基于协同创新的大学学科创新生态系统模型构建的研究
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摘要
21世纪是知识经济时代,知识创新是技术创新的基础,是新技术和新发明的源泉,是促进科技发展、经济增长和社会进步的原动力。高等院校是我国知识创新的主体之一,是建设“创新型国家”的重要力量。学科是大学区别于其他机构的特有的基本结构,是大学实现人才培养、科学研究和服务社会三大社会职能的基础单元。
在知识经济的时代背景下,学科面对外部竞争环境高度的不确定性和创新活动的复杂性,要保持和提升自我核心竞争力和创新优势,就必须具备知识储存、流通和整合的能力,以成功实现知识创新。而学科自身的资源和创新能力有限,并不能完全实现自给自足,必须依赖外部环境资源供应,学科才能实施知识创新,才能得以生存和发展。这也就要求学科必须具备第四个职能即协同创新。通过协同创新,不同背景的众多参与者在核心学科的指引下,围绕共同的利益和目标,组成一个学科创新生态系统。在这个系统中,内部成员可以相互学习、相互分享和相互利用各自的创新成果,使得核心学科可以更好地利用外部资源强化和完善创新能力,实现创新目标。同时,还能从整体上提升整个系统的竞争力和抗风险能力,最终使得所有系统成员共同获益。因此,本课题拟以军医大学重点学科为研究对象,从生态学理论的视角,以协同理论为基础,深入探讨学科创新生态系统在实施知识创新过程中,系统成员协同创新的机制及其影响因素,为学科开展知识创新活动提供帮助。
全文共六章内容:
第一章绪论。阐述论文研究背景、研究意义、研究内容与方法。
第二章文献探讨。通过对创新理论、生态学理论、创新生态系统、学科生态系统、协同理论等相关理论的主要观点和发展方向进行归纳和分析,为下文的大学学科创新生态系统的研究奠定坚实基础和提供理论支撑。
第三章大学学科创新生态系统的理论探析。提出本文的研究对象----大学学科创新生态系统,界定大学学科创新生态系统的概念、特征、边界、条件、机制和本质特征。大学学科创新生态系统的概念是指,在一定时间和一定的空间内由大学学科创新复合组织与创新复合环境,通过创新物质、能量和信息流动而相互作用、相互依存形成的整体系统。学科创新复合组织由创新主体学科与创新相关学科或组织等共同构成。创新复合环境由市场、科技发展水平、物质环境、人文环境、社会环境、自然环境等综合而成。大学学科创新生态系统特征:是由学科生态系统发展而来的;是大学为适应快速发展的经济技术环境而采取的新的知识创新战略;是一个为系统内的成员学科创造价值的系统;协同创新是学科创新生态系统的目标;具有目的性和可控性。
大学学科创新生态系统构成,根据学科创新活动开展的全过程,将学科创新生态系统从内到外依次分成核心层、协作层、价值实现层三个层次。
大学学科创新生态系统知识创新的条件由学科创新环境、竞争合作机制、资源共享、学科组织变革和学科集群联盟五方面组成。
大学学科创新生态系统知识创新的三个阶段是在知识存储机制、知识流通机制和知识整合机制的共同作用下,根据环境因素的变化不断调整其知识结构,并进行知识遗传的过程。
第四章大学学科创新生态系统协同创新模型构建的研究
1.学科创新生态系统协同创新初始模型的构建。以扎根理论为依据进行访谈研究,初步构建大学学科创新生态系统的协同创新模型。
2.学科创新生态系统协同创新结构模型的构建。以文献研究为基础,分析47项影响大学学科创新生态系统协同创新的主要因素,以探索性因素确立学科创新生态系统协同创新的因素41项,并提炼出3个公共因子(Target目标,Partner伙伴,Cooperation合作),从而建立大学科学创新生态系统协同创新TPC结构模型。利用问卷调查收集到的数据,对模型进行检验,各项目的共同性良好,方差解释率为74.05%,表明问卷结构效度良好。Cronbach alpha系数在0.8016～0.9242,split-half系数在0.6369～0.8721,表明问卷的总体信度及各因子构面信度均良好。
第五章军医大学重点学科创新生态系统协同创新模型的实证分析。以2个成功的实例验证模型。
第六章讨论与展望。归纳总结本研究的结果,提炼创新点,分析本研究方法及研究结果存在的不足之处,对后续的研究提出展望。
The 21~(st) century is the era of knowledge-driven economy. Knowledge innovation is the foundation of technological innovation, the source of new technologies and inventions and the driving force to promote the development in science and technology, economic growth and social progress. Universities and colleges are one of the main bodies for knowledge innovation and an important force to build“innovative country”in China. Discipline is a unique basic structure differing universities and colleges from other organizations and the basic unit for universities and colleges to achieve three social functions: talents training, scientific research and service society.
In the era of knowledge-driven economy, facing to the uncertainty of external competitive environment and the complexity of innovation activities, discipline should have knowledge storage, distribution and integration capabilities to maintain and improve its core competitiveness and innovation advantages, so as to successfully achieve knowledge innovation. However, discipline has limited resources and innovation ability, which cannot achieve self-sufficiency completely. Therefore, discipline can implement knowledge innovation and seek for survival and development by depending on the supply of external environmental resources. It also requires discipline to have the fourth function– collaborative innovation. Under the guidance of core discipline, numerous participants with different backgrounds form a discipline innovation ecosystem for common interests and targets through collaborative innovation. The internal members can learn from each other, share and use their innovations in this ecosystem, so as to make the core discipline to effectively use external resource, enhance and improve innovation ability and achieve innovation targets. At the same time, it can improve the overall competitiveness and risk resistant ability of the whole system, so as to ultimately make all members obtain benefits. Therefore, the paper regards key disciplines of the People's Liberation Army Military Medical University as the research object and deeply explores the coordination mechanism of key disciplines for implementing knowledge innovation in academic innovation ecosystem from the perspective of ecological theory, so as to provide necessary assistance for discipline in implementing knowledge innovation activities. The paper is divided into six chapters:
Chapter I is an introduction, describing research background, significance, content and method.
Chapter II is the research on basic theory, proposing the theory hypothesis of constructing universities’academic innovation ecosystem through research on innovation theory, ecology theory, innovation ecosystem theory, academic ecosystem theory, collaborative theory and other related theories.
Chapter III is the research on the theory of academic innovation ecosystem of universities and colleges, defining the concept, characteristics, scope, conditions and mechanism of universities’academic innovation ecosystem.
The concept of universities’academic innovation ecosystem refers to the overall system formed from interaction and interdependence by the universities’academic innovation complex organization and innovation complex environment through innovation materials, energy and information flows in a certain space and time. The academic innovation complex organization is made up of main innovation discipline and other disciplines related to technological innovation etc. The innovation complex environment is integrated with market, technology development, physical environment, cultural environment, social environment, natural environment and other factors.
The characteristics of universities’academic innovation ecosystem: academic innovation ecosystem is developed from academic ecosystem; academic innovation ecosystem is a new knowledge innovation strategy applied by universities for adapting rapid development of economic and technological environment; academic innovation ecosystem is a system creating academic value for the members in this system; common evolution is the target of academic innovation ecosystem; academic innovation ecosystem has target and controllability because it is formed by involving human factors.
The composition of universities’academic innovation ecosystem: based on the whole process of academic innovation activities, academic innovation ecosystem is divided into core layer, collaboration layer and value realization layer in turn from the inside to the outside.
The knowledge innovation conditions of universities’academic innovation ecosystem are made up of academic innovation environment, competition and cooperation, resource sharing, academic organization change and academic cluster and alliance five aspects. Three stages of knowledge innovation of universities’academic innovation ecosystem constantly adjust knowledge structure and undergo knowledge inheritance process on the basis of environmental factor changes under the action of knowledge storage mechanism, knowledge circulation mechanism and knowledge integration mechanism. Chapter IV Research on Construction of Academic Innovation Ecosystem Model in Universities.
1. Interview research on collaborative innovation in academic innovation ecosystem. Through the interview research taking grounded theory as research method we initially established collaborative innovation cooperation mode in academic innovation ecosystem.
2. Analysis on exploratory factors of collaborative innovation in academic innovation ecosystem 47 factors affecting the collaborative innovation in universities’academic innovation ecosystem are determined on the basis of researching literature. The exploratory factors analysis results showed that there are 41 factors affecting the collaborative innovation in universities’academic innovation ecosystem. Three common factors are extracted (target, partner and cooperation), so as to establish TPC innovation model. The universal competence of innovative talents‘self-rating form was analyzed by explaining the variance rate (74.05%), which was good construct validity. Internal consistency analysis showed that the Cronbach alpha coefficient ranged from 0.8016～0.9242 and the split-half coefficient ranged from 0.6369~0.8721.
Chapter V adopts two successful cases in order to verify the rationality and effectiveness of TPC (Target, Partner, and Cooperation) innovation model.
Institute of Burn Research affiliated to Southwest Hospital and Institute of War Injury affiliated to Daping Hospital is the successful example of collaborative innovation in academic innovation ecosystem, which is worth learning by others. It is confirmed that TPC innovation model is the model learned for collaborative innovation in universities’academic innovation ecosystem at current stage.
Chapter VI focuses on discussion and outlook. This chapter summarizes the research results, refines innovation concepts, propose the theory that TPC (Target, Partner, Cooperation) innovation model is the model learned for collaborative innovation in universities’academic innovation ecosystem at current stage, find the inadequacy of the research and put forward the outlook for following research by combining the research results with some shortcomings of existing related methods.
在知识经济的时代背景下,学科面对外部竞争环境高度的不确定性和创新活动的复杂性,要保持和提升自我核心竞争力和创新优势,就必须具备知识储存、流通和整合的能力,以成功实现知识创新。而学科自身的资源和创新能力有限,并不能完全实现自给自足,必须依赖外部环境资源供应,学科才能实施知识创新,才能得以生存和发展。这也就要求学科必须具备第四个职能即协同创新。通过协同创新,不同背景的众多参与者在核心学科的指引下,围绕共同的利益和目标,组成一个学科创新生态系统。在这个系统中,内部成员可以相互学习、相互分享和相互利用各自的创新成果,使得核心学科可以更好地利用外部资源强化和完善创新能力,实现创新目标。同时,还能从整体上提升整个系统的竞争力和抗风险能力,最终使得所有系统成员共同获益。因此,本课题拟以军医大学重点学科为研究对象,从生态学理论的视角,以协同理论为基础,深入探讨学科创新生态系统在实施知识创新过程中,系统成员协同创新的机制及其影响因素,为学科开展知识创新活动提供帮助。
全文共六章内容:
第一章绪论。阐述论文研究背景、研究意义、研究内容与方法。
第二章文献探讨。通过对创新理论、生态学理论、创新生态系统、学科生态系统、协同理论等相关理论的主要观点和发展方向进行归纳和分析,为下文的大学学科创新生态系统的研究奠定坚实基础和提供理论支撑。
第三章大学学科创新生态系统的理论探析。提出本文的研究对象----大学学科创新生态系统,界定大学学科创新生态系统的概念、特征、边界、条件、机制和本质特征。大学学科创新生态系统的概念是指,在一定时间和一定的空间内由大学学科创新复合组织与创新复合环境,通过创新物质、能量和信息流动而相互作用、相互依存形成的整体系统。学科创新复合组织由创新主体学科与创新相关学科或组织等共同构成。创新复合环境由市场、科技发展水平、物质环境、人文环境、社会环境、自然环境等综合而成。大学学科创新生态系统特征:是由学科生态系统发展而来的;是大学为适应快速发展的经济技术环境而采取的新的知识创新战略;是一个为系统内的成员学科创造价值的系统;协同创新是学科创新生态系统的目标;具有目的性和可控性。
大学学科创新生态系统构成,根据学科创新活动开展的全过程,将学科创新生态系统从内到外依次分成核心层、协作层、价值实现层三个层次。
大学学科创新生态系统知识创新的条件由学科创新环境、竞争合作机制、资源共享、学科组织变革和学科集群联盟五方面组成。
大学学科创新生态系统知识创新的三个阶段是在知识存储机制、知识流通机制和知识整合机制的共同作用下,根据环境因素的变化不断调整其知识结构,并进行知识遗传的过程。
第四章大学学科创新生态系统协同创新模型构建的研究
1.学科创新生态系统协同创新初始模型的构建。以扎根理论为依据进行访谈研究,初步构建大学学科创新生态系统的协同创新模型。
2.学科创新生态系统协同创新结构模型的构建。以文献研究为基础,分析47项影响大学学科创新生态系统协同创新的主要因素,以探索性因素确立学科创新生态系统协同创新的因素41项,并提炼出3个公共因子(Target目标,Partner伙伴,Cooperation合作),从而建立大学科学创新生态系统协同创新TPC结构模型。利用问卷调查收集到的数据,对模型进行检验,各项目的共同性良好,方差解释率为74.05%,表明问卷结构效度良好。Cronbach alpha系数在0.8016～0.9242,split-half系数在0.6369～0.8721,表明问卷的总体信度及各因子构面信度均良好。
第五章军医大学重点学科创新生态系统协同创新模型的实证分析。以2个成功的实例验证模型。
第六章讨论与展望。归纳总结本研究的结果,提炼创新点,分析本研究方法及研究结果存在的不足之处,对后续的研究提出展望。
The 21~(st) century is the era of knowledge-driven economy. Knowledge innovation is the foundation of technological innovation, the source of new technologies and inventions and the driving force to promote the development in science and technology, economic growth and social progress. Universities and colleges are one of the main bodies for knowledge innovation and an important force to build“innovative country”in China. Discipline is a unique basic structure differing universities and colleges from other organizations and the basic unit for universities and colleges to achieve three social functions: talents training, scientific research and service society.
In the era of knowledge-driven economy, facing to the uncertainty of external competitive environment and the complexity of innovation activities, discipline should have knowledge storage, distribution and integration capabilities to maintain and improve its core competitiveness and innovation advantages, so as to successfully achieve knowledge innovation. However, discipline has limited resources and innovation ability, which cannot achieve self-sufficiency completely. Therefore, discipline can implement knowledge innovation and seek for survival and development by depending on the supply of external environmental resources. It also requires discipline to have the fourth function– collaborative innovation. Under the guidance of core discipline, numerous participants with different backgrounds form a discipline innovation ecosystem for common interests and targets through collaborative innovation. The internal members can learn from each other, share and use their innovations in this ecosystem, so as to make the core discipline to effectively use external resource, enhance and improve innovation ability and achieve innovation targets. At the same time, it can improve the overall competitiveness and risk resistant ability of the whole system, so as to ultimately make all members obtain benefits. Therefore, the paper regards key disciplines of the People's Liberation Army Military Medical University as the research object and deeply explores the coordination mechanism of key disciplines for implementing knowledge innovation in academic innovation ecosystem from the perspective of ecological theory, so as to provide necessary assistance for discipline in implementing knowledge innovation activities. The paper is divided into six chapters:
Chapter I is an introduction, describing research background, significance, content and method.
Chapter II is the research on basic theory, proposing the theory hypothesis of constructing universities’academic innovation ecosystem through research on innovation theory, ecology theory, innovation ecosystem theory, academic ecosystem theory, collaborative theory and other related theories.
Chapter III is the research on the theory of academic innovation ecosystem of universities and colleges, defining the concept, characteristics, scope, conditions and mechanism of universities’academic innovation ecosystem.
The concept of universities’academic innovation ecosystem refers to the overall system formed from interaction and interdependence by the universities’academic innovation complex organization and innovation complex environment through innovation materials, energy and information flows in a certain space and time. The academic innovation complex organization is made up of main innovation discipline and other disciplines related to technological innovation etc. The innovation complex environment is integrated with market, technology development, physical environment, cultural environment, social environment, natural environment and other factors.
The characteristics of universities’academic innovation ecosystem: academic innovation ecosystem is developed from academic ecosystem; academic innovation ecosystem is a new knowledge innovation strategy applied by universities for adapting rapid development of economic and technological environment; academic innovation ecosystem is a system creating academic value for the members in this system; common evolution is the target of academic innovation ecosystem; academic innovation ecosystem has target and controllability because it is formed by involving human factors.
The composition of universities’academic innovation ecosystem: based on the whole process of academic innovation activities, academic innovation ecosystem is divided into core layer, collaboration layer and value realization layer in turn from the inside to the outside.
The knowledge innovation conditions of universities’academic innovation ecosystem are made up of academic innovation environment, competition and cooperation, resource sharing, academic organization change and academic cluster and alliance five aspects. Three stages of knowledge innovation of universities’academic innovation ecosystem constantly adjust knowledge structure and undergo knowledge inheritance process on the basis of environmental factor changes under the action of knowledge storage mechanism, knowledge circulation mechanism and knowledge integration mechanism. Chapter IV Research on Construction of Academic Innovation Ecosystem Model in Universities.
1. Interview research on collaborative innovation in academic innovation ecosystem. Through the interview research taking grounded theory as research method we initially established collaborative innovation cooperation mode in academic innovation ecosystem.
2. Analysis on exploratory factors of collaborative innovation in academic innovation ecosystem 47 factors affecting the collaborative innovation in universities’academic innovation ecosystem are determined on the basis of researching literature. The exploratory factors analysis results showed that there are 41 factors affecting the collaborative innovation in universities’academic innovation ecosystem. Three common factors are extracted (target, partner and cooperation), so as to establish TPC innovation model. The universal competence of innovative talents‘self-rating form was analyzed by explaining the variance rate (74.05%), which was good construct validity. Internal consistency analysis showed that the Cronbach alpha coefficient ranged from 0.8016～0.9242 and the split-half coefficient ranged from 0.6369~0.8721.
Chapter V adopts two successful cases in order to verify the rationality and effectiveness of TPC (Target, Partner, and Cooperation) innovation model.
Institute of Burn Research affiliated to Southwest Hospital and Institute of War Injury affiliated to Daping Hospital is the successful example of collaborative innovation in academic innovation ecosystem, which is worth learning by others. It is confirmed that TPC innovation model is the model learned for collaborative innovation in universities’academic innovation ecosystem at current stage.
Chapter VI focuses on discussion and outlook. This chapter summarizes the research results, refines innovation concepts, propose the theory that TPC (Target, Partner, Cooperation) innovation model is the model learned for collaborative innovation in universities’academic innovation ecosystem at current stage, find the inadequacy of the research and put forward the outlook for following research by combining the research results with some shortcomings of existing related methods.
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①民族志,又称为田野民族志,是一种写作文本,是建立在在人群中关于习俗的撰写,以此来理解和解释社会并提出理论的见解,民族志既是一种研究方法,也是一种文化展示的过程与结果。杨圣敏.民族志研究.中央民族大学出版社,2008.
②扎根理论被视为质性研究方法中最科学的一种,此理论最早是由社会学者Galsser和Strauss在1967年发展出来的一种研究方法。格拉泽和施特劳斯在其著作《扎根理论的发现》(The Discovery of Grounded Theory,1967)中第一次明确指出了这些策略,提倡在基于数据的研究中发展理论,而不是从已有的理论中演绎可验证性的假设。参见以下文献:①(英)凯西.卡麦兹.建构扎根理论:质性研究实践指南.边国英译.重庆:重庆大学出版社,2009.②陈向明.社会科学质的研究.台北市:五南图书,2002.
③叙事分析又称“叙事研究”,是一种研究人类体验世界的方式。它从讲述者的故事开始,以对故事进行诠释为其主要任务,重在对叙事材料及意义的研究。艾米娅﹒利布里奇.叙事研究.重庆大学出版社,2008.
④建构主义,是当代欧美国家兴起的一种社会科学理论,此理论关注学习者如何以原有的经验、心理结构和信念为基础来建构知识。莱斯利.斯特弗.建构主义.上海华东师范大学出版社,2002.
⑤现象学,是一种通过“直接的认识”描述现象的研究方法,它的根本在于:“非常执拗地努力查看现象,并且在思考现象之前始终忠实于现象”。(德)埃德蒙特·胡塞尔.重庆出版社,2006.
⑥文化研究,源于20世纪60、70年代的英国伯明翰大学当代文化研究所(CCCS)的研究方向和学术成果,是一种从知识论和方法论的背景知识开展,探讨如何利用先前的研究经验,以及如何将“经验”这个工具运用到研究里的研究方法。陶东凤.文化研究.广西师范大学出版社,2007.
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