A Text Analysis On The Policy Of Technology Transfer In Chinese And American Universities

With the arrival of the fourth Industrial Revolution,science and technology has gradually become an important force to promote national social and economic development.In order to promote the combination of theory and reality and promote the transformation of research results into productive forces,countries all over the world pay more and more attention to technology transfer,and universities play an important role in technology transfer,so countries all over the world have formulated relevant policies to promote technology transfer in universities.The Bayh-Dole Act enacted by the United States in 1980 was the first in the world to implement the policy of delegating the power of technology transfer in universities.After its effect was proved,countries such as the United Kingdom,Japan,and Germany began to follow the policy.China also took this policy into consideration and enacted a revised version of Law on Scientific and Technological Progress in 2007,which stipulates that intellectual property rights can be owned by project undertaking units,including universities.Therefore,the law is also known as "China’s version of the Bayh-Dole Act" in the academic circle.However,about ten years after the implementation of similar policies in China and the US,the two countries show great differences in the implementation effect of improving the conversion rate of technology transfer in universities,one of the core goals of the policies.The improvement of the conversion rate of technology in universities in the US is significantly higher than that in China after the implementation of the policies.Therefore,this paper mainly applies the theory of policy tools,through the content analysis method and statistical analysis method,to explore the reasons why the two countries have similar policy objectives and directions,and have introduced similar policies,but have big differences in the final implementation effect.The following research questions are put forward:(1)What are the similarities and differences between the main policy tools used in the policy texts for the technology transfer in Chinese and American universities?(2)What are the similarities and differences between the governance elements involved in the policy texts for the technology transfer in Chinese and American universities?In order to carry out the research,this paper firstly takes the promulgation of the Bayh-Dole Act of the United States and the Law on Scientific and Technological Progress of China as the time node,and sorts out the typical policies within ten years after the promulgation of the two relevant acts.The United States promulgated Bayh-Dole Act in 1980,so the time period was from 1980 to 1990,and eight policy texts were selected.China revised the Law on Scientific and Technological Progress in 2007,so the period from 2007 to 2017 was selected,and 15 were selected.Then,Rothwell’s and Zegveld’s policy tool theories are selected,and Hao Tao’s two-dimensional analysis framework of policy tools built for the transformation of scientific and technological achievements in universities is referred to for coding and analysis.Then,combined with the conclusion of policy tools,the paper analyzes the influencing factors of the differences in the application of policy tools for the technology transfer in Chinese and American universities,and explains them from four perspectives,namely,the logic of ownership decentralization,the development mode of industry-university-research cooperation,the system of professional transformation and the evaluation mechanism of universities..Finally,based on the analysis of policy tools and the results of different influencing factors,the following policy suggestions are put forward:(1)Transfer the focus of transferring the ownership of technology in universities from "transferring to universities" to "transferring to the market";(2)Further promote the policy of "breaking the five" in the evaluation mechanism of college teachers;(3)To construct the cooperation mode between enterprises and universities;(4)Improve the professionalism of transformation institutions and agents,and promote the establishment of supply and demand platforms for technology transfer in universities.