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Разработка Спецификаций Распределенных Неоднородных Информационных Образовательных Ресурсов Для Принятия Решений По Управлению Процессом Обучения (Development of Specifications of Distributed Heterogeneous Information Resources for Educational Decision-Making Process Management Training)
EduRN: Other Social Sciences Education (Topic) Pub Date : 2013-09-21 DOI: 10.2139/SSRN.2329118
Sergei Maruev
{"title":"Разработка Спецификаций Распределенных Неоднородных Информационных Образовательных Ресурсов Для Принятия Решений По Управлению Процессом Обучения (Development of Specifications of Distributed Heterogeneous Information Resources for Educational Decision-Making Process Management Training)","authors":"Sergei Maruev","doi":"10.2139/SSRN.2329118","DOIUrl":"https://doi.org/10.2139/SSRN.2329118","url":null,"abstract":"Современное образование характеризуется массовостью и разнообразием программ обучения. Поэтому учебные ресурсы могут использоваться многократно в разных программах. Для этого необходимы средства их эффективного поиска и синтеза программ из найденных ресурсов. Этой цели служит описание ресурсов в виде спецификаций. Существующие спецификации не в полной мере характеризуют ресурсы по их содержанию, связи с предшественниками и последователями и педагогическим целям. Для этого разработано расширение спецификаций на основе теории трудовых технологических компетенций. Рассмотрены способы задания связей элементов программы обучения и их педагогических целей. Автор выражает благодарность коллегам РАНХиГС за плодотворное обсуждение и ценные замечания.Modern education is characterized by a mass scale and diversity training programs. Therefore, learning resources can be reused in different programs. This requires an effective means of their synthesis and search for programs of the found resources. Serves this purpose resources in the form of specifications. The current specification does not fully characterize the resources on their content, due to the predecessors and successors and educational purposes. An extension to this specification based on the labor theory of technological competencies. The methods of setting relations elements of the program of training and educational purposes. The author is grateful to colleagues RANEPA for fruitful discussions and valuable comments.","PeriodicalId":158767,"journal":{"name":"EduRN: Other Social Sciences Education (Topic)","volume":"518 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123107233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Involuntary and Voluntary Cost Increases in Private Research Universities 私立研究型大学的非自愿与自愿成本增加
EduRN: Other Social Sciences Education (Topic) Pub Date : 2013-04-20 DOI: 10.2139/ssrn.2254339
Robert E. Martin, Carter Hill
{"title":"Involuntary and Voluntary Cost Increases in Private Research Universities","authors":"Robert E. Martin, Carter Hill","doi":"10.2139/ssrn.2254339","DOIUrl":"https://doi.org/10.2139/ssrn.2254339","url":null,"abstract":"We consider involuntary and voluntary cost increases in Carnegie I and II private research universities, where we find that voluntary cost increases are over three times as high as involuntary cost increases. As is the case with public research universities, private universities economized on the use of tenure track faculty and non-professional staff, while they invested heavily in more executive/managerial and professional staff from 1987 to 2008. Also as is the case with public research universities, private universities began across the board cost reductions by reducing all staff/student ratios and shifted resources out of overhead and into academic spending from 2008 to 2011. Further, the privates accelerated their cost saving use of faculty and non-professional staff relative to the reductions in executive/managerial and professional staff such that the ratio of tenure track faculty to full time nonacademic professional staff continued to decline.","PeriodicalId":158767,"journal":{"name":"EduRN: Other Social Sciences Education (Topic)","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116105329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 9
Reframing Economic Education: From Plastic Arts to Block Construction 重构经济教育:从造型艺术到积木结构
EduRN: Other Social Sciences Education (Topic) Pub Date : 2012-11-28 DOI: 10.2139/ssrn.2186670
Y. Ahn
{"title":"Reframing Economic Education: From Plastic Arts to Block Construction","authors":"Y. Ahn","doi":"10.2139/ssrn.2186670","DOIUrl":"https://doi.org/10.2139/ssrn.2186670","url":null,"abstract":"One reason many college students shun economics is ineffective education. A more systematic way of explanation, with standardization and consistency, would promote learning of economic theories. This paper suggests a new framework for effective economic education. It begins with clear identification of the assumptions in economics as the building blocks. After that, it illustrates how theories for efficient markets, as the base-case constructs, can be built with so-defined blocks. By following this process, students will understand fundamental economic theories more easily. After being familiar with basics, they can advance to non-standard constructs with modified blocks or sophisticated theories for irregular conditions. By comparing the base case models with market irregularities, students can clearly differentiate the roles of the government from those of the market.","PeriodicalId":158767,"journal":{"name":"EduRN: Other Social Sciences Education (Topic)","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125042067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Three Line Proof that OLS is BLUE 三线证明OLS是蓝色的
EduRN: Other Social Sciences Education (Topic) Pub Date : 2012-04-11 DOI: 10.2139/SSRN.2050611
Halbert L. White, Jr., Jinman Cho
{"title":"A Three Line Proof that OLS is BLUE","authors":"Halbert L. White, Jr., Jinman Cho","doi":"10.2139/SSRN.2050611","DOIUrl":"https://doi.org/10.2139/SSRN.2050611","url":null,"abstract":"We provide a three line proof that the Ordinary Least Squares estimator is the (conditionally) best linear unbiased estimator.","PeriodicalId":158767,"journal":{"name":"EduRN: Other Social Sciences Education (Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129432963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
When Games Meet Reality: Is Zynga Overvalued? Zynga是否被高估?
EduRN: Other Social Sciences Education (Topic) Pub Date : 2012-04-02 DOI: 10.2139/ssrn.2191602
Z. Forró, P. Cauwels, D. Sornette
{"title":"When Games Meet Reality: Is Zynga Overvalued?","authors":"Z. Forró, P. Cauwels, D. Sornette","doi":"10.2139/ssrn.2191602","DOIUrl":"https://doi.org/10.2139/ssrn.2191602","url":null,"abstract":"On December 16th, 2011, Zynga, the well-known social game developing company went public. This event followed other recent IPOs in the world of social networking companies, such as Groupon or Linkedin among others. With a valuation close to 7 billion USD at the time when it went public, Zynga became one of the biggest web IPOs since Google. This recent enthusiasm for social networking companies raises the question whether they are overvalued. Indeed, during the few months since its IPO, Zynga showed significant variability, its market capitalization going from 5.6 to 10.2 billion USD, hinting at a possible irrational behavior from the market. To bring substance to the debate, we propose a two-tiered approach to compute the intrinsic value of Zynga. First, we introduce a new model to forecast its user base, based on the individual dynamics of its major games. Next, we model the revenues per user using a logistic function, a standard model for growth in competition. This allows us to bracket the valuation of Zynga using three different scenarios: 3.4, 4.0 and 4.8 billion USD in the base case, high growth and extreme growth scenario respectively. This suggests that Zynga has been overpriced ever since its IPO. Finally, we propose an investment strategy (dated April 19th, 2012 on the arXive), which is based on our diagnostic of a bubble for Zynga and how this herding / bubbly sentiment can be expected to play together with two important coming events (the quarterly financial result announcement around April 26th, 2012 followed by the end of a first lock-up period around April 30th, 2012). On the long term, our analysis indicates that Zynga's price should decrease significantly. The paper ends with a post-mortem analysis added on May 24th, 2012, just before going to press, showing that we have successfully predicted the downward trend of Zynga. Since April 27th, 2012, Zynga dropped 25%.","PeriodicalId":158767,"journal":{"name":"EduRN: Other Social Sciences Education (Topic)","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123129857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 11
Do R&D Subsidies Affect SMEs' Access to External Financing? 研发补贴是否影响中小企业获得外部融资?
EduRN: Other Social Sciences Education (Topic) Pub Date : 2012-04-01 DOI: 10.2139/SSRN.1099346
M. Meuleman, Wouter De Maeseneire
{"title":"Do R&D Subsidies Affect SMEs' Access to External Financing?","authors":"M. Meuleman, Wouter De Maeseneire","doi":"10.2139/SSRN.1099346","DOIUrl":"https://doi.org/10.2139/SSRN.1099346","url":null,"abstract":"Many countries spend sizeable sums of public money on R&D grants to alleviate debt and equity gaps for small firms’ innovation projects. In making such awards, knowledgeable government officials may certify firms to private financiers. Using a unique Belgian dataset of 1107 approved requests and a control group of denied requests for a specific type of R&D grant, we examine the impact of subsidies on small firms’ access to external equity, short term and long term debt financing. We find that obtaining an R&D subsidy provides a positive signal about SME quality and results in better access to long-term debt.","PeriodicalId":158767,"journal":{"name":"EduRN: Other Social Sciences Education (Topic)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132068163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 359
Boundary-Spanning Marketing Organization: A Theory and Insights from 31 Organization Theories 跨界营销组织:31种组织理论的理论与启示
EduRN: Other Social Sciences Education (Topic) Pub Date : 2012-01-25 DOI: 10.2139/ssrn.1991822
G. Hult
{"title":"Boundary-Spanning Marketing Organization: A Theory and Insights from 31 Organization Theories","authors":"G. Hult","doi":"10.2139/ssrn.1991822","DOIUrl":"https://doi.org/10.2139/ssrn.1991822","url":null,"abstract":"Now more than ever, marketing has a key boundary-spanning role — a role that has also redefined the composition of the marketing organization. In this SpringerBrief, the marketing organization’s integrative and mutually reinforcing components of marketing activities, customer value-creating processes, networks, and stakeholders are delineated within their boundary-spanning roles as a particular emphasis — labeled “marketing organization theory” or abbreviated as MOR to capture the first letter of “marketing” and the first two letters of “organization.” This SpringerBrief builds on and is an extended and more elaborate version of Hult (2011b), also published in a Springer publication (Journal of the Academy of Marketing Science). Thematic marketing insights from a collection of 31 organization theories are used to advance knowledge on the boundary-spanning marketing organization within four areas: strategic marketing resources, marketing leadership and decision making, network alliances and collaborations, and the domestic and global marketplaces.","PeriodicalId":158767,"journal":{"name":"EduRN: Other Social Sciences Education (Topic)","volume":"2010 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121219895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
The Influence of Perceived Contextual and Cultural Factors on Entrepreneurial Intentions Among Iranian College Students 感知情境与文化因素对伊朗大学生创业意向的影响
EduRN: Other Social Sciences Education (Topic) Pub Date : 2011-10-27 DOI: 10.2139/ssrn.2152953
S. Karimi, H. Biemans, M. Chizari, M. Mulder, Reza Zaefarian
{"title":"The Influence of Perceived Contextual and Cultural Factors on Entrepreneurial Intentions Among Iranian College Students","authors":"S. Karimi, H. Biemans, M. Chizari, M. Mulder, Reza Zaefarian","doi":"10.2139/ssrn.2152953","DOIUrl":"https://doi.org/10.2139/ssrn.2152953","url":null,"abstract":"The present study explores the impact of contextual and cultural factors on the development of students’ entrepreneurial intentions. Primary data was collected from a sample of 347 students following entrepreneurship courses at 7 universities in Iran. Hierarchical multiple regression is used to analyze the data. The study found positive effects of perceived relational support, individualism and collectivism on students’ entrepreneurial intentions. Furthermore, the results illustrated that education level and knowing an entrepreneurial role model also have a direct influence on entrepreneurial intentions. Perceived environmental and university support, perceived barriers and power distance were not considered important in this regard.","PeriodicalId":158767,"journal":{"name":"EduRN: Other Social Sciences Education (Topic)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133410915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
The Reformation of Business Education: Purposes and Objectives 商科教育改革:目的与目标
EduRN: Other Social Sciences Education (Topic) Pub Date : 2011-10-11 DOI: 10.2139/SSRN.1976752
R. Shaw
{"title":"The Reformation of Business Education: Purposes and Objectives","authors":"R. Shaw","doi":"10.2139/SSRN.1976752","DOIUrl":"https://doi.org/10.2139/SSRN.1976752","url":null,"abstract":"Business education is at a critical juncture. How are we to justify the curriculum in undergraduate business awards in Aotearoa New Zealand? This essay suggests a philosophical framework for the analysis the business curriculum in Western countries. This framework helps us to see curriculum in a context of global academic communities and national needs. It situates the business degree in the essential tension which modernity (Western metaphysics) creates and which is expressed in an increasingly globalized economy. The tension is between those who insist that the degree is to serve modernity and those who hope that it may contribute to a new era of justice and harmony with nature. One critical battle ground for the business curriculum is the subject Business Ethics. The business ethics curriculum often indicates the intention of the business ethics degree itself. Kant's distinction between heteronomy (rule following) and autonomy (making your own decisions) provides us with a means to judge the purposes of business ethics courses: there are courses which seek to produce reliable and compliant (heteronomous) employees, and there are those which seek to produce independent creative (autonomous) human beings. The question for this conference is: what do we as business educators see as our task?","PeriodicalId":158767,"journal":{"name":"EduRN: Other Social Sciences Education (Topic)","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134092021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Blind Economics 盲目的经济
EduRN: Other Social Sciences Education (Topic) Pub Date : 2011-06-01 DOI: 10.2139/ssrn.1875773
R. Parsons
{"title":"Blind Economics","authors":"R. Parsons","doi":"10.2139/ssrn.1875773","DOIUrl":"https://doi.org/10.2139/ssrn.1875773","url":null,"abstract":"This paper argues that the various theories of economics can all add value, yet educational institutions each seem overly committed to only one theory. The intense debates between economists are destructive and should be replaced with attempts to combine and use each of the theories in situations where they are most appropriate. This paper demonstrates an econometric approach that can verify that there is valuable information and relationships in each of the theories that if combined can improve overall understanding. This paper recommends that economics education investigate all the various theories and describes the specific situation for which each theory's assumptions best apply.","PeriodicalId":158767,"journal":{"name":"EduRN: Other Social Sciences Education (Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131061339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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