核心专利的识别及可视化方法

文章提出核心专利的识别及可视化方法。经过核心专利组合识别,专利权人名称标准化,专利权人国别处理,该方法提出核心专利的国家全球分析、20 强专利权人全球分析、共专利权人网络分析、高合作子网络全球分析。实验表明,全球锂电池核心专利被美国、日本、韩国主宰,20强专利权人主要分布于北美、西欧、东亚,高合作子网络由 MICHOT CHRISTOPHE、UNIV MONTREAL、PHOSTECH、CENTRE NAT、UMICORE 构成,主要合作在加拿大、美国、欧洲、国际局、中国、韩国、日本。由此可见,核心专利的识别及可视化方法有助于专利分析、专利管理等。     

Proximity effects on the dynamics and outcomes of scientific collaborations

This paper uses path overlap, an innovative measure of functional proximity, to examine how physical space shaped the formation and success of scientific collaborations among the occupants of two academic research buildings. We use research administration data on human subject protection, animal use management, and grant funding applications to construct new measures of collaboration formation and success. The “functional zones” investigators occupy in their buildings are defined by the shortest walking paths among assigned laboratory and office spaces, and the nearest elevators, stairs, and restrooms. When two investigators traverse paths with greater overlap, both their propensity to form new collaborations and to win grant funding for their joint work increase. This effect is robust across two very differently configured buildings. Implications for scientific collaboration and the design and allocation of research space are considered.     

The impact of transaction costs on the institutional structuration of collaborative academic research

This paper addresses a crucial question: Which factors explain the choices of institutional structures made by university researchers? The main findings of the study point to the central importance of publication assets, coordination costs, additional funding, and membership in the disciplines of engineering, natural sciences and health sciences as factors affecting the choices of institutional structures university researchers make when they become involved in collaborative research projects. On the other hand, the number of years researchers have been involved in collaborative research, the capture of additional publications linked to involvement in collaborative research, the importance of administrative burdens and the time required to coordinate collaborative research were demonstrated to be unimportant in explaining these choices.     

Creating a forum for researching teaching and its quality more synergistically

Several frameworks and models have been developed to conceptualize teaching quality. Despite their merits, the field seems to be lacking a common language and structure in how teaching quality is delineated. This special issue argues that progress can be made in this respect by fostering focused discussions and collaborations among scholars working on teaching quality. In this introductory paper, we first consider some initial steps made to examine teaching quality more collectively, discuss the importance of intensifying this effort, identify related challenges, and consider ideas for addressing them. Then, we outline a format for collaboration which brings developers together to discuss and reflect upon their work and present a model which can provide a platform for such focused discussions. The approach undertaken in this special issue to facilitate collaborative discussions among three groups of scholars is presented, alongside the guiding questions and the empirical data considered in the following papers.     

Collaboration in teacher education: A cross-sectional study on future teachers’ attitudes towards collaboration,their intentions to collaborate and their performance of collaboration

This cross-sectional study (N = 1687, 4 cohorts) investigates future teachers’ intentions to collaborate and their attitude towards collaboration with standardized questionnaires. Two of the cohorts provide additional information about their performance of collaboration in a school setting outside the university. ANOVA and post-hoc analyses are performed to determine group differences. First-year pre-service teachers rate collaboration lower in importance and intend to collaborate less than the other cohorts. Three collaborative actions are examined: exchange, division of work, and co-construction. While exchange is found to be the most popular form of collaboration, student teachers report performing the higher-level forms more frequently.     

协同管理：对养老保险基金冒领行为的思考

随着养老保险金的社会化发放方式的不断推行,养老保险冒领的现象不断出现。在我国社会保障制度建立时间不长、整体保障能力尚比较脆弱的情况下,任何对养老金的非法侵占都将危及其整体的支付能力,影响社会养老保险制度的顺利推进。如何杜绝养老保险冒领的行为,对解决养老保险空账问题,发挥养老保险的社会化功能具有深远意义。本文在阐述协同论一般原理的基础上,揭示该理论体系对我国养老保险基金监管的启示,从而提供新的视角和启迪。     

Emergent pedagogy: learning to enjoy the uncontrollable—and make it productive

This essay reflects the shared experiences of four college faculty members (a biologist, a psychologist, a computer scientist, and a feminist literary scholar) working together with K-12 teachers to explore a new perspective on educational practice. It offers a novel rationale for independent thinking and learning, one that derives from rapidly developing interdisciplinary and transdisciplinary inquiries in the sciences and social sciences into what are known as “complex” or “emergent” systems. Using emergent systems as a model of teaching and learning makes at least three significant contributions to our thinking bout teaching, in three very different dimensions. It invites us into an awareness that the brains of individual students and teachers operate as emergent systems that are neither possible nor desirable to control fully. It invites us to appreciate as well that the activities and benefits of a classroom are not all individual interactions between teacher and student. Interactions among students and teachers are collectively contributing to a somewhat unpredictable project with an insistently social dimension, which is in turn crucial to the individual achievements of all involved. Finally, emergent pedagogy encourages us to consider more carefully the relations between the individual classroom and the larger educational community of which it is a component, including a challenge to rethink the matter of assessment.     

Best channels of academia-industry interaction for long-term benefit

Interactions between public research organizations and industry can be conceptualized as having three main stages: drivers of interaction, channels of interaction, and the perceived benefits from collaboration. Both of the agents differ in terms of the incentives they have to collaborate and the behaviors they adopt during the collaboration process. Following a three-stage model based on Crépon et al. (1998), this paper discusses the impact of drivers of collaboration on channels of interaction, and the impact of these channels on the perceived benefits by researchers and firms. The methodology also allows firm-level benefits from interaction to be connected with researchers’ characteristics via the analysis of four common channels of interaction for firms and researchers. The study is based on original data collected through two surveys, carried out in Mexico during 2008, of R&D and product-development managers of firms and of academic researchers. Our results show that all channels of interaction play an important role in determining benefits; however, they differ in terms of their impact on short- or long-term benefits for firms. The channels related to joint and contract R&D, property rights, and human resources are the best, as they have a higher impact on long-term benefits for firms. Policy implications derived from this study focus on specific actions that enhance those researchers’ characteristics related to the best channels for fostering long-term benefits for firms.     

Short reports

While Western educators caution against contrived collegiality in the midst of enthusiasm for peer coaching as a form of teacher development, Hong Kong educators are struggling to detach discussion and observation of classroom teaching from staff appraisal. The challenges for this task are twofold: to secure a niche for peer coaching in the practice of staff development, and to ward off contrived collegiality in the course. Using an action research paradigm, the present project attempted to meet these challenges in two schools. As a joint work between various parties, the present project had to negotiate its way cautiously to achieve genuine collaboration and avoid imposition from the administrators and outsiders to the front-line teachers. During the course, innovative strategies were taken to cope with various difficulties, including time constraints, teachers' psychological pressure, and the possibility of contrived collegiality and implementation partnership. The evaluation of the project showed that the teachers generally accepted peer coaching and found it helpful to their professional development. The experience in the two schools indicated that true collaboration might emerge from organizationally induced collegiality under certain conditions.