基于学习和参与行为的扶贫项目可持续性的实证研究

Empirical Study on the Sustainability of Poverty Reduction Projects Based on Learning and Participation Behaviors

本文根据陕西、贵州和湖北3省9县的样本数据,采用结构方程建模等方法,对扶贫项目全生命周期内(PLC)不同阶段的"学习行为"、"参与行为"、"能力建设"与"项目绩效"和"项目可持续性"之间的关系进行了实证分析。结果发现:(1)扶贫项目干系人的"学习行为"对扶贫项目管理的"能力建设"具有显著性影响,且这一影响在项目进程中呈现递增趋势;(2)扶贫项目干系人的"学习行为"和"参与行为"对扶贫"项目绩效"具有显著性影响,且这一影响在项目进程中显示出前高后低的趋势;(3)"项目绩效"和"能力建设"都对"项目可持续性"产生显著影响,但在项目进程中前者呈减弱趋势而后者呈增强趋势;(4)"学习行为"和"参与行为"存在互动关系,项目不同阶段的相互影响程度大体相当。基于以上发现,本文提出了相应的管理启示。

Based on the field survey sample data from nine counties in three provinces,by adopting structural equation modeling(SEM),this paper empirically tests the relationship among learning,participation,capacity building,project performance and project sustainability of anti-poverty projects at different stages in the project life cycle(PLC) in rural China.The findings include:(1) project stakeholders' learning behavior has significant influence on capacity building,which tends to be increasing in the process of a project lifespan;(2) project stakeholders' learning and participation behaviors exert significant impact on project performance with a decreasing tendency;(3) both project performance and capacity building have significant influence on project sustainability,but the former demonstrates a strengthening trend while the latter shows a weakening trend as a project proceeds;and(4) learning and participation behaviors interact with each other.Relevant management implications are proposed accordingly based on these findings.