高校合作参与机制的博弈分析     

邓尚民  韩靖 《软科学》2007,21(6):79-82

从博弈论角度分析了高校合作博弈的动态性,揭示了高校合作群体逐步壮大的原因;并从四种博弈类型入手,重点用海萨尼变换对高校合作的参与策略进行博弈分析,解释了高校合作参与机制中的收益问题。  相似文献   

University–industry interactions in applied research: The case of microelectronics     

Margherita Balconi  Andrea Laboranti 《Research Policy》2006,35(10):1616-1630

In the first part of the paper we discuss the pattern of research in microelectronics, illustrating the reasons why, in order to achieve distinguished scientific performance, universities need to collaborate with industry, and in particular academic researchers need to interact with industrial ones by face-to-face knowledge exchanges. In the second part, using patent data integrated with information collected through interviews, we measure the extent and intensity of the ties of academic with industrial researchers, and apply social network analysis to reconstruct the network of collaborations. The picture that emerges (from this Italian case) is fully consistent with the specific research pattern. Collaboration is based on teams of researchers from the two spheres, and strong connections are associated with high scientific performance. Moreover, border-crossing collaborations tend to be driven by cognitive proximity and personal relationships.  相似文献   

从“产学研”合作到“政产学研用物”合作——某超级稻技术研发的行动者网络分析     

刘磊 《科技管理研究》2016,(24):30-34

传统的"政产学研"合作主要强调人类行动者及其组织的作用。在行动者网络理论模式下,对"用户"行动者的发现和对非人行动者的重视,使得"政产学研"合作被拓展为"政产学研用物"合作。因为缺失农民行动者的参与和缺乏育种材料,超级稻品种"G"的技术研发行动者网络被证明是一个不成功的案例。研究揭示,组建行动者网络要尽可能发现行动者,重视非人行动者的作用,同时要考虑行动者的主张和需求。  相似文献   

科研合作网络及特性分析     

杨溯  刘强 《科技管理研究》2016,(1):73-78

为揭示超网络的某些特性,基于小世界模型和无标度模型,提出和建立两种超网络演化模型,并定义交叉度用于表征超网络节点之间合作关系,最后将超网络演化模型应用于中国原子能科学研究院核技术应用研究所科研合作网的实证分析。研究结果表明:不论是对于超网络理论模型还是实证分析,交叉度都能够优于以往的网络特性用于分析超网络不同层次之间节点的相互合作关系,为从理论上进一步深入分析超网络及其应用打下一定的基础。  相似文献   

契约与关系共同治理的供应链知识协同机制          下载免费PDF全文

王清晓 《科学学研究》2016,33(10):1532-1540

随着知识资本效益的日益凸显,企业间的合作层次不断提升,供应链上下游企业间以合作创新为目的的知识协同,已成为供应链提升整体竞争优势的重要途径。本研究以契约理论和关系交换理论为基础,构建了供应链知识协同的理论模型,对288家河南省装备制造业企业的实证研究结果表明,在供应链知识协同这一战略层面的协同中,关系治理的积极促进作用更加显著;由于知识交换的特殊属性,在目前中国文化情境下,契约治理程度越高,越不利于知识的共享与创新,从而不利于知识协同的实现。  相似文献   

供应链中牛鞭效应的综合治理:基于协作视角的研究     

汪旭晖 《软科学》2007,21(6):70-74

从供应链协作的视角建立起一个牛鞭效应的综合治理框架,该框架包含了信息共享、决策同步、激励联盟、协作绩效体系以及共享的供应链过程五个相互联系的要素。其中信息共享、决策同步、激励联盟是缓解牛鞭效应的三个最基本的战略,这三个战略在协作绩效体系的指导下相互作用,最终创造了一个共享的、整合的供应链过程,从而可以有效地抑制牛鞭效应。  相似文献   

电子商务中的电子协作     

胡翠华 《情报理论与实践》2001,24(5):387-389,339

During the transformation from business electronization to Electronic Commerce,electronic collaboration is a core management technology.Based on the two electronic collaboration models inside and outside an enterprise,this paper analyzes the environment of electronic collaboration.The characters and functions of the supporting system are mentioned,too.  相似文献   

科学计量学领域科学合作研究综述   总被引：4，自引：0，他引：4  

谢彩霞 《科学学与科学技术管理》2007,28(6):5-8

随着科学的迅速发展,科学研究中的合作关系日益成为影响科学生产能力发挥的巨大力量,对科学合作的研究也在逐渐深入。对科学计量学领域科学合作的研究文献做出相关综述,从科学计量学的观点对科学合作研究状况加以梳理,以期发现科学合作现象的规律,为提高科学研究绩效提供信息。  相似文献   

Widening equity and retaining efficiency: Considerations from the IBSA southern coalface     

Salim Akoojee  Mokubung Nkomo 《International Journal of Educational Development》2011

Access to higher education is a key challenge of the 21st century state. The link between higher education and personal and socio-economic development has intensified the need for ensuring that greater numbers of citizens have expanded access to and have been provided with quality higher education. The article seeks to explore how initiatives for increased access to higher education are experienced in India, Brazil and South Africa. As signatories to the IBSA declaration in the spirit of South–South cooperation, the three countries have publicly declared their commitment to enhance equity by, for example, widening access to higher education. We review the way in which the three countries have implemented key equity initiatives and draw lessons from their practice. Notions of ‘effectiveness’ and ‘efficiency’ are used to understand the extent to which each of the individual systems is responsive to the equity agenda. We find that while there have been notable attempts to implement the equity agenda in the quest for making their systems more ‘socially effective’. This is countervailed by a more pervasive ‘efficiency’ doctrine, underpinned by a market-driven economic paradigm. It is concluded that the innovative practices in each of the countries suggest important strides in the equity agenda but also that much still remains to be done. While the article represents a starting point for the much-vaunted South-South collaboration, tentative findings suggest that a more deliberately articulated policy framework characterized by greater inclusion of those previously excluded is necessary in each of the countries if significant and sustainable development is to be achieved.  相似文献   

A framework for scaffolding students' assessment of the credibility of evidence     

Iolie Nicolaidou  Eleni A. Kyza  Frederiki Terzian  Andreas Hadjichambis  Dimitris Kafouris 《科学教学研究杂志》2011,48(7):711-744

Assessing the credibility of evidence in complex, socio‐scientific problems is of paramount importance. However, there is little discussion in the science education literature on this topic and on how students can be supported in developing such skills. In this article, we describe an instructional design framework, which we call the Credibility Assessment Framework, to scaffold high school students' collaborative construction of evidence‐based decisions and their assessment of the credibility of evidence. The framework was employed for the design of a web‐based reflective inquiry environment on a socio‐scientific issue, and was enacted with 11th grade students. The article describes the components of the Credibility Assessment Framework and provides the details and results of an empirical study illustrating this framework in practice. The results are presented in the form of a case study of how 11th grade students investigated and evaluated scientific data relating to the cultivation of genetically modified plants. Multiple kinds of data were collected, including pre‐ and post‐tests of students' conceptual understanding and their skills in assessing the credibility of evidence, and videotapes of students' collaborative inquiry sessions. The analysis of the pre‐ and post‐tests on students' conceptual understanding of Biotechnology and their skills in assessing the credibility of evidence revealed statistically significant learning gains. Students' work in task‐related artifacts and the analysis of two groups' videotaped discussions showed that students became sensitive to credibility criteria, questioned the sources of data and correctly identified sources of low, moderate, and high credibility. Implications for designers and educators regarding the application of this framework are discussed. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 711–744, 2011  相似文献