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기초학문연구의 제도와 정책(2): 대학 연구 인센티브 변화 및 효과 (Changes and Effects of University Research Incentives)

2010· article· ko· W2461337189 sur OpenAlex

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Notice bibliographique

RevueSSRN Electronic Journal · 2010
Typearticle
Langueko
DomaineComputer Science
ThématiqueTechnology and Data Analysis
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésCommercializationContext (archaeology)IncentivePolitical scienceBusinessHigher educationEconomic growthMarketingEconomicsMarket economy
DOInon disponible

Résumé

récupéré en direct d'OpenAlex

Korean Abstract: 대학의 연구환경은 큰 변화를 겪고 있다. 대학은, 전통적인 교육․훈련 기능과, 자율과 창의에 기초한 자유로운 연구 또는 공공재로서 연구성과를 창출하는 지금까지의 역할에 추가하여 국민․지역 경제의 성장이나 사회경제적 당면 문제 해결에 보다 직접적으로 기여해야 한다는 요구가 커지고 있다. 이러한 요구에 부응하여, 대학이 지식재산권을 소유하고 이를 사업화하여 수익을 창출하도록 허용하는 제도의 도입, 이른바 바이-돌 체제로의 전환이 미국을 필두로 많은 나라에서 이루어졌다. 바이-돌 법 제정의 기본 취지는 소유권을 대학 및 민간기업에 허용함으로써 공적자금을 투입한 연구의 활용을 촉진하는 데 있다. 그러나 기본 취지와 성과에도 불구하고 새로운 체제에 대한 비판 또한 계속 제기되고 있다. 가장 근본적인 것은, 공공연구 성과의 사유화는 공공연구에 대한 정부지원의 논리적 근거에 배치되며 공공재 또는 과학적 공유재로서 지식 창출을 통한 사회에의 기여라는 대학의 가장 근원적인 미션을 수행하는 데도 배치된다는 비판이다. 또한 미국에 이어 유럽과 일본도 유사한 제도를 도입하였음에도 왜 미국에 버금가는 성과를 내지 못하는가라는 문제도 제기되고 있다.(이하 생략) English Abstract: In addition to conventional missions of education and research, universities are facing new demands to make more direct contribution to economic growth. Commercializing university research is a response to this new requirement. The US Bayh-Dole Act in 1980 is considered one of the key institutional arrangements which were intended to promote this trend. Despite the debate over the contributions and the seamy effects of the new institutional framework, the overall results of Bayh-Dole act are considered rather positively. After the US, many other countries have introduced similar laws at Bayh-Dole act. However, the outcomes are variously different; most of countries have not been successful in producing similar results as in the US.Korea had introduced similar laws in the last decade. On the one hand, despite very late start, compared to other countries, such as US, Canada, Japan, and some European countries like Spain, Korea is showing very rapid, positive changes in university commercialization activities. On the other hand, however, there are many rooms for further improvement for university’s research commercialization activities in Korea. Based on the lessons derived from other countries’ experiences, the following points are worth mention: (1) University-industry collaboration attracts more attention than before, since the linkage with public research system is increasingly important in technological innovation of the industry and business enterprises. There are various channels for universities to cooperate with industry: patenting and licensing are among those. Therefore, commercialization of university research should be viewed from a wider context of university-industry collaboration. (2) The promotion of commercializing activities should not harm the core missions of university, namely education and research. It is generally argued that Bayh-Dole Act did not constrict a basic research activity of university but this argument is still being questioned. In case of Korean universities, licensing comprises only tiny share of incomes for various university-industry collaboration activities. Upgrading research capabilities is the most important, urgent task for university policies. (3) The Industry-University collaboration system in Korea concentrates on quantitative performance indicators. Royalty income in Korean universities is significantly low in terms of the number of patents in comparison with other countries. It is due to the fact that universities count the number of patents for the performance evaluation of faculty so that patent applications are over issued despite no or little business value. It is necessary to modify the current evaluation and reward systems to reflect substantive outcomes including patent values.(4) Experiences from UK offer a valuable lesson for Korea: government initiatives focusing on the ‘blind spot’ are effective in fostering commercialization activities. Successful commercialization does require coping with risks in the market; academic research usually is poor at dealing with. Government’s ‘additional’ support can make the outcome far more successful.

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.

Prédiction distillée sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,006
score de la tête « metaresearch » (Gemma)0,000
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesIntégrité de la recherche
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Théorique ou conceptuel · Signal consensuel: Théorique ou conceptuel
GenreSignal candidat: Empirique · Signal consensuel: Empirique
Score de désaccord entre enseignants0,212
Score d'incertitude au seuil0,995

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0060,000
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0010,002
Études des sciences et des technologies0,0010,001
Communication savante0,0000,001
Science ouverte0,0020,001
Intégrité de la recherche0,0000,007
Charge utile insuffisante (le modèle a refusé de juger)0,0000,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,008
Tête enseignante GPT0,259
Écart entre enseignants0,251 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle