高校学科组织结构及创新行为与学科创新能力的相关性和实证研究
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摘要
高等学校是建设学习型社会、小康社会、创新型社会和和谐社会的一支生力军,其学科是实现高校人才培养、科学研究和社会服务的功能载体。学科建设是高等学校发展的核心和工作的龙头,学科创新能力是高水平大学的主要标志。改革开放以来,随着我国实施“211工程”、“985工程”和高等教育质量工程等学科建设实践,通过凝练学科方向、汇聚学科队伍、构筑学科平台,显著提高了学科创新能力和水平。但是,对学科创新过程、机制及管理的理论认识仍然不足,以及存在的体制机制障碍,制约着学科创新能力又好又快地持续性发展。
在对典型学科发展历史和演化过程调查研究的基础上,本文认为学科创新能力与学科创新元结构及创新行为有着显著的相关性,并以某大学四个工学学科为例,进行了较为系统的研究,取得的主要创新性成果有:
1.界定了三种学科创新元联结机制,并据此提出了六种学科组织结构形式和两类创新行为。根据调研和考察,将学科组织结构中科技创新元间联结机制界定为三种,并给出了联结机制下科技创新元间六种相互作用的组织结构形式,分别探讨了六种组织结构形式的科技创新元间学习型创新行为和竞争型创新行为。
2.以矩阵形式给出了六种组织结构的形式表达式,并建立了适合度景观模型和生长模型。适合度景观模型给出学科不同组织结构形式与学科创新能力间的相关性,生长模型分别给出不同组织结构形式下学习型创新行为及竞争型创新行为和学科创新能力的相关性及表征。
3.给出了不同学科组织结构及创新行为条件下的学科创新路径和结构方程模型。根据实例的相关数据,在分析验证学科组织结构及创新行为与学科创新能力相关性的基础上,探讨了组织结构、创新行为对学科创新能力的直接影响、间接影响的中间变量及学科创新路径问题。
4.提出了相关的政策建议。依据分析和研究,本文最后从优化学科组织结构、促进创新行为学习角度,对高等学校加强学科建设提出了相关建议。
University is the foundation for construct a learning society, an affluent society, an innovational society and a harmonious society. Discipline is the key organization in university to realize the function of cultivating human talents, carrying out research and servicing sociaty. The level and the innovation ability of discipline presents the level of university. Since the reform and opening-up, along with carrying out a series of discipline construct practice such as“211 Project”,“985 Project”and Higher Education Quality Project, the evel and the innovation ability of discipline has been promoted remarkably. However, it is insufficiency to understand the innovation process, innovation mechanism and management of discipline, as well as obstacles of institutional mechanism, all of which will hold back the sustainable development of discipline.
On the basis of survey on the development history and evolution process of typical disciplines, this dissertation hold that there is a significant relativity between the discipline innovation ability and its organizational structure and behavior. Taking four engineering disciplines of a certain university as example, we carried out a systematic study on the relativity. The main creative outcomes as follows:
Firstly, we defined three mechanisms that link the S&T innovation units and present six type of organizational structures of discipline and two type of innovation behaviors. According to the survey, we defined the linkage mechanisms among the S&T innovation units in discipline as three types and presented the six forms of interaction of the S&T innovation units under the linking mechanism. The innovation behaviors and learning behaviors were discussed.
Secondly, six matrix forms were given to describe the six forms of organizational structure of discipline, and established a NK model and a logistic model based on influence matrix. The NK model studied the relativity between the organizational structure of discipline and its innovation ability. the logistic model studied the relativity between the innovation ability of discipline and the behaviors and learning behaviors of discipline under different organizational structures.
Thirdly, we analyzed the innovation path and SEM of discipline under different organizational structures and different innovatin behaviors. According to relevant data from the samples, and on the basis of verifying the relativity between the discipline innovation ability and its organizational structure and behavior, it discussed the direct influence and the intermediate variable of in direct influence that organizational structures and innovatin behavior have on innovation ability and the innovation path of discipline.
Fourthly, we proposed some relevant recommendations. Based on the analysis and research, we gave some recommendation on howuniversity enhance their discipline constructure from the perspective of optimizing the discipline organizing structure and promoting innovation behavior.
在对典型学科发展历史和演化过程调查研究的基础上,本文认为学科创新能力与学科创新元结构及创新行为有着显著的相关性,并以某大学四个工学学科为例,进行了较为系统的研究,取得的主要创新性成果有:
1.界定了三种学科创新元联结机制,并据此提出了六种学科组织结构形式和两类创新行为。根据调研和考察,将学科组织结构中科技创新元间联结机制界定为三种,并给出了联结机制下科技创新元间六种相互作用的组织结构形式,分别探讨了六种组织结构形式的科技创新元间学习型创新行为和竞争型创新行为。
2.以矩阵形式给出了六种组织结构的形式表达式,并建立了适合度景观模型和生长模型。适合度景观模型给出学科不同组织结构形式与学科创新能力间的相关性,生长模型分别给出不同组织结构形式下学习型创新行为及竞争型创新行为和学科创新能力的相关性及表征。
3.给出了不同学科组织结构及创新行为条件下的学科创新路径和结构方程模型。根据实例的相关数据,在分析验证学科组织结构及创新行为与学科创新能力相关性的基础上,探讨了组织结构、创新行为对学科创新能力的直接影响、间接影响的中间变量及学科创新路径问题。
4.提出了相关的政策建议。依据分析和研究,本文最后从优化学科组织结构、促进创新行为学习角度,对高等学校加强学科建设提出了相关建议。
University is the foundation for construct a learning society, an affluent society, an innovational society and a harmonious society. Discipline is the key organization in university to realize the function of cultivating human talents, carrying out research and servicing sociaty. The level and the innovation ability of discipline presents the level of university. Since the reform and opening-up, along with carrying out a series of discipline construct practice such as“211 Project”,“985 Project”and Higher Education Quality Project, the evel and the innovation ability of discipline has been promoted remarkably. However, it is insufficiency to understand the innovation process, innovation mechanism and management of discipline, as well as obstacles of institutional mechanism, all of which will hold back the sustainable development of discipline.
On the basis of survey on the development history and evolution process of typical disciplines, this dissertation hold that there is a significant relativity between the discipline innovation ability and its organizational structure and behavior. Taking four engineering disciplines of a certain university as example, we carried out a systematic study on the relativity. The main creative outcomes as follows:
Firstly, we defined three mechanisms that link the S&T innovation units and present six type of organizational structures of discipline and two type of innovation behaviors. According to the survey, we defined the linkage mechanisms among the S&T innovation units in discipline as three types and presented the six forms of interaction of the S&T innovation units under the linking mechanism. The innovation behaviors and learning behaviors were discussed.
Secondly, six matrix forms were given to describe the six forms of organizational structure of discipline, and established a NK model and a logistic model based on influence matrix. The NK model studied the relativity between the organizational structure of discipline and its innovation ability. the logistic model studied the relativity between the innovation ability of discipline and the behaviors and learning behaviors of discipline under different organizational structures.
Thirdly, we analyzed the innovation path and SEM of discipline under different organizational structures and different innovatin behaviors. According to relevant data from the samples, and on the basis of verifying the relativity between the discipline innovation ability and its organizational structure and behavior, it discussed the direct influence and the intermediate variable of in direct influence that organizational structures and innovatin behavior have on innovation ability and the innovation path of discipline.
Fourthly, we proposed some relevant recommendations. Based on the analysis and research, we gave some recommendation on howuniversity enhance their discipline constructure from the perspective of optimizing the discipline organizing structure and promoting innovation behavior.
引文
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