中国产学研合作研究的热点主题和知识演化

为明晰中国产学研合作研究领域的热点主题和知识演化,以1992—2016年CSSCI和CNKI中的1 615篇文献为分析样本,利用文献计量学与科学知识图谱方法进行分析。分析结果表明,产学研合作领域的热点涵盖合作模式、机制和影响因素;合作中的高等教育、人才培养;协同创新主体的互动关系;协同创新过程中的要素协同;绩效评价。该领域的研究主题在过去20几年发生了显著的变化,从关注合作模式到关注人才培养、教育改革、知识产权管理和利益分配等主题,再扩展到绩效评价、协同创新和创新网络等主题。     

基于CSCD和SCI的跨省区科学合作网络可视化分析

利用CSCD（1998-2005）和SCI（2000-2005）数据库得出我国31个省区科学合作论文的数据矩阵，构建出一系列跨省区、有向加权的合作网络。利用网络绘图分析软件Netdraw将其可视化，并从不同角度将省区间的科学合作状态表现出来并加以分析。结果显示：弱势省区倾向于与强势省区合作；弱势省区之间合作极少；SCI合作网络中各省区之间的合作差异程度大于CSCD合作网络中的合作差异程度。     

区域协同视角下科技园区创新发展模式研究

我国科技园区面临着协同程度低、资源整合能力差等问题,制约着科技园区的创新发展。本研究立足区域协同视角,基于区域协同创新与创新网络理论,构建了极点化协同创新、层次化协同创新和一体化协同创新三种创新发展模式。以陕西省科技园区为研究对象,采集陕西省内外部环境数据,利用Topsis方法对创新发展模式进行选择,得出陕西省科技园区应采用一体化协同创新发展模式,为指导科技园区的区域协同发展提供理论和现实借鉴。     

产学研合作中粘滞知识的成因与转移机制研究

随着知识经济时代的来临，知识日益成为企业的战略资源。对于我国企业来说，通过产学研合作，把外部知识转移到企业内部并创造价值是赢得竞争优势的重要途径。粘滞知识是持续竞争优势的源泉。而在知识转移过程中，它正是转移的关键和难点。本首先探讨粘滞知识的界定，剖析粘滞知识的成因。然后，在此基础上，从理论上探讨克服粘滞的途径，提出粘滞知识转移的理论模型。最后以清华大学大型集箱检查系统科技成果产业化过程为例，对粘滞知识转移机制进行实证分析。     

面向产品制造企业的生产性服务及其运营模式研究

基于制造企业的价值链,提出了面向产品制造企业的生产性服务体系结构,描述了制造企业生产过程中生产性服务需求与服务供给的定位问题,分析了面向产品制造企业的生产性服务类型及特点,结合实际案例提出了面向产品制造企业生产性服务的三种典型运营模式。     

网络环境下合作技术创新界面与信息状态研究

借鉴流体力学与热力学的研究成果,对企业合作技术创新过程中的界面问题产生的成因及其对信息流动状态的影响进行模拟分析,构造出信息流动判数Jm,对界面以及信息流动状态的定量研究提供新的思路。     

Socializing Giftedness: Toward an ACCEL-S Approach

In this response, we commend Sternberg’s Active Concerned Citizenship and Ethical Leadership (ACCEL) model yet urge him to consider an ACCEL-S model that more fully incorporates society’s integrative role in giftedness. ACCEL-S builds on the highly complex and contextual view of giftedness proposed by Sternberg and transforms it into a participatory framework. Within it, the skills associated with giftedness shape but are also shaped by social context; they generate meaningful forms of collaboration as well as grow out of them. The concept of giftedness itself is transformed from a person-centric one to a distributed model in which being gifted is a relational instead of purely personal achievement.     

‘Voodoo maths’, asymmetric dependency and maths blame: why collaboration between school science and mathematics teachers is so rare

Mathematical reasoning and tools are intrinsic to science, yet the close and dependent relationship science has to mathematics is not reflected in either school education or science education research. This paper asks what the barriers are to a mutually beneficial relationship between the two disciplines. A two-phase qualitative interview study was used to explore the relationship between school science and mathematics education through the perspectives of science and mathematics education policy-makers and of teachers in departments which are unusual in collaborating. In total there were 36 participants. Interview data were analysed using thematic analysis. Findings show that there is an asymmetry in the dependency between school science and mathematics: science is dependent on mathematics but the reverse is not true. We discuss three consequences of this asymmetric dependency: there is greater benefit for science from any collaboration; ‘maths blame’ can arise from science teacher frustration; and science educators may believe they should have some ownership of the mathematics curriculum. Asymmetry of dependency, and therefore of benefit, will make it very difficult for mathematics and science to work together in a way which is genuinely mutually beneficial.     

高职院校应实行学历教育与培训教育并重

高职院校是国民教育角色,国民教育不仅仅是学历教育,学历与职业经历在职业活动中同样重要。中国现有条件下的“校企合作”应该是“校企商业合作”,在商业合作条件下,实现互利共赢,才可能实现“校企合作”共同培养高素质职业人才。