کاربست تخصص های علوم رفتاری در خلق فرصت های تجاری سازی دانش: رویکرد میان رشته ای

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 1، دوره 13، شماره 1 - شماره پیاپی 53، فروردین و اردیبهشت 1401، صفحه 16-1   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jedu.2022.21583.4370

نویسندگان

محسن سپهی^{* 1}؛ قاسم سلیمی²؛ مهدی محمدی³؛ جعفر جهانی⁴؛ وحید سهراب پور⁵

¹دانشجوی دکتری دانشگاه شیراز دانشکده روانشناسی و علوم تربیتی

²عضو هیأت علمی دانشگاه شیراز بخش مدیریت و برنامه ریزی آموزشی

³دانشیار، عضو هیأت علمی دانشگاه شیراز، شیراز، ایران

⁴استادیار مدیریت و برنامه ریزی آموزشی دانشگاه شیراز

⁵مدرس مدیریت عملیات، مدرسه بازرگانی کپنهاگ، کپنهاگ، دانمارک

تاریخ دریافت: 11 خرداد 1398،  تاریخ بازنگری: 10 تیر 1398،  تاریخ پذیرش: 11 خرداد 1399 

چکیده

امروزه دانشگاه‎ها علاوه بر پژوهش و آموزش، به ایفای نقش در جهت مأموریت جدید مشارکت در توسعه اقتصادی جامعه نیز می‎پردازند. در واقع گسترش تجاری‌سازی پژوهش‌های دانشگاهی، دروازه‌ای جدید به پیشرفت‌های علمی منجر شده است  این در حالی است که  می بایست مطالعات میان رشته ای از سوی محققان و نهاد های پژوهشی مورد توجه قرار گیرد. زیرا افراط در تخصصی شدن پژوهشگر و از دست دادن  ارتباط و همبستگی میان موضوع مطالعه یک رشته با موضوعات سایر رشته ها و جهان پیرامونی، رشته های دانشگاهی را از کارکرد اصلیشان خارج می کند. در همین خصوص فارغ التحصیلان و متخصصان حوزه علوم رفتاری می توانند به عنوان یک نقطه اتصال زمینه هم اندیشی، همگرایی، همکاری و هم افزایی با فارغ التحصیلان سایر رشته های دانشگاهی را فراهم سازند. در واقع آنها می توانند به ایفای نقش جدیدی درجهت مشارکت در توسعه فرآیند های تجاری سازی دانش  وگسترش اقتصاد دانایی محور بپردازند. هدف اصلی این پژوهش، کاوش و ارایه مدلی جهت خلق فرصت های تجاری سازی دانش با رویکرد ظرفیت سازی میان رشته ای با کنشگری فعال و استفاده از دانش تخصصی فارغ التحصیلان حوزه علوم رفتاری بود. رویکرد مطالعه، کیفی بود. یافته های مطالعه نشان داد، شش نوع مضامین سازمان دهنده و به تعداد 25 مضمون پایه شناسایی و شبکه مضامین استخراج گردید. بر اساس نتایج پژوهش، تجاری سازی دانش با رویکرد ظرفیت سازی میان رشته ای با نقش آفرینی متخصصان علوم رفتاری دارای ابعادی همچون ره آفرینی، ایده آفرینی، نیاز آفرینی، هم آفرینی و فرصت آفرینی، به عنوان مضامین سازمان دهنده دارد که هریک از این موارد نیز دارای ابعادی به عنوان مضامین پایه هستند. از 15 روز مکمل دهی دارچین استفاده کرد.

کلیدواژه‌ها

تجاری سازی دانش؛ ظرفیت سازی میان رشته ای؛ علوم رفتاری

عنوان مقاله [English]

Applying Behavioral Science Specialties to Creating Knowledge Commercialization Opportunities: An Interdisciplinary Approach

نویسندگان [English]

Mohsen sepahi¹؛ ghasem salimi²؛ mehdi mohammadi³؛ jafar jahani⁴؛ vahid Sohrabpour⁵

¹PhD. Candidate in Educational Administration, Shiraz University, Iran

²Assistant Prof in Higher Education Administration, Shiraz University, Iran

³Assistant Prof in Higher Education Administration, Shiraz University, Iran

⁴Professor assistant of educational management department, shiraz university

⁵Lecturer in Operations Management, Copenhagen Business School, Copenhagen, Denmark

چکیده [English]

Today, universities, in addition to research and education, play a part in the new mission of participating in the economic development of society. In fact, the commercialization of academic research has led to new advances in scientific progress, while interdisciplinary studies should be taken into consideration by researchers and research institutions. Because the excess in the specialization of the researcher and the loss of relevance and solidarity between the subject of studying a discipline with the subjects of other disciplines and the peripheral world removes university disciplines from their core function. In this regard, graduates and practitioners of behavioral sciences can provide a point of attachment to the field of reflection, convergence, collaboration, and synergy with graduates of other academic disciplines. In fact, they can play a new role in contributing to the development of knowledge commercialization processes and the development of a knowledge-based economy. The main purpose of this research is to explore and provide a model for creating knowledge commercialization opportunities with an interdisciplinary capacity building approach with active activism and the use of specialized knowledge of graduates of the field of behavioral sciences. The study approach is qualitative. The findings of the study showed that six types of organizing themes were identified and 25 themes were identified and the content network was extracted. Based on research results, knowledge commercialization with an interdisciplinary capacity building approach with the role of behavioral science experts has dimensions such as creation, creation, creation, co-creation and opportunity creation, as organizing themes, each of which It also has dimensions as basic themes.
 

کلیدواژه‌ها [English]

Knowledge commercialization, interdisciplinary capacity building, behavioral sciences

مراجع

1. Aghazadeh,. Mohammadi,. And Zadir,. (2019). Identifying and Comparing the Priority of Commercialization Services Needed by Growth and Development Companies Based in Science and Technology Park of Tehran University. Industrial Management Journal, 10(31), 524-550.[in Persian].
2. Al Natsheh, A., Gbadegeshin, S. A., Rimpiläinen, A., Imamovic-Tokalic, I., & Zambrano, A. (2015). Identifying the challenges in commercializing high technology: A case study of quantum key distribution technology. Technology Innovation Management Review, 5(1).
3. Arasteh, H. (2003). The Role of Higher Education in the Perspective of the Development of Iran 2025. Quarterly Approach.31,38. [in Persian]
4. Biranvand, A., Seif, M. H., Safa, S., & Mazloumian, S. (2019). AnInvestigation into the Effective Factors on the Intention to Commercialization of Knowledge in a University: A Case Study.‏ [in Persian]
5. Carneiro, A. (2001). The role of Intelligent Resources in Knowledge Management. Journal of Knowledge Management, 5(4) , 358-367.
6. Ebrahimi, S. (2014). Investigating the Necessities of Interdisciplinary Studies in the Field of Humanities. Quarterly Journal of Interdisciplinary Studies in Humanities, 6(2), 19-32..[in Persian]
7. Etzkowitz, H., & Leydesdorff, L. (2000). The dynamics of innovation: from National Systems and “Mode 2” to a Triple Helix of university–industry–government relations. Research policy, 29(2), 109-123.
8. Fadayi, S., Niazazari, K. & Taghvayiyazdi, M. (2017). Providing a model for creating an entrepreneurial university based on futuristic techniques and science production in the educational system. Quarterly Journal - A New Approach to Educational Management, 8(32), 1-18..[in Persian]
9. Farzaneh, M., Zeinabadi, H.& Yazdani, Z. (2018). Evaluation of basic competencies among graduates of educational management and evaluation of its effectiveness in public universities in Tehran. Quarterly Journal - A New Approach to Educational Management, 9(34), 23-50. [in Persian]
10. Ferasatkhah, M. (2012). University and Higher Education, Global Perspectives and Iranian Problems.Tehran, Ney publishing. .[in Persian]
11. Ghasemi, A.& Imam Meydi, R. (2015).The role and place of interdisciplinary studies in the development and development of humanities in the country. Quarterly Journal of Interdisciplinary Studies in Humanities, 7(4),-1-23. .[in Persian]
12. Han, J. (2017). Technology commercialization through sustainable knowledge sharing from university-industry collaborations, with a focus on patent propensity. Sustainability, 9(10), 1808.‏
13. Hatami, M., Roshan Eyes, H.(2011). The convergence of scientific disciplines in interdisciplinary studies. Quarterly Journal of Interdisciplinary Studies in the Humanities.12, 24-56..[in Persian]
14. Jamil, F., Ismail, K., & Mahmood, N. (2015). A review of commercialization tools: University incubators and technology parks. International Journal of Economics and Financial Issues, 5(1S). .[in Persian]
15. IBM, Global CEO Study: The Enterprise of the Future (IBM Global Business Services), 2013.
16. Khaleghkhah, A. & Najafi, H. (2018). Extracting Soft Skill Components of Educational Managers by Explorative Blend (Designing a Measurement Tool. Quarterly Journal - A New Approach to Educational Management, 9(33), 25-44. .[in Persian]
17. Knockaert, M., Vandenbroucke, E., & Huyghe, A. (2012). Unraveling the need for innovation support services in new technology-based firms: The impact of commercialization strategy. Science and public policy, 40(1), 85-96.
18. Lynch, J. (2006). It's not easy being interdisciplinary: IEA.
19. Link, A., & Sarala, R. (2019). Advancing Conceptualization of University Entrepreneurship Ecosystems: The Role of Knowledge-based Entrepreneurial Firms (No. 19-1). University of North Carolina at Greensboro, Department of Economics.‏
20. Luthans, F., Stajkovic, A., & Ibrayera, E. (2000). Enviormental and psychological callenges fading entrepreneuriral develop ment in transitional economic. Journal of World Business, 35(1), 95-110
21. Mehrmohammadi, M. (2009). Basic Considerations on Policies for the Development of Interdisciplinary Sciences in Higher Education from the perspective of the Genesis Process. Quarterly Journal of Interdisciplinary Studies in the Humanities, 3, 1-18. .[in Persian]
22. Mir, A., & Hashemi, S. A. (2018). Effective Components of Knowledge Commercialization Based on Knowledge Management. Revista Publicando, 5(15), 711-730. .[in Persian]‏
23. Morin, E. (1387/2008). Pirāmun-e miyān rešteh-gi (translated by: Molābāši, T.). in Mabāni-e nazari va raveš šenāsi-e motāle’āt-e miyān rešteh-i. compiled & translated by: ‘Alavi Pur, S. M., et al. Tehran: Pažuheškadeh-ye Motāle’āt-e Farhangi va Ejtemā’i.
24. Musai, A.(2008). Designing a model for determining opportunities and commercializing them in research and development centers. Quarterly Journal of Parks and Growth Centers,14, 13-21. .[in Persian]
25. Nadir Khanloo, S.(2008). Developing a Model for Commercializing Knowledge Transfer and Academic Entrepreneurship Requirements (Based on Comparison of Five Most Valuable Universities in the World). Master's thesis. University of Tehran Faculty of Management.
26. Norain, I., Mohd, J., Mohd, N. & Safiah, S. (2015). A framework for a successful research products commercialisation: A case of Malaysian academic researchers. World Conference on Technology, Innovation and Entrepreneurship, 195, 283 – 292.
27. Parand, K., Niruman, P., Faraji, A., Alizade, A. & Ahadiye, N. (2011). Providing a framework for student's learning and empowerment with a core competency approach. First International Industrial and Export Conference of Iran. .[in Persian]
28. Rahmdel, GH.& Farhangi, S. (2008). Interdisciplinary research in Persian literary studies. Literary Research Quarterly, 21(5), 32-47. .[in Persian]
29. Sadeghi, S. Adli, F. (2010). The relationship between higher education and the entrepreneurial spirit of students. Educational Research, 7(22), 73-90. .[in Persian]
30. Safari, M.(2012).The role of faculty development in promoting interdisciplinary studies. Quarterly Journal of Interdisciplinary Studies in Humanities, 4(4), 35-52. .[in Persian]
31. Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.
32. Zaichkowsky Judith L. (1986). "conceptualizing involvement", Journal of Advertising, Vol.15 No.2, January, pp.4-34.