大学教师科研偏好对科研创新的影响机制探究

Research on the Influencing Mechanism of Faculty’s Research Preferences on Research Innovation

内生偏好是教师科研创新的重要动力。通过对41所“双一流”建设高校3113位教师的调查与分析发现,大学教师的科研偏好较强,但科研创新性不高;虽然对科研投入的积极作用有限,但科研偏好不仅能直接影响科研创新,也能通过强化科研投入实现间接影响,直接效应大于间接效应;学术制度认同制约教师的科研投入;科研偏好与学术制度认同的交互作用对科研投入的影响并不显著,但两者在影响科研创新的过程中存在替代效应,且随着教师学术制度认同水平的提升,科研偏好对科研创新的直接作用逐渐被削弱。在影响大学教师科研创新的过程中,内生科研偏好比外在学术制度发挥了更强大的作用。研究在呵护教师科研偏好、促进科研创新与创新人才培养上得到一些启发。

Faculty’s endogenous preferences are an important drive of research innovation.Through the survey and analysis of 3113 teachers from 41“Double First-Class”construction universities,it was found that university teachers had strong research preferences,but the innovation of their scientific research was less desirable;the positive effect of research preferences on research investment was limited;research preferences could not only directly affect their research innovation,but also exert an indirect effect through strengthening research investment,and the former was greater than the latter;academic institutional identity didn’t have a significant effect on teachers’research investment;the interaction of research preferences and academic institutional identity didn’t have a significant effect on faculty’s research investment,but there was a substitution effect between the two in the process of influencing research innovation,and the direct effect of research preferences on research innovation was gradually weakened as the level of faculty’s academic institutional identity increased.Research preferences played a stronger role in influencing faculty’s research innovation than the external academic system.The study gains some insights into safeguarding faculty’s research preferences,promoting research innovation and cultivating innovative talents.