take forward the understanding of and the preparation for PQ social work management education.     

Service Users,Social Work Education and Knowledge for Social Work Practice

This paper explores the implications of service user contributions to social work education in the light of historical critiques of disability research. The paper reflects on the authors' dual service user and academic perspectives as well as their dual disability studies and social work disciplinary affiliations. Referring back to early critiques of disability research, it argues that isolated user involvement in social work education can be problematic, particularly where that involvement is under the control of the academy. Drawing on feminist critiques of traditional social science, the authors present arguments for the collective involvement of service users in research and underpinning knowledge for social work as well as in social work education.     

The Meaningful Involvement of Service Users in Social Work Education: Examples from Belgium and The Netherlands

This article links the development of service user involvement championed in the United Kingdom to two examples in Dutch-speaking qualifying social work programmes: one from Belgium and one from the Netherlands. In both projects, a longer lasting cooperation with more marginalised service users was established. The Belgium project highlights social work lecturers and service users living in poverty, working in tandem to deliver a module to social work and socio-educational care work students. The example from the Netherlands involves young people from a homeless shelter as peer-researchers, working together with social work students.

Both projects, one focusing on social work education and on social work research, highlight striking similarities in the positives and challenges of working with service users including how this challenges both groups preconceptions of the other, deepens learning but also creates greater potential for confrontations which need to be managed creatively. The article also identifies the pre-requisites for this to be effective including appropriate resourcing, training, facilitative skills and acknowledges that collaborations can be extremely fragile. However, such projects need further investment, experimentation and implementation on an international scale to share learning and promote creative approaches for the development and learning of social work students.     

Human and organizational factors in offshore safety

The role of human and organizational factors in predicting accidents and incidents has become of major interest to the UK offshore oil and gas industry. Some of these factors had been measured in an earlier study focusing on the role of risk perception in determining accident involvement. The current study sought to extend the methodology by focusing on perceptions of organizational factors that could have an impact on safety. A self-report questionnaire was developed and distributed to 11 installations operating on the UK Continental Shelf. A total of 722 were returned (33% response rate) from a representative sample of the offshore workforce on these installations. The study investigated the underlying structure and content of offshore employees' attitudes to safety, feelings of safety and satisfaction with safety measures. Correlations and step-wise regression analysis were used to test the relationships between measures. The results suggest that 'unsafe' behaviour is the 'best' predictor of accidents/near misses as measured by self-report data and that unsafe behaviour is, in turn, driven by perceptions of pressure for production.     

A Canadian experience with an intervention programme for vulnerable families: lessons for German social work and policy

Schools are an important community resource that can foster social connections and enhance the health and wellbeing of children and families in Germany through information, health promotion and interventions. While developing social connections between the school and vulnerable families—those who are most limited in their access to other sources of information, education and intervention—is complex and challenging, it is nonetheless critical. This paper reports on the role of Families and Schools Together (F&ST), a school-based intervention aimed at vulnerable families, in building and promoting the social connections, or social capital, that strengthen families and communities. Thematic analysis of semi-structured interviews revealed that programme participants perceived an increase in their social capital in all three of its dimensions (bonding, bridging and linking). The paper highlights the importance of social capital in building stronger, more resilient families and of strengthening relations between parents and schools, and contributes to the sharing of experience and views on matters concerning families in Germany.