| The strategic goal of the construction of Guangdong Hong Kong Macao Greater Bay area is to become an international scientific and technological innovation center with global influence,and scientific research is an important force to promote the realization of this goal.With the increasing importance of cooperation in scientific research,cross regional and cross institutional scientific research cooperation has become the main mode of knowledge innovation,and more and more scientific workers participate in cooperative research.Guangdong,Hong Kong and Macao are rich in higher education resources,with their own characteristics,easy mobility and strong complementarity.Promoting the cross regional scientific research cooperation of College Teachers in the three places is not only conducive to improving the scientific production efficiency,but also accelerate the improvement of the scientific and technological innovation ability of Guangdong-Hong Kong-Macao Greater Bay Area.Therefore,the research on the practical activities of cross regional scientific research cooperation of College Teachers in Guangdong-Hong Kong-Macao Greater Bay Area has important practical guiding significance for promoting the development and construction of Guangdong-Hong Kong-Macao Greater Bay Area.In order to fully understand the behavioral logic of cross regional scientific research cooperation among college teachers in Guangdong,Hong Kong and Macao,this study first constructs a theoretical analysis framework by analyzing the elements of scientific research cooperation mode,which is divided into five aspects:cooperation subject,cooperation motivation,cooperation channel,cooperation mode and cooperation resources.Secondly,using the methods of questionnaire,interview and literature research,this paper analyzes the actual situation of cross regional scientific research cooperation of College Teachers in Guangdong-Hong Kong-Macao Greater Bay Area,analyzes the behavioral logic of College Teachers’ participation in scientific research cooperation in Greater Bay Area with social exchange theory and symbiosis theory,and then summarizes into three cooperation modes: interactive visiting,extended learning and organizational support.The type of learning edge extension includes two cooperation modes: teacher-student learning edge extension and the same door learning edge extension.Organizational support includes three cooperation modes: University support,government support and university government joint support.On this basis,continue to analyze the similarities and differences of this model.Finally,based on the above analysis,the following four conclusions are drawn: First,the cooperation channel is the key factor affecting the scientific research cooperation mode in Greater Bay Area.Second,the cross regional scientific research cooperation mode of university teachers in Guangdong-Hong Kong-Macao Greater Bay Area is mainly based on the extension of learning.Third,the internal impetus for the development of cross regional scientific research cooperation among university teachers in Guangdong,Hong Kong and Macao is insufficient.Fourth,the support system for cross regional scientific research cooperation among university teachers in Guangdong,Hong Kong and Macao is not perfect.Then,this paper puts forward countermeasures and suggestions to improve the cross regional scientific research cooperation mode of College Teachers in Guangdong-Hong Kong-Macao Greater Bay Area: First,take multiple measures to improve teachers’ willingness to participate in cooperation.Second,formulate support policies and strengthen the cooperation guarantee mechanism.Third,broaden communication channels and build a cooperation information platform.Fourth,integrate multi-party resources and improve the cooperative service system. |
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