大学创新社会价值的测量:组织场所、专业视角、制度观

Gary Rhoades
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摘要

借鉴较发达的技术转让领域和其他“管理专业”的例子(Rhoades, 1998;Rhoades & Sporn, 2002),本文探讨了衡量高等教育中个人创新的社会价值(可能进入市场或增加或先于商业价值)的住房协议的可能组织地点,以及这些不同设置对学院的可能影响(特别是在激励更多的教师参与更多的创新和创业活动方面)。组织位置很重要。组织地点与专业观点和机构观点有关,这种观点依附于学术界的各种工作。研究人员探索了五个可能的地点,并从大学其他“新”活动的经验中分析了这些地点的维度。一种类型的网站由一个非学术性的管理专业人员(既不是教师也不是高级管理人员)的支持单位组成,如技术转让办公室或机构研究办公室。第二种类型的站点将是一个学术单位,其中测量任务可以由教员执行。第三种类型的网站将是一种混合模式,结合了前两种模式的元素,就像许多大学的创业单位一样。第四种可能的场地类型是将此类活动置于大学之外的中介协会(Slaughter & Rhoades, 2004)中,该协会介于公共和私营部门之间,并促进各种创新和衡量,如教育和创新信息技术的情况。第五种地点将包括在社区建立大学推广单位,更直接地向选民提供服务,这是传统上赠地大学农业推广的模式。每一种模式都有自己的好处和挑战,它对从事这项工作的专业人员的影响,以及他们对自己的主要功能的看法,以及他们对学术劳动力和机构方向的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Housing the measurement of university innovations’ social value: Organizational site, professional perspective, institutional outlook
Drawing on examples from the more developed realms of technology transfer and other “managerial professions” (Rhoades, 1998; Rhoades & Sporn, 2002) in the academy, this paper explores possible organizational sites for housing protocols for the measurement of the social value of individual innovations in higher education (that may enter the market or and augment or precede commercial valuation), and the possible implications of those different settings for the academy (particularly in terms of motivating more faculty to engage in more innovative and entrepreneurial activities). Organizational location matters. Organizational site is related to professional perspective and to the institutional outlook that attaches to various sorts of work in the academy. Five possible sites are explored, analyzing the dimensions of such locations from the experience of other “new” activities in universities. One type of site consists of an interstitial (Slaughter & Rhoades, 2004), nonacademic, support unit of managerial professionals (neither faculty nor senior level administrators), as in an Office of Technology Transfer or an Office of Institutional Research. A second type of site would be an academic unit in which measurement tasks could be performed by faculty members. A third type of site would be a hybrid model that combines elements of the first two models, as in the case of entrepreneurship units in many universities. A fourth possible type of site would be to situate such activity in an intermediating association (Slaughter & Rhoades, 2004) outside of the university, which mediates between public and private sectors, and that promotes various sorts of innovation and measurement as in the case of Educause and innovative information technologies. A fifth type of site would consist of establishing university extension units in the community, to provide services more directly to constituents, as traditionally was the model for agricultural extension in land grant universities. Each of the models has its owns benefits and challenges, its implications for what sorts of professionals would be doing the work and what they would see their principal function as being, and for the impact they would have on the academic workforce and the institution's direction.
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