摘要
高校科技成果转化收益分配问题是各国法律和政府政策关注的焦点。论文以中美两国一流高校为研究对象,从科技人员收益占比以及大学支配资金的分配模式两个角度,归纳并比较两国高校科技成果转化收益分配机制。研究发现两者存在明显差异:中国高校对科技人员的奖励力度要明显高于美国;美国高校以内部激励为主,而中国高校主要使用内部激励与外部激励相结合的方式。两国高校科技成果转化发展阶段和发展模式的差异是造成收益分配机制不同的主要原因。建议:现阶段中国高校科技成果转化收益分配政策一方面仍然要坚持政府主导型发展模型下的收入分配方式,但另一方面,应适当地向市场型发展模式下的收入分配方式转变。
The Distribution of University Scientific and Technological Achievements Transformation(STAT)has globally drawn attention by national legislation and policy-making.In 2015,the PRC government revised THE LAW OF STAT,promoting the ratio of rewarded inventors(or relative teams)from no less than 20%to no less than 50%.Meanwhile,universities have also issued(or revised)relative documents of Management of STAT or Management of STAT Revenue Distribution(STATRD).Then,what STATRD policies has China,at the university level,designed to motivate participants?What are the disparities between the Chinse STATRD system and those of the United States?How to improve the STATRD policy in China?Taking the top-ranked colleges and universities in China and the United States as research objects,this paper summarizes and compares the STATRD system in colleges and universities of the two countries from the perspectives of the Inventors Revenue Ratio(IRR)and the distribution model of university funds.The results show that there are significant differences between the two countries.From the perspective of IRR,the reward intensity of Chinese universities for inventors is significantly higher than that of the United States.For most Chinese universities,70%~80%of the(net)income obtained by STAT,licensing,or equity should be allocated to inventors,or even higher.For American colleges and universities,whether the"single proportion"system or the"ladder system"is adopted,the proportion of IRR is mostly between 30%and 50%.This paper defines both internal incentive and external incentive.Internal incentive fund refers to the TTO management fee withdrawn before distribution and/or the residual income used for STAT after distribution;external incentive funds refer to the funds raised by the University from other channels to specifically support the business operation related to achievement transformation,as well as the funds allocated by external institutions of the university to support STAT activities.For the distribution mode of university funds,American universities mainly use the internal incentives,while Chinese mainly use the combination of internal incentives and external incentives.The main reason for the different STATRD system is the discrepancy in the development stage and model of STAT in universities between the two countries.The exploration of STAT in the United States originated in the early 20th century,and after years of development,American colleges and universities have formed a development model of motivating all the stakeholders involved in the STAT process in accordance with market principles.In comparation,the STAT in Chinese universities is still in its infancy.The main development model of STAT in China is that the government(colleges and universities)leads the transformation and development of achievements and increases the external financial incentives.Suggestion:at this stage,the STATRD in Chinese universities should still adhere to the revenue distribution mode under the government-led development model,but on the other hand,it should appropriately change to the revenue distribution mode under the market-oriented development path.In this way,it can stimulate the endogenous driving force in the process of university STAT.
作者
钟卫
沈健
姚逸雪
ZHONG Wei;SHEN Jian;YAO Yi-xue(School of Public Administration and Policy,Renmin University of China,Beijing 100872,China;IP Management Department,Renmin University of China,Beijing 100872,China)
出处
《科学学研究》
CSSCI
CSCD
北大核心
2023年第2期253-263,共11页
Studies in Science of Science
关键词
科技成果
技术转移
收益分配
政府主导型
市场型
scientific and technological achievements
technology transfer
income distribution
government dominated model
market-oriented model
作者简介
钟卫(1976-),男,副教授,博士;通讯作者:沈健(1980-),男,副研究员,博士,E-mail:shenjian@ruc.edu.cn;姚逸雪(2000-),女,本科生。
