产学研合作耦合关系对科技成果转化绩效的影响研究——组织学习的中介作用
|
摘要
以组织学习为中介变量,研究产学研合作耦合关系与科技成果转化绩效的关系。结果表明,产学研合作耦合关系的三个维度对科技成果转化绩效存在显著的正向影响,影响效应依次是创新链与产业链耦合、行为耦合、资源耦合;产学研合作耦合关系对组织学习有显著正向影响;探索式学习与利用式学习对科技成果转化绩效有显著正向影响;组织学习在产学研合作耦合关系对科技成果转化绩效的影响中有部分中介效应,且利用式学习的中介作用更加明显。
In this paper, organizational learning is taken as an intermediary variable to study the relationship between industry-university-research cooperation and the performance of scientific and technological achievements transformation. The results show that the three dimensions of the industry-university-research cooperation coupling relationship also have significant positive effects on the transformation performance of scientific and technological achievements. The impact effect is the coupling of innovation chain and industrial chain, behavior coupling, resource coupling. The coupling of industry-university-research cooperation positively affects organizational learning. Exploratory learning and utilization learning have positive effects on the transformation performance of scientific and technological achievements. Organizational learning has some mediating effects in the influence of the coupling relationship between industry, university and research on the transformation performance of scientific and technological achievements, and the mediating role of organizational learning is more obvious.
In this paper, organizational learning is taken as an intermediary variable to study the relationship between industry-university-research cooperation and the performance of scientific and technological achievements transformation. The results show that the three dimensions of the industry-university-research cooperation coupling relationship also have significant positive effects on the transformation performance of scientific and technological achievements. The impact effect is the coupling of innovation chain and industrial chain, behavior coupling, resource coupling. The coupling of industry-university-research cooperation positively affects organizational learning. Exploratory learning and utilization learning have positive effects on the transformation performance of scientific and technological achievements. Organizational learning has some mediating effects in the influence of the coupling relationship between industry, university and research on the transformation performance of scientific and technological achievements, and the mediating role of organizational learning is more obvious.
引文
[1]黄群慧.中国制造业有能力创造新辉煌[J].中国领导科学,2017(5):17.
[2]刁丽琳,朱桂龙,许治. 国外产学研合作研究述评、展望与启示[J].外国经济与管理,2011,33(2):48-57.
[3]何郁冰. 产学研协同创新的理论模式[J]. 科学学研究,2012,30(2):165-174.
[4]刘克寅,宣勇.高校与企业开展合作创新的匹配规律及对策研究:以浙江省校企合作创新为例[J].高等工程教育研究,2014(4):50-56.
[5]BONACCORSI A, PICCALUGA A. A theoretical framework for the evaluation of university-industry relationships[J]. R&D Management, 1994, 24(3): 229-247.
[6]刘璇华. 产学研合作中组织间学习效果的影响因素及对策分析[J]. 研究与发展管理, 2007, 19(4): 112-118.
[7]AHUJA G, KATILA R. Technological acquisitions and the innovation performance of acquiring firms: a longitudinal study[J]. Strategic management journal, 2001, 22(3): 197-220.
[8]COHEN W M,LEVINTHAL D A.Absorptive capacity: a new perspective on learning and innovation[J]. Administrative Science Quarterly,1990,35(1): 128-152.
[9]WADHWA A, KOTHA S. Knowledge creation through external venturing: evidence from the telecommunications equipment manufacturing industry[J]. Academy of Management Journal, 2006,49(4):819-835.
[10]涂振洲,顾新.基于知识流动的产学研协同创新过程研究[J].科学学研究,2013,31(9):1381-1390.
[11]魏奇锋, 顾新. 基于知识流动的产学研协同创新过程研究[J]. 科技进步与对策, 2013, 30(15): 133-137.
[12]STEENSMA H K. Acquiring technological competencies through inter-organizational collaboration: an organizational learning perspective[J]. Journal of Engineering and Technology Management, 1996, 12(4): 267-286.
[13]HE Z L, WONG P K. Exploration vs. exploitation: an empirical test of the ambidexterity hypothesis[J]. Organization science, 2004, 15(4): 481-494.
[14]郭尉. 知识异质, 组织学习与企业创新绩效关系研究[J]. 科学学与科学技术管理, 2016, 37(7): 118-125.
[15]卢艳秋, 叶英平. 产学研合作中网络惯例对创新绩效的影响[J]. 科研管理, 2017, 38(3): 11-17.
[16]刘璇华. 产学研合作中组织间学习效果的影响因素及对策分析[J]. 研究与发展管理, 2007, 19(4): 112-118.
[17]CYERT R M, GOODMAN P S. Creating effective university-industry alliances: an organizational learning perspective[J]. Organizational dynamics, 1997, 25(4): 45-57.
[18]黄伟. 我国科技成果转化绩效评价、影响因素分析及对策研究[D].长春:吉林大学,2013.
[19]ATUAHENE-GIMA K, MURRAY J Y. Exploratory and exploitative learning in new product development: a social capital perspective on new technology ventures in China[J]. Journal of International Marketing, 2007, 15(2): 1-29.
[20]朱朝晖. 基于开放式创新的技术学习协同与机理研究[D].杭州:浙江大学,2007.
[21]潘松挺,郑亚莉. 网络关系强度与企业技术创新绩效:基于探索式学习和利用式学习的实证研究[J]. 科学学研究,2011,29(11):1736-1743.
[22]唐五湘.科技成果转化绩效评价指标体系的比较分析[J].工业技术经济,2017,36(1):61-67.
[23]张明喜,郭戎.从科技成果转化率到转化效率:指标体系设计与实证分析[J]. 软科学,2013,27(12):85-89,139.
[24]王萌.科技人员股权激励对科技成果转化绩效的影响研究[D]. 西安:西安理工大学,2016.
[2]刁丽琳,朱桂龙,许治. 国外产学研合作研究述评、展望与启示[J].外国经济与管理,2011,33(2):48-57.
[3]何郁冰. 产学研协同创新的理论模式[J]. 科学学研究,2012,30(2):165-174.
[4]刘克寅,宣勇.高校与企业开展合作创新的匹配规律及对策研究:以浙江省校企合作创新为例[J].高等工程教育研究,2014(4):50-56.
[5]BONACCORSI A, PICCALUGA A. A theoretical framework for the evaluation of university-industry relationships[J]. R&D Management, 1994, 24(3): 229-247.
[6]刘璇华. 产学研合作中组织间学习效果的影响因素及对策分析[J]. 研究与发展管理, 2007, 19(4): 112-118.
[7]AHUJA G, KATILA R. Technological acquisitions and the innovation performance of acquiring firms: a longitudinal study[J]. Strategic management journal, 2001, 22(3): 197-220.
[8]COHEN W M,LEVINTHAL D A.Absorptive capacity: a new perspective on learning and innovation[J]. Administrative Science Quarterly,1990,35(1): 128-152.
[9]WADHWA A, KOTHA S. Knowledge creation through external venturing: evidence from the telecommunications equipment manufacturing industry[J]. Academy of Management Journal, 2006,49(4):819-835.
[10]涂振洲,顾新.基于知识流动的产学研协同创新过程研究[J].科学学研究,2013,31(9):1381-1390.
[11]魏奇锋, 顾新. 基于知识流动的产学研协同创新过程研究[J]. 科技进步与对策, 2013, 30(15): 133-137.
[12]STEENSMA H K. Acquiring technological competencies through inter-organizational collaboration: an organizational learning perspective[J]. Journal of Engineering and Technology Management, 1996, 12(4): 267-286.
[13]HE Z L, WONG P K. Exploration vs. exploitation: an empirical test of the ambidexterity hypothesis[J]. Organization science, 2004, 15(4): 481-494.
[14]郭尉. 知识异质, 组织学习与企业创新绩效关系研究[J]. 科学学与科学技术管理, 2016, 37(7): 118-125.
[15]卢艳秋, 叶英平. 产学研合作中网络惯例对创新绩效的影响[J]. 科研管理, 2017, 38(3): 11-17.
[16]刘璇华. 产学研合作中组织间学习效果的影响因素及对策分析[J]. 研究与发展管理, 2007, 19(4): 112-118.
[17]CYERT R M, GOODMAN P S. Creating effective university-industry alliances: an organizational learning perspective[J]. Organizational dynamics, 1997, 25(4): 45-57.
[18]黄伟. 我国科技成果转化绩效评价、影响因素分析及对策研究[D].长春:吉林大学,2013.
[19]ATUAHENE-GIMA K, MURRAY J Y. Exploratory and exploitative learning in new product development: a social capital perspective on new technology ventures in China[J]. Journal of International Marketing, 2007, 15(2): 1-29.
[20]朱朝晖. 基于开放式创新的技术学习协同与机理研究[D].杭州:浙江大学,2007.
[21]潘松挺,郑亚莉. 网络关系强度与企业技术创新绩效:基于探索式学习和利用式学习的实证研究[J]. 科学学研究,2011,29(11):1736-1743.
[22]唐五湘.科技成果转化绩效评价指标体系的比较分析[J].工业技术经济,2017,36(1):61-67.
[23]张明喜,郭戎.从科技成果转化率到转化效率:指标体系设计与实证分析[J]. 软科学,2013,27(12):85-89,139.
[24]王萌.科技人员股权激励对科技成果转化绩效的影响研究[D]. 西安:西安理工大学,2016.
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |