Institution
National Chengchi University
Education•Taipei, Taiwan•
About: National Chengchi University is a education organization based out in Taipei, Taiwan. It is known for research contribution in the topics: Population & China. The organization has 3465 authors who have published 6342 publications receiving 118821 citations. The organization is also known as: NCCU & Chengda.
Papers published on a yearly basis
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TL;DR: In this paper, the authors discuss alternative methods for determining returns to scale in DEA, based on Banker's concept of Most Productive Scale Size (MPSS), which is equivalent to the two-stage methods of Fare, Grosskopf and Lovell.
139 citations
TL;DR: The model is applied to a case from a steel converter plant, and the results show that the proposed maintenance policy outperforms some existing maintenance policies in terms of the net revenue.
138 citations
TL;DR: In this article, the authors studied the effects of social media influencers and their products on consumers in China and the rise of online social media endorsements, and found that the influence of influencers on consumers and their consumption was significant.
Abstract: Given the prevalence of social media usage among consumers in China and the rise of social media endorsements, it is important to understand the effects of social media influencers and their produc...
138 citations
TL;DR: The results show that recruiters make inferences about job seekers' person-job fit and person-organisation fit on the basis of argument quality in specific self-presentation categories, which in turn predict recruiters' intentions to recommend job seekers for hiring.
137 citations
TL;DR: In this article, the authors argue that to develop students' twenty-first century competencies, teachers need to consider how technological pedagogical content knowledge (TPACK) can be applied through design thinking processes.
Abstract: This conceptual paper argues that to develop students’ twenty first century competencies, teachers need to consider how technological pedagogical content knowledge (TPACK) can be applied through design thinking processes. It proposes a conceptual framework articulating various TPACK considerations and how these various forms of TPACK can be used as epistemic resources to support design thinking for developing ICT-integrated lessons targeted at twenty first century learning. This framework provides an initial vocabulary for describing how teachers create TPACK through design, which is a critical gap in extant TPACK research. Implications for teachers’ design of ICT-integrated lessons as well as future directions of research are discussed.
136 citations
Authors
Showing all 3509 results
| Name | H-index | Papers | Citations |
|---|---|---|---|
| Nan Lin | 105 | 687 | 54545 |
| Georg Northoff | 73 | 507 | 21665 |
| Michael Keane | 71 | 439 | 22654 |
| Brian Butterworth | 65 | 183 | 14082 |
| Lung Chi Chen | 63 | 267 | 13929 |
| Derek Bell | 51 | 318 | 11566 |
| Harald Niederreiter | 50 | 314 | 22060 |
| Jaideep Srivastava | 48 | 382 | 17000 |
| Ting-Peng Liang | 48 | 198 | 10335 |
| Guang-Yu Guo | 48 | 323 | 9075 |
| Chia-Yang Liu | 44 | 117 | 5786 |
| Chih-Ming Chen | 44 | 317 | 8328 |
| Hung-Min Sun | 38 | 256 | 5767 |
| Yi-Shun Wang | 37 | 93 | 10823 |
| Chee W. Chow | 37 | 89 | 6838 |