我国世界一流大学建设政策的成效研究——基于双重差分模型的经验证据

在首轮“双一流”建设周期期满之际,评价世界一流大学建设政策成效具有现实意义。本研究在归纳出世界一流大学建设政策成效的评价维度后,收集2015—2019年39所世界一流大学建设高校、57所世界一流学科建设高校的校际面板数据,采用双重差分法构建计量模型,评估了世界一流大学建设的政策效应。结果显示,世界一流大学建设政策的实施在综合实力、学科建设、师资队伍建设、社会服务能力方面对入选高校产生了积极影响,且政策效应估计值具有统计学意义,总体而言通过一系列稳健性检验。然而,少数反映世界一流大学建设政策成效的指标呈现的影响虽为正向但不显著,这反映了该政策效应与政策目标相比仍然存在一些差距和不足。基于此,本研究展望新一轮世界一流大学建设的政策导向:在学科建设上需关注“冷门绝学”,适当增添人文社会科学“色彩”;在师资队伍建设上需更注重“内源”发展,坚持“外援”“内源”相结合;在社会服务能力提升上需注重构建科技成果转化的长效机制。

The effectiveness research of the policy of building world-class universities in China:based on empirical evidence from the difference-in-differences model

At the expiration of the first round of"Double First-Class"construction,it is of practical significance to evaluate policy effects of building world-class universities.After summarizing evaluation dimensions of policy effects of building world-class universities,by collecting panel data of 39 world first-class universities construction universities and 57 world first-class disciplines construction universities from 2015 to 2019 and constructing the econometric model with the difference-in-differences method,this study evaluates policy effects of building world-class universities.The research finds that the implementation of the policy of building world-class universities has positive impacts on selected universities in terms of the comprehensive strength,discipline construction,faculty construction,and social service capability,and estimated values of policy effects are statistically significant and pass a series of robustness tests in general.However,the policy of building world-class universities has positive but insignificant impacts on selected universities in a few indicators,which reflects some gaps and deficiencies of policy effects compared with policy objectives.Therefore,the study puts forward some policy suggestions in the new round of building world-class universities:to pay attention to characteristic and humanistic disciplines in terms of discipline construction;to focus on"endogenous"development and combine"internal sources"and"external assistance"in terms of faculty construction;to build a long-term and effective mechanism for the transformation of scientific and technological achievements in terms of the improvement of social service capabilities.