美国高校教师学术创业之动力机制、制度路径与经验启示

Dynamic Mechanism,Institutional Path and Enlightenment of Academic Entrepreneurship for US University Teachers

高校教师学术创业有助于科研成果转化,是国内外高等教育与创业教育的研究热点。美国高校教师学术创业的动力机制是政策保障力、高校推动力和教师内生力共同作用的结果。基于社会学新制度主义视角,规制性、规范性和文化-认知性三大制度要素分别以强制性保障、行动性准则和价值性共识的方式,为美国高校教师学术创业的持续化发展奠定了制度基础。借鉴美国经验,结合近年来我国高校教师学术创业中出现的创业动力不足、利益冲突凸显、文化认同缺失等制度性困境,应优化规制性制度要素,增进教师学术创业的外部动力;细化规范性制度要素,化解教师学术创业的利益冲突;强化文化认知性制度要素,涵育教师学术创业的价值认同。

Academic entrepreneurship of university teachers contributes to the transformation of scientific research achievements,which is a research hotspot of higher education and entrepreneurship education at home and abroad.The dynamic mechanism of academic entrepreneurship for US university teachers is the result of the joint action of policy guarantee,university impetus and teachers'endogenous force.Based on the perspective of new institutionalism in sociology,the regulatory,normative and cultural-cognitive institutional elements have constructed an integrative analytical framework in the way of mandatory safeguard,operative guideline and value consensus respectively,which lays an institutional foundation for the sustainable development of academic entrepreneurship for US university teachers.Drawing on the US experience,combined with the institutional dilemmas such as insufficient entrepreneurial motivation,conflict of interest,lack of cultural identity in the academic entrepreneurship of university teachers in China in recent years,we should optimize the regulatory institutional elements to enhance the external motivation of teachers'academic entrepreneurship,refine the normative institutional elements to dissolve the conflict of interest of teachers'academic entrepreneurship,and enhance the cultural-cognitive institutional elements to cultivate the value identity of teachers'academic entrepreneurship.