Redefining Theoretical Assumptions and Developing Indicators of the Educational Effects of University-Industry Technology Transfer

该项目的目标和成果被概括为三个主要观点，即第一，重新构建了关于大学-产业技术转移效应的理论假设，第二，开发了五类大学-产业技术转移教育效应指标，最后，以大学为例，重点研究了大学与产业合作及其教育效应。通过详尽的文献综述，我演绎出了大学-产业技术转移的四个效应，即对教育和研究的积极影响和消极影响。确定了产学研结合技术转移教育正效应的五个指标群：加强实习计划、发展外部教育网络、发展基于项目的教育、增加对学生的资助、提高授课质量。在案例研究中，我使用了五个指标组进行分析。五所大学试图衡量他们基于项目的教育的各种教育成果。另一方面，通常情况下，课堂质量的提高被证明是最不明显进步的领域。

The objectives and results of the project are summarized into three main points, which are, firstly, restructuring of theoretical assumptions for university-industry technology transfer effects,secondly, developing five categories of indicators of the educational effects of university-industry technology transfer, and, finally, case studies of universities with a focus on university-industry collaboration and its educational effects. I deductively organize four effects of university-industry technology transfer through elaborate critical literature reviews, namely the positive and negative effects on education and research. Five indicator groups for positive educational effects of university-industry technology transfer are defined: enhancement of internship programs, development of external networks for education, development of project-based education, enhancement of financial aid for students, and improvement of the quality of lecture classes. I use the five indicator groups for analysis inthe case studies. Five universities try to measure various educational outcomes from their project-based education. On the other hand, commonly, improvement of the quality of lecture classes proves to be the area in which demonstrable progress is least observed.