大學產學合作模式探討

The Innovative and Practical IAC Path Model from Pre-Incubation to Post-Incubation

大學從中世紀的「為知識而知識」，注重知識儲存與傳遞的「教學」功能、發展到十九世紀中期「以研究促進國家發展」，注重「研究」。到二十世紀以來，強調大學與社會的關係，增加了大學促進經濟與社會發展的「服務」使命。近年來尤其注重大學透過產學合作與區域的經濟發展進行連結，從研發成果到人才培訓，大學透過與產業之間資源的投入與互動，帶動了區域的發展，而各國政府也紛紛制定政策給予支持。大學採行的產學合作模式，大抵為透過產企之間的師生、設備、資源、空間、技術等進行交流與移轉。以建教合作、委託研究、人才培育、學生實習、產學雙師、業師參與、教師赴公民營機構研習、專利技轉、產業學程等方案執行，並以教學品保、合約執行與評價回饋等方式進行管考。為了強化產學鏈結，政府從「技術整備度(technology readiness)」的產學研發價值分工鏈環節出發，從政策上逐一給予產學合作輔導與支持。然而，即便政府提供政策支持與輔導，校企之間產學合作的持續及深化，仍然面臨一些問題。產學合作的主角是企（產）業與學校，政府的政策與計畫支持固然重要，做為主角的企業與學校，如果沒有一套據以執行的準則與邏輯，容易流於發散與沒有效率。本文提出「前後育成一貫孵化產學合作路徑模型」，從產業需求以及實務執行面出發，讓產學合作回歸到「以客為尊」、「顧客導向」的全方位與全程服務上，經過多年來朝陽科技大學的實例驗證，該模型可讓學校有效的將微型企業輔導至優質大型企業，達成技術、財務、培育與策略各方面的產學效益。

The major functions of universities have been transferred from ＂teaching knowledge＂ to ＂research＂ in the nineteenth century and changed again into ＂service＂ in the twenty-first century. Currently, most universities provide ＂teaching, research, and service＂ to their society and countries. Universities are expected to improve economic and social development with industry–academia cooperation (IAC). From research and development to training programs, IAC has become a widely discussed and recent topic. The IAC model adopted by universities typically entail the exchange and transfer of teachers and students, equipment, resources, space, and service to achieve cooperative education, commissioned research, professional development, student internships, dual-system teachers, industry–academia participation, public and private industry learning opportunities for teachers, patented technology transfer, and industry programs. To strengthen university–industry links, the government provides different supports and resources according to the value chain in different technology-readiness phases. However, although government policies and supports are crucial for IAC, industry and universities still play the key roles. If universities have no effective system or mode to follow, IAC would easily fail. During IAC, the academia assume the roles of knowledge holders and distributors. Such knowledge comprises two parts: research-centered ＂technological knowledge＂ and non-research-centered ＂service knowledge.＂ Enterprises hold technologies, which can be characterized into three major stages depending on technology readiness, namely ＂conceptualization,＂ ＂verification,＂ and ＂commercialization.＂ Subsequently, enterprises can be classified into three stages according to their scale and development process, namely ＂newly established microenterprises,＂ ＂SMEs,＂ and ＂large high-quality enterprises.＂ In response to the different product stages (conceptualized, verified, and commercialized products) and demands of various enterprises (micro, small and medium, and large), schools should adopt different corresponding modes to achieve effective and comprehensive IAC performance. Enterprises that require technology R&D support are not yet at the commercialization stage, and therefore, schools should endeavor to provide ＂technology pre-incubation＂ services. As technologies mature, enterprises begin to encounter non-technological problems such as marketing, distribution, funding, and management problems. These enterprises gradually expand and transition into large high-quality enterprises. At this point, schools should provide them with the required funding sources and guidance; that is, ＂post-incubation＂ services. If schools can provide comprehensive and long-standing support to the development of enterprises and their technologies, then IAC could more effectively satisfy industry needs, which would consequently enhance the relevance of IAC content and schedules. The researchers of this study developed the practical IAC path model from pre- to post-incubation by combining the technology pre-development and service post-development services that schools provide to enterprises. This model focuses on the ＂technology and development needs of enterprises,＂ where industry actuates academia. When enterprises require technology R&D support, schools provide them with IAC in the form of technology pre-incubation, in which they collaboratively engage in R&D, share patented outcomes, and train professional and technical enterprise staff. When enterprises require development-based services, schools provide them with post-incubation IAC in the form of management guidance and resource acquisition, promoting microenterprises into SMEs. As the technologies and operations of enterprises gradually improve and expand, schools provide them with additional advanced technologies and services, helping them acquire high-tiered grants, subsidies, or incentives. Finally, schools assist enterprises in becoming listed in the stock markets and develop into internationalized high-quality enterprises. This practical IAC path model from pre- to post-incubation improved the IAC and innovation incubation operations of Chaoyang University of Technology. The implementation of the proposed model assisted at least five microenterprises between 2011 and 2014 in rapidly and effectively developing them into listed or outstanding enterprises. Among these five microenterprises, some were approved for public offering, whereas others achieved commercialization and internationalization. Subsequently, all of the microenterprises became certified trusted manufacturers and publicly recognized enterprises. From the perspective of service and customer orientation, the proposed practical IAC path model from pre- to post-incubation for reference was proven to be effective through practical implementation at Chaoyang University of Technology. Through the model, Chaoyang University of Technology has helped some incubated companies develop from startup, local, and small to independent publicly owned, international, and successful.