TRANSITION OF KNOWLEDGE PRODUCTION MODE AND THE UNIVERSITY IN POST-MASS AGE OF HIGHER EDUCATION

1.知识生产模式区分的理论研究(1)考察和整理模式区分理论与前人争论的关系；(2)考察大学内部研究活动的组织情况；(3)考察和梳理与演化经济学、国家创新系统、产学研合作的关系；(4)通过与国外学者的信息交流，探索相关争论的新阶段。案例研究：(1)博士后等流动性较强的研究人员；(2)产学研关系中出现了新的研究机构设置，包括本地的产学研合作体系。(3)注重与社会联系的新兴大学教育形式，如证书。全球趋势调查(1)对OECD-CSTP的争论进行了调查，并与OECD官员进行了信息交流。(2)继续与国外研究人员讨论了模式区分理论的发展。(3)对分拆公司的国际趋势进行了调查。结论：知识生产体制的转型影响着知识社会中的大学。它的影响范围从大学的教育和研究到大学的组织。例如，我们可以看到科研活动的变化，产学研结合带来的变化，教育课程向模块的转变，认证的转变，以及这些变化带来的结构性变化。这样的现象被视为大学和社会的重新表述。

1. Theoretical Study of Mode Distinction of Knowledge Production(1) To investigate and to reorganize relationship between the Mode distinction theory and preceding arguments.(2) To investigate the organization of research activities in the university.(3) To investigate and to reorganize relationship with Evolutionary Economics, National Innovation System, and University-Industry Collaboration.(4) To investigate a new stage of relevant arguments through information exchange with foreign researchers.2. Case StudiesFollowing case studies were conducted.(1) Highly fluid researchers such as post-doctoral fellow, etc.(2) New settings of research organizations appeared in university-industry relationship, including local system of university-industry collaboration.(3) Emerging forms of university education focusing on links with society, such as certificate.3. Investigation of Global Trends(1) Investigation of arguments in OECD-CSTP was conducted, as well as information exchange with OECD officers was done.(2) Discussion about development in mode distinction theory with foreign researchers has been continued.(3) International trends of spin-off firms were investigated.4. ConclusionThe project concludes : The transition of knowledge production system affects the university in the knowledge society. Its influence ranges from education and research in the university to organization of the university. For example, we can find the changes in research activities, changes derived from university-industry linkage, shifts of education curriculum to modules, transformation of certification, and structural changes brought by those changes. Such phenomena are seen as re-articulation of university and society.