摘要
科学专业化的发展强化了科研合作的需求,在现行高等教育和科研体制下却面临诸多阻碍。本文从交往行为理论视角出发,通过对25位“双一流”建设高校资深学者和管理者的深度访谈发现,当前高校教师开展学科交叉科研合作时会遭遇系科互动壁垒、成果归属冲突和跨学科智识交往困难等多重挑战。科研合作包括共识凝聚、互补结合、交往融合与关系凝结四个阶段。其中,无功利交往与有组织支持是科研合作形成的重要基础,无功利交往是有组织支持的目标,有组织支持通过促进不同系科学者的无功利交往来推动科研合作的形成与发展。实现高质量的学科交叉科研合作,要重视合作参与者的认识论兴趣,兼顾社会交往网络的一致性与异质性,认可科研合作参与者的贡献,创新科研合作成果的评价机制。
The development of scientific specialization has strengthened the demand for scientific research cooperation,and yet it faces numerous impediments within the current frameworks of higher education and scientific research institutions.This study focuses on the dilemma of university teachers participation in interdisciplinary research cooperation,drawing from the perspective of communicative action theory,identifies through in-depth interviews with 25 senior professors and administrators from universities participating in the“Double First-Class”initiative,that faculty members face multiple challenges when engaging in interdisciplinary research collaboration.These challenges include conflicts over the barriers of interdepartmental interaction,ownership of research outcomes,and difficulties in interdisciplinary knowledge exchange.Research collaboration can be delineated into four stages:consensus building,complementary integration,communicative convergence,and relationship solidification.Among them,non-utilitarian communication and organized support are important foundations for the formation of scientific research cooperation.Non-utilitarian communication is the goal of organized support,and organized support is an important guarantee for non-utilitarian communication and scientific research cooperation.Organized support promotes the formation and development of scientific research cooperation by promoting non-utilitarian communication among scientists from different departments.Achieving high-quality research collaboration requires acknowledging the epistemological interests of all participants,balancing homogeneity and heterogeneity within social networks,recognizing the contributions of all collaborators,and innovating evaluation mechanisms for the outcomes of collaborative research.
出处
《北京大学教育评论》
北大核心
2025年第2期133-158,191,192,共28页
Peking University Education Review
基金
天津大学自主创新基金-社会影响力项目(2023XS-0063)
天津大学2024年学科建设研究专项(XKJS-2024-ZN-1)。
