文献类型：期刊文献

中文题名：大学教师学术创业:内涵、价值与路径

英文题名：Academic Entrepreneurship of University Teachers:Connotation,Value and Path

作者：付八军[1]

机构：[1]绍兴文理学院教师教育学院,浙江绍兴312000

年份：2020

卷号：41

期号：5

起止页码：28

中文期刊名：清华大学教育研究

外文期刊名：Tsinghua Journal of Education

收录：CSTPCD、、国家哲学社会科学学术期刊数据库、CSSCI2019_2020、北大核心2017、北大核心、社科基金资助期刊、CSSCI

基金：国家社科基金“十三五”规划教育学一般课题“大学教师学术创业研究”(BIA180207)。

语种：中文

中文关键词：大学教师;学术创业;创业型大学;成果转化;兼职兼薪

外文关键词：university teachers;academic entrepreneurship;entrepreneurial universities;achievement transformation;part-time job and salary

中文摘要：在研究现代大学“第三使命”三大高频词中,学术创业比创业型大学、技术转移两个概念更具涵盖力。厘定大学教师学术创业边界,既不能局限于创办新企业,亦不能泛化至学术领域的创新变革,而是指向传统职责之外实现知识转移转化的各种活动。大学教师学术创业兼具必然性与必要性,同时其带来的文化冲突并非无法调和,是服务社会经济发展、增强高校办学活力的时代选择。依循“鼓励+规范”的价值取向推动中国大学教师学术创业,需要包括政府在内的多方主体协同攻关。从供给侧端而言,政府的管理体制改革是突破口,高校的学术创业分类管理是关键点,大学教师的学术贡献而非学术业绩追求是落脚点。

外文摘要：Of the three high-frequency terms used to study the“third mission”of the modern university,academic entrepreneurship is more encompassing than the concepts of the entrepreneurial university and technology transfer.Defining the boundaries of academic entrepreneurship among university teachers is neither limited to the creation of new enterprises nor generalized to innovative changes in the academic field,but rather directed to activities that lead to the transfer of knowledge beyond traditional duties.The academic entrepreneurship of university teachers is both inevitable and necessary.At the same time,the cultural conflict it brings is not irreconcilable.It is the choice of the times to serve the socio-economic development and enhance the vitality of running universities.In order to promote academic entrepreneurship among Chinese university teachers,it is necessary to follow the value orientation of“encourage+regulate”,which requires the cooperation of multiple parties including the government.From the supply side,the government’s management system reform is the breakthrough,the academic entrepreneurship classification management of universities is the key point,and the academic contribution of university teachers rather than the pursuit of academic performance is the footing point.