A pandemia COVID-19 tem desafiado uma infinidade de atores e de setores a realizar ações coletivas para resolver a dramática crise global de saúde, revivendo um problema recorrente na história da humanidade: a coordenação das ações, ou a falta dela. A ciência não tem exceção: a concorrência desenfreada de países e empresas farmacêuticas para gerar vacinas e tratamentos revela que, longe de ser resolvida, a coordenação da pesquisa continua sendo uma questão válida. Este artigo faz uma revisão crítica das tentativas de coordenação da ciência dos últimos 40 anos, com particular interesse nos países federais, mais propensos à dispersão, duplicação e lacunas. Uma revisão da literatura permitiu uma revisão das políticas e instrumentos de coordenação e culminou com a proposta de estudar as redes de políticas em ciência, em busca de uma análise mais granular dos atores do ecossistema de pesquisa.
Cet article vise à comparer la perception qu’ont les professeurs de Colombie-Britannique, d’Ontario et du Québec des instruments d’action publique fédéraux et provinciaux quant à leur influence sur la production de recherche dans leur province. Les scores moyens, une MANOVA et des analyses post-hoc de Dunnett C réalisées sur les résultats provenant d’un questionnaire distribué à 786 participants révèlent que les instruments fédéraux sont perçus comme ayant une influence plus importante que les instruments provinciaux, mais aussi qu’il existe une différence significative entre les scores attribués aux instruments provinciaux par les professeurs québécois et par leurs homologues des autres provinces.
Despite a growing awareness of academic entrepreneurship undertaken by professors around the globe, there remain unanswered questions regarding how individual and organizational characteristics shape academics’ decision to engage in entrepreneurial activities. Drawing on data from the 2017–18 Academic Profession in the Knowledge-based Society (APIKS) survey, this study examines research-based and teaching-based academic entrepreneurship engagement in two countries, namely Canada and China, and examines through logistic regressions how academics’ individual research orientation and perceptions of their university’s expectations affect their likelihood of engaging in entrepreneurial activities. The results show that a majority of faculty members in the two countries are involved in entrepreneurial activities, including research-based activities (such as contract research, joint research and publications, and consultancy) and teaching-based activities (such as supervising student internships, volunteer-based work, and public lectures). Regression results suggest that academics who emphasize a theoretical research orientation are less likely to demonstrate entrepreneurial involvement, while academics who report a practical, commercial, or social research orientation are more likely to demonstrate entrepreneurial involvement. Academics who perceive that their university expects them to engage in entrepreneurial activities are also more likely to do so. These findings shed light on ways to reinforce academics’ social involvements and contributions in both countries.
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