沈红：世界年轻研究型大学的发展状况及其模式

Shen Hong: Development status and model of young research universities in the world

一、问题的提出

1. Raising questions

历史悠久的大学往往拥有办学传统、校友支持，社会口碑等方面的优势积淀。人类的进化、社会的演化都影响着大学的发展进程，刺激着一轮又一轮新大学的产生。尽管新大学继承着大学的基因，但每一轮“新大学运动”的出现及其发展都推动着大学的组织变革和发展模式新生。本研究借用泰晤士高等教育公司官网公布的世界年轻研究型大学数据，研究在相同的时代背景下建在多国的年轻研究型大学是否有着相同或相似的发展状况及其模式。

Universities with a long history often have advantages in terms of school-running tradition, alumni support, and social reputation. The evolution of human beings and the evolution of society all affect the development process of universities and stimulate the emergence of new universities round after round. Although the new university inherits the genes of the university. This study uses the data of young research universities in the world published on the official website of Times Higher Education Company to study whether young research universities built in many countries have the same or similar development status and mode under the same background.

21世纪已走过第一个25年。在已有“985工程”“211工程”“双一流”建设高校等“大学群”的中国，一小批“新兴的”或称为“新型的”研究型大学蓬勃兴起，较早建立的南方科技大学于2010年12月筹建、2012年4月“去筹”；上海科技大学于2012年4月筹建、2013年9月“去筹”；西湖大学在2018年2月得到设立批文。由于这几所新建的研究型大学的快速发展，也基于中国社会发展的急切需要，教育部批复建立新型研究型大学的步伐加快：2024年5月建立康复大学(青岛)和深圳理工大学；2025年2月建立福建福耀科技大学；2025年6月建立大湾区大学(东莞)和宁波东方理工大学。

The 21st century has passed its first 25 years. In China, where there are already "university groups" such as "985 Project", "211 Project" and "double first-class" construction universities, a small number of "emerging" or "new" research universities are booming. The earlier established Southern University of Science and Technology was established in December 2010 and "de-funded" in April 2012; Shanghai University of Science and Technology was established in April 2012 and "de-funded" in September 2013 "; west Lake University received approval for its establishment in February 2018. Due to the rapid development of these newly-built research universities and the urgent needs of China's social development, the Ministry of Education has accelerated the pace of approving the establishment of new research universities: Rehabilitation University (Qingdao) and Shenzhen University of Technology will be established in May 2024; Fujian Fuyao University of Science and Technology will be established in February 2025; Dawan District University (Dongguan) and Ningbo Oriental University of Technology will be established in June 2025.

这种年轻研究型大学得以快速发展的案例仅出现在中国吗？其他国家是否也有类似情况？如果是，建在不同国家的年轻研究型大学的发展状况和趋势会有相似性吗？建校时间甚至发展速度都相近的大学是否有着相同或至少相近的发展模式呢？

Is this case of rapid development of young research universities only in China? Is there a similar situation in other countries? If so, will the development status and trends of young research universities built in different countries be similar? Do universities with similar time and even speed of development have the same or at least similar development models?

结合如上问题，本研究剖析了多国年轻研究型大学的发展状况，用数量研究和比较分析的方法，归纳得出世界年轻研究型大学的发展模式及其特征。为了研究年轻研究型大学的生命历程，把对中国21世纪建立的“新型研究型大学”的研究扩展到对具有不长于50年历史的年轻研究型大学群体的研究中。

Combined with the above problems, this study analyzes the development of young research universities in many countries, and summarizes the development model and characteristics of young research universities in the world by means of quantitative research and comparative analysis. In order to study the life course of young research universities, the study of "new research universities" established in China in the 21st century is extended to the study of young research universities with a history of no more than 50 years.

二、研究总体设计

Overall Design of 2. Study

(一)可供研究的条件

(I) conditions for study

本研究获取研究对象的初始方式是网络查询并不存在的“世界大学名录”，期待得到各国建校时间不长于50年且快速发展的大学。由于国家数量多、语言种类多以及对“快速发展”的非共识，初始努力难以达到研究目标。经查资料得知，拥有“世界年轻大学”数据库的有THE(Times Higher Education)和QS(Quacquarelli Symonds)两家公司。为确定数据来源，需要对本研究的数据需求与数据库资源进行匹配度分析。一是比较数据的丰富度：QS安排50所未满50岁的大学上榜(Top50 Under 50)，THE安排的是不大于50岁的100所大学上榜(TOP100)，后者的数据资源相对比较丰富；二是比较所用分析维度与作者研究思想的契合度：QS用声誉调查、论文引用、国际化、师生比、毕业生就业和可持续发展来判断大学发展，THE则大致基于大学职能来判断大学发展，后者的分析维度比较符合笔者持有的基于职能履行的视角。因此，选择THE世界年轻研究型大学数据库作为本研究的基础参考。

The initial way to obtain the research object of this study is to query the "World University Directory" which does not exist on the Internet, and look forward to obtaining universities that have been established for no more than 50 years and are developing rapidly in various countries. Due to the large number of countries, the variety of languages and the non-consensus on "rapid development", the initial efforts are difficult to achieve the research objectives. After checking the data, it is known that THE(Times Higher Education) and QS(Quacquarelli Symonds) have the database of "Young Universities in the World. In order to determine the data source, it is necessary to analyze the matching degree of data demand and database resources in this study. One is the richness of comparative data: QS arranges 50 universities under 50 years old to be listed (Top50 Under 50),THE arranges 100 universities under 50 years old to be listed (TOP100), and the latter has relatively rich data resources; The second is to compare the fit between the analytical dimensions used and the author's research ideas: QS uses reputation surveys, paper citations, internationalization, teacher-student ratio, graduate employment and sustainable development to judge university development, while THE roughly judges university development based on university functions, and the latter's analytical dimension is more in line with the author's perspective based on function performance. Therefore, THE World Database of Young Research Universities was chosen as the basic reference for this study.

(二)年轻研究型大学的概念

(II) the concept of a young research university

“年轻研究型大学”实际上就是建校时间不长的研究型大学。研究型大学，最早追溯到18世纪与19世纪之交。“将研究引入大学”和“大学举办习明纳(Seminar)”兴起于德国的大学，1810年建立的洪堡大学对大学科研做出了里程碑式的推进。1900年美国大学协会的成立，由于其对会员大学的要求和协会的联盟性质，被称作“研究型大学”的松散性组织，尽管当时并没有出现“研究型大学”字样。到20世纪70年代，美国卡内基教学促进基金会所做的“高等教育机构分类”(以下简称“卡内基分类”)及其带来的多国响应，才使“研究型大学”开始成为多国高等学校体系中的一个类型。由于该分类指标的严格限定，“研究型大学”处在多国高等教育机构体系的“顶层”。

"Young research universities" are actually research universities that have not been established for a long time. Research universities date back to the turn of the 18th and 19th centuries. "Introducing research into universities" and "University hosting Xi Mingna (Seminar)" emerged in German universities. The establishment of Humboldt University in 1810 made a milestone in promoting university research. The establishment of the American University Association in 1900, due to its requirements for member universities and the alliance nature of the association, was called a loose organization of "research universities", although the word "research universities" did not appear at that time. In the 1970 s, the "Classification of Higher Education Institutions" (hereinafter referred to as the "Carnegie Classification") made by the Carnegie Foundation for the Promotion of Teaching in the United States and the multinational response it brought about made "research universities" begin to become A type in the multinational higher education system. Due to the strict definition of this classification index, "research universities" are at the "top" of the multinational higher education institution system ".

研究型大学的概念具有历史纵向的发展与地域横向的“漂移”。罗杰·盖格(Roger Geiger)认为，美国大学协会提出的入会标准是必须进行“高等学习、研究生教育和通过研究促进知识的增长”，即进行大学教育、研究生教育和科学研究。笔者将卡内基分类中有关研究型大学的入选指标概括为“三多”：本科生教育学科数量多，研究生教育中博士学位授予数量多，联邦政府支持的科研经费多。在美国研究型大学成就的影响下，英国“研究主导型大学”(Research-Dominated Universities)、澳大利亚“研究密集型大学”(Research-Intensive Universities)、中国和日本的“研究型大学”也都现身在世界高等教育舞台上。结合纵向与横向研究，笔者曾在2010年给研究型大学以概念上的“四个强调”：强调博士生的培养能力(数量与质量)，强调科研的层次水平与经费额度，强调教授的同行认可度，强调可使上述博士生、教授、科学研究在多学科和学术自由中共同发展的大学环境。

The concept of research university has historical vertical development and regional horizontal "drift". Roger Geiger (Roger Geiger) believes that the criteria for membership proposed by the Association of American Universities are "higher learning, graduate education and the growth of knowledge through research", that is, university education, graduate education and scientific research. The author summarizes the selection indicators of research universities in the Carnegie classification as "three more": a large number of undergraduate education disciplines, a large number of doctoral degrees awarded in graduate education, and a large number of research funds supported by the federal government. Under the influence of the achievements of American research universities, British "research-led universities" (Research-Dominated Universities), Australian "research-intensive universities" (Research-Intensive Universities), and "research universities" in China and Japan have also appeared on the world higher education stage. Combining vertical and horizontal research, the author gave research universities the conceptual "four emphasizes" in 2010: emphasizing the training ability (quantity and quality) of doctoral students, emphasizing the level of scientific research and the amount of funding, emphasizing the peer recognition of professors, and emphasizing the university environment in which the above-mentioned doctoral students, professors, and scientific research can develop together in multiple disciplines and academic freedom.

THE“世界年轻大学排名”说明，“年轻”指的是建校时间不超过50年，“大学”指的是“研究密集型大学”。本研究使用THE大学数据库，因此简称研究对象为“年轻研究型大学”。

The "World Young University Rankings" explains that "young" refers to a school that has been established for no more than 50 years, and "university" refers to a "research-intensive university". This study uses THE university database, so the study object is referred to as "young research university".

(三)分析年轻研究型大学发展的维度

(III) Analysis of the Dimensions of the Development of Young Research Universities

有关研究型大学的概念描述，涉及本研究拟从教学、研究、社会服务的职能维度对年轻研究型大学发展状况及模式进行分析的缘由。由于要借用THE“世界年轻研究型大学”的数据库资源，本研究采用其五维度分析框架，即教学(含教学声誉、师生比、博士培养成绩、师均大学收入)、研究(含研究声誉、师均大学研究收入、师均论文数)、引用(论文引用影响力指数FWCI)、产业收入(含创新、发明和咨询在内的来自产业和商业的校外收入)和国际视野(含国际教师比、国际学生比、国际合作论文比)。其中的“研究”和“引用”可合成为大学的研究职能，“产业收入”代表大学在履行社会服务职能上的贡献，“国际视野”既表明扩展的大学(国际)社会服务职能，又表明新时代给大学提出的新要求。另外，因THE数据库中采用的指标及其权重在2019—2023年间是保持不变的，故本研究采用的是2019—2023年间的数据。

The conceptual description of research universities involves the reasons why this study intends to analyze the development status and mode of young research universities from the functional dimensions of teaching, research and social service. Due to the need to borrow the database resources of THE "world's young research universities", this study uses its five-dimensional analysis framework, that is, teaching (including teaching reputation, teacher-student ratio, doctoral training results, average teacher's university income), research (including research reputation, average teacher's university research income, average teacher's paper number), citation (paper citation influence index FWCI), industrial income (including innovation, invention and consulting, including off-campus income from industry and business) and international vision (including international teacher ratio, international student ratio, international cooperation thesis than). Among them, "research" and "citation" can be combined into the research function of the university, "industry income" represents the contribution of the university in performing the social service function, and the "international perspective" shows not only the expanded (international) social service function of the university, but also the new requirements for the university in the new era. In addition, since the indicators and their weights used in THE database remain unchanged from 2019 to 2023, this study uses data from 2019 to 2023.

(四)研究年轻研究型大学的样本

(IV) study of a sample of young research universities

我们并不全面掌握世界上具有不长于50年办学历史且发展快速的研究型大学有多少、在哪里，只能将2023年THE世界年轻研究型大学TOP100作为基础样本池，以探索的思路开展选样过程。

We do not have a comprehensive grasp of how many and where there are fast-growing research universities in the world with a history of less than 50 years. We can only use the TOP100 of the World's Young Research Universities in 2023 as the basic sample pool to carry out the sample selection process based on exploratory ideas.

1. 关于“年轻”。一是校龄。原初设计是将21世纪建立的大学作为研究对象。但查询发现，享有一定程度国际影响力的21世纪建立的大学很少；同时认为从仅有20多年历史的大学发展中很难了解这个“小众群体”的发展历程及其趋势。于是笔者将研究对象扩展到具有50年办学历史的大学。二是新建。TOP100样本池中包括重建和重组的大学，出于我国研究的需要，本研究选择在50年内“平地而起”的崭新大学。经对TOP100所大学官网文献的充分阅读，满足限定条件的备选大学56所。

1. About "young". One is the school age. The original design is the 21st century to establish the university as the research object. However, the inquiry found that there are very few universities established in the 21st century that enjoy a certain degree of international influence; at the same time, it is difficult to understand the development process and trend of this "minority group" from the development of universities with a history of only more than 20 years. So the author extends the research object to the university with 50 years history. The second is new. The TOP100 sample pool includes reconstructed and reorganized universities. For the needs of our country's research, this study selects brand-new universities that "rise from the ground" within 50 years. After fully reading the documents on the official website of TOP100 universities, there are 56 alternative universities that meet the limited conditions.

2. 关于“快速发展”。尽管56所备选大学处在年轻研究型大学TOP100中，但需要考虑拟作为样本的大学在世界大学排名中的位置。查询发现，56所备选样本中有34所居世界大学TOP300位之后，分析34所大学的所有数据，发现它们的发展优势不明显。由于研究初衷是为了给我国新建的研究型大学寻找可借鉴的经验，瞄准建校短时间内跻身世界大学中相对前列的大学才是本研究应当关注的对象，所以留下22所大学作为备选样本。

2. On "rapid development". Although 56 candidate universities are in the TOP100 of young research universities, it is necessary to consider the position of the universities proposed as samples in the world university rankings. The query found that 34 of the 56 alternative samples were in the TOP300 of the world's universities. After analyzing all the data of 34 universities, it was found that their development advantages were not obvious. Since the original intention of the study is to find lessons for China's newly-built research universities, aiming at the universities that are relatively among the top universities in the world within a short period of time is the object of this study, 22 universities are left as alternative samples.

3. 关于“学科”。我国新建研究型大学主要是理工多科性的，迄今为止，尚没有单一学科的新大学呈现出如此快速发展的态势。由于研究世界案例最终也是要为我国高等教育的改革与发展服务，于是放弃3所2019—2022年4年数据不可得的医学院校。

3. About "discipline". The newly-built research universities in China are mainly multi-disciplinary in science and technology. So far, there is no new university with a single discipline showing such a rapid development trend. Since the study of world cases is ultimately to serve the reform and development of China's higher education, three medical colleges and universities whose data for the four years 2019-2022 are not available are abandoned.

最终，以校龄不长于50年且非重建重组、居2023年THE世界大学TOP300同时居世界年轻研究型大学TOP50(满足限定的样本自然进入)的19所多科性或综合性大学作为本研究的样本。其多维信息见表1。

Finally, 19 multi-disciplinary or comprehensive universities with a school age of no more than 50 years and non-reconstruction and reorganization, the TOP300 of THE World University in 2023 and the TOP50 of the world's young research universities (meeting the limited sample natural entry) were used as samples for this study. The multidimensional information is shown in Table 1.

三、世界年轻研究型大学的发展状况

The Development of Young Research Universities in the World in 3.

(一)总体发展描述

Description of overall (I) development

将19所样本大学在5个分析维度上的得分与其计入权重后的总体得分绘制图1。排在前两位的香港科技大学和香港城市大学的总分都超过70分，明显高于其他样本大学的分数：7所大学总分居60~65分之间(南方科技大学64分排在第6位)，10所大学总分都在55~60分之间。

The scores of the 19 sample universities on the five analysis dimensions are plotted in Figure 1 with their overall scores after they are included in the weights. The top two universities, the Hong Kong University of Science and Technology and the City University of Hong Kong, have a total score of more than 70 points, which is significantly higher than the scores of other sample universities: the total score of 7 universities is between 60 and 65 points (Southern University of Science and Technology is ranked 64 points. Sixth), the total score of 10 universities is between 55 and 60.

这些大学在教学、研究、引用、产业收入、国际视野5个分析维度上的表现总体上为：发展势头强劲的是国际视野和引用两条折线，产业收入和研究两条折线大致居于纵轴中段，教学基本上居图的下半部。具体来说5个分析维度如下。

The performance of these universities in the five analytical dimensions of teaching, research, citation, industrial income, and international perspective is generally: the two fold lines of international vision and citation are strong, the two fold lines of industrial income and research are roughly in the middle of the vertical axis, and teaching is basically in the lower half of the graph. Specifically, the five analysis dimensions are as follows.

一是“引用”。“引用”得分为5所大学维度得分的最高值且邦德大学近满分；13所大学将其各自在引用维度上的表现列为自身5个维度得分的第二名；近乎所有大学都重视论文引用；19所大学的该项均分超过83分。

It is a "reference". The "citation" score is the highest of the five university dimensions and Bond University has nearly full marks. Thirteen universities ranked their performance in the citation dimension as the second of their five dimensions. Nearly all universities attach importance to paper citation. The average score of 19 universities exceeds 83.

二是“国际视野”。12所大学的该维度得分为各自最高分(其中8所大学得分在97分以上)；但2所韩国大学的该项得分却为自身5个维度得分中的最低值；样本大学的该维度得分均值超过82分。

The second is "international perspective". The scores of the 12 universities in this dimension were the highest in each (8 of which scored above 97); but the scores of the 2 South Korea universities were the lowest among their own 5 dimensions; the average score of the sample universities in this dimension exceeded 82 points.

三是“产业收入”。韩国的2所大学在该维度上表现最好；香港科技大学和南方科技大学的该项得分列在各自5个维度得分的第二；19所大学的该项得分均值刚过60分。

The third is "industry income". The South Korea two universities performed best in this dimension; the Hong Kong University of Science and Technology and the Southern University of Science and Technology ranked second in their respective five dimensions; the average score of 19 universities was just over 60.

四是“研究”。这些“研究密集型”大学的该维度表现却呈现出“一般化”。最高分获得者是香港科技大学，75分；最低分获得者是沙迦大学，仅31分；19所大学的该维度得分均值不足52分。

The fourth is "research". The performance of this dimension of these "research-intensive" universities is "generalized". The highest score winner was the Hong Kong University of Science and Technology with 75 points; the lowest score winner was the University of Sharjah with only 31 points; the average score of 19 universities in this dimension was less than 52 points.

五是“教学”。该维度所含内容的统计口径很宽，各样本大学的表现都不很好。14所大学在该分析维度上的得分都为本身5个维度得分的最低值，19所大学该项得分均值仅为42分。

Five is "teaching". The statistical caliber of the content contained in this dimension is very wide, and the performance of each sample university is not very good. The scores of 14 universities in this analysis dimension are the lowest of their own 5 dimension scores, and the average score of 19 universities is only 42 points.

在教学和研究两个分析维度上，世界顶尖年轻研究型大学的得分均值竟然“不及格”，吸引我们反思THE所设计的“教学”和“研究”维度的内容合理性。如“教学”维度的内涵是否真的反映出大学教学的质量；又如将“引用”独立设置、“研究”不含科技贡献在内，是否真能代表对大学研究的评价。

In the two analytical dimensions of teaching and research, the average score of the world's top young research universities is "failing", which attracts us to reflect on the rationality of the content of the "teaching" and "research" dimensions designed by. For example, whether the connotation of the "teaching" dimension really reflects the quality of university teaching, and whether the independent setting of "reference" and "research" do not include scientific and technological contributions can really represent the evaluation of university research.

(二)建校年代和地域分布差异

Differences in school age and geographical distribution in (II)

了解到样本大学的整体发展状况，可以再分析这些大学在不足半个世纪的发展道路上是否显示出因校龄长短和地域不同所带来的差异？更准确地说，校龄和地域是否影响年轻大学在教学、研究、引用、产业收入和国际视野中的表现？

Knowing the overall development of the sample universities, it is possible to analyze whether these universities have shown differences in their development path in less than half a century due to their age and geography. More precisely, do school age and geography affect the performance of young universities in teaching, research, citations, industry income and international perspectives?

1. 校龄长短与年轻研究型大学的发展。笔者按校龄分组对样本大学进行了研究。(见图2)第一组是校龄不足20岁的南方科技大学和蔚山国立科技研究院，两校在引用和产业收入上的表现都好(比较而言，南方科技大学更注重引用，蔚山国立科技研究院更注重与产业的联系)，在研究上的表现相近，在国际视野和教学两个维度上的得分相反(南方科技大学的教学表现不够好，蔚山国立科技研究院在国际视野上的得分较低)。第二组的校龄为21~30岁，组内4所大学的发展重点极为相似：在国际视野上的表现都极好，在引用上的表现都居各自5个维度的第二位，卢森堡大学和澳门科技大学在教学、研究、产业收入三维度上的得分比较均衡，沙迦大学的教学和研究两维度得分都较低。第三组校龄为31~40岁，组内7所大学的发展特点互不相同，主要是在引用、产业收入和国际视野上的表现“各显神通”。除浦项科技大学之外，6所大学的教学得分都为自身5个维度得分中的最低；浦项科技大学在国际视野上得分最低。第四组是41~50岁的“年长组”6校。6校的共同优势在国际视野和论文引用上；阿联酋大学和马斯特里赫特大学的产业收入得分较高而且相近。

1. The length of school age and the development of young research universities. The author studied the sample universities grouped by school age. (See Figure 2) The first group is the Southern University of Science and Technology and the Ulsan National Institute of Science and Technology, which are less than 20 years old. The two universities have good performance in terms of citations and industry income (in comparison, Southern University of Science and Technology pays more attention to citations, and Ulsan National Institute of Science and Technology pays more attention to the connection with the industry), and their performance in research is similar, the scores on the two dimensions of international vision and teaching are opposite (the teaching performance of Southern University of Science and Technology is not good enough, and the score of Ulsan National Institute of Science and Technology is low on international vision). The age of the second group is 21-30 years old, and the development priorities of the four universities in the group are very similar: their performance in the international perspective is excellent, and their performance in citation ranks second in their respective five dimensions. The University of Luxembourg and Macau University of Science and Technology have relatively balanced scores in teaching, research and industrial income, while the University of Sharjah has low scores in both teaching and research. The third group is 31-40 years old, and the development characteristics of the seven universities in the group are different from each other, mainly in terms of citation, industrial income and international vision ". In addition to POSCO University of Science and Technology, the teaching scores of the six universities are the lowest among their five dimensions; POSCO University of Science and Technology has the lowest score in the international perspective. The fourth group is the "senior group" of 6 schools between the ages of 41 and 50. The common strengths of the 6 universities are international perspectives and paper citations; the industry income scores of UAE University and Maastricht University are high and similar.

从图2可以看出，论文“引用”和“国际视野”体现出强势，除为数很少的大学外，几乎所有校龄段的大学都很重视在这两个维度上的表现。相反，也是除几校之外，“教学”体现出弱势。“研究”可被看作是“可争取的维度”，若把“引用”纳入到“研究”的范畴，目前在“研究”维度上的表现就会发生变化。最后的“产业收入”可称为新兴维度。总体来说，这些样本大学在5个维度上的发展优劣势并不依据校龄的阶段性不同而不同。结论是，在50岁为最大校龄的限制下，大学校龄的长短与其发展维度之间并不构成某种对应关系。

It can be seen from Figure 2 that the paper "citation" and "international vision" reflect strength. Except for a few universities, almost all universities of school age attach great importance to the performance in these two dimensions. On the contrary, in addition to a few schools, "teaching" reflects the weak. "Research" can be regarded as a "strivable dimension". If "citation" is included in the category of "research", the current performance in the "research" dimension will change. The final "industry income" can be called the emerging dimension. Generally speaking, the development advantages and disadvantages of these sample universities in the five dimensions do not vary according to the stage of school age. The conclusion is that under the limit of 50 years old as the maximum school age, the length of university age and its development dimension do not constitute a corresponding relationship.

2.地域分布与年轻研究型大学的发展。已知19所样本大学中的9所地处亚洲，7所在欧洲和3所在大洋洲。图3可见按地域分组的样本大学在2023年世界年轻研究型大学中5个分析维度上的得分和总分。

2. Geographical distribution and the development of young research universities. Nine of the 19 sample universities are known to be located in Asia, seven in Europe and three in Oceania. Figure 3 shows the scores and total scores of the sample universities grouped by region on the five analytical dimensions of the world's young research universities in 2023.

由图3可以看到：第一，亚洲9所大学可分在三个次级区域，含港澳地区在内的中国大学5所、韩国大学2所、阿联酋大学2所。其中，一是中国5所大学显示三种发展态势：中国香港2所大学发展态势基本相似且为世界年轻大学中的佼佼者；中国澳门2所大学的发展形态相似且特别重视“国际视野”和“引用”；南方科技大学表现独特，其引用、产业收入、国际视野和研究、教学似四阶梯顺势而下。二是韩国2所大学的共同点是强调大学与产业界的联系，相对更重视“教学”，不太追求在“国际视野”上的表现。三是阿联酋2所大学都重视“国际视野”和论文“引用”。第二，地处欧洲的7所样本大学，相对而言，在“国际视野”和论文“引用”的成就很大，德国波茨坦大学在5个维度上的表现比较均衡。第三，大洋洲澳大利亚3所大学走着几乎完全相同的发展路线：论文“引用”和“国际视野”两维度得分极为突出，西悉尼大学和迪肯大学在五维度上的成就几乎相同。

As can be seen from Figure 3: First, the 9 universities in Asia can be divided into three sub-regions, including 5 Chinese universities including Hong Kong and Macau, 2 South Korea universities, and 2 UAE universities. Among them, the first is that the five universities in China show three development trends: the development trends of the two universities in Hong Kong, China are basically similar and are among the world's young universities; the development patterns of the two universities in Macau, China are similar and pay special attention to "international vision" and "Citation"; Southern University of Science and Technology has a unique performance, and its citation, industrial income, international vision, research, and teaching are like four steps. Second, the common point of the two South Korea universities is that they emphasize the relationship between universities and industry, pay more attention to "teaching", and do not pursue the performance of "international vision. Third, the two universities in the United Arab Emirates attach importance to "international vision" and "citation" of papers ". Second, the seven sample universities located in Europe have made great achievements in "international vision" and "citation" of papers, and the performance of the University of Potsdam in Germany is relatively balanced in five dimensions. Third, the three universities in Oceania and Australia follow almost the same development route: the two dimensions of "citation" and "international vision" are extremely outstanding, and the achievements of Western Sydney University and Deakin University in the five dimensions are almost the same.

图3可见，亚洲年轻研究型大学在活跃度上和发展态势上的多样化都高于欧洲和大洋洲的大学。特别是，9所亚洲大学中有6所在与产业界的合作关系上有了进展；中国港澳4所大学和阿联酋2所大学在“国际视野”上的得分都很高。比较来看，亚洲大学在“产业收入”上比欧洲和大洋洲的大学做得要好，所有样本大学在论文“引用”上的成就大致相近。细化到国家层面，由于不同国家的高等教育发展具有各自的社会需求程度和需求得以满足的程度，国家的政治、经济、文化发展又直接影响到高等教育发展的阶段性，如此使得年轻大学的发展特征与其在国家/地区的分布之间存在一定的相关性。需要提及的是，满足共同限定条件的样本大学中没有得到来自北美洲、南美洲和非洲的大学代表。

Figure 3 shows that young research universities in Asia are more active and diversified than universities in Europe and Oceania. In particular, 6 of the 9 Asian universities have made progress in their cooperative relations with the industry; 4 universities in Hong Kong and Macau in China and 2 universities in the UAE all scored high in "international vision. In comparison, Asian universities do better in "industry income" than universities in Europe and Oceania, and the achievements of all sample universities in "citation" of papers are roughly similar. Refined to the national level, because the development of higher education in different countries has their own degree of social needs and the degree to which needs can be met, the country's political, economic, and cultural development directly affects the stages of higher education development, which makes the development of young universities There is a certain correlation between characteristics and their distribution in the country/region. It should be mentioned that no universities from North America, South America and Africa were represented in the sample of universities that met the common qualification conditions.

(三)年轻研究型大学发展的纵向变化

Longitudinal changes in the development of young research universities in (III)

纵向变化指的是在本研究限定的2019—2023年内，19所样本大学发展状况的年度变化。首先要讨论的是各校年度总分变化，再分析参与总分计算的5个维度的得分变化，想了解快速发展的年轻研究型大学是因为哪些方面的优势进入到世界高等教育快速发展视野的。

Longitudinal changes refer to the annual changes in the development status of the 19 sample universities during the 2019-2023 years defined in this study. The first thing to discuss is the change of the annual total score of each school, and then analyze the score change of the five dimensions involved in the calculation of the total score. I want to know what advantages the rapid development of young research universities have entered the vision of the rapid development of higher education in the world.

1. 从总体上基本稳定到急剧变化的三组大学。当笔者将19所样本大学连续5年的总分以图4呈现时可见三种情况。第一，5年里总分保持基本稳定(变化量在5分之内)的有7所：马斯特里赫特大学、庞培法布拉大学、奥尔堡大学、浦项科技大学、卢森堡大学、波茨坦大学和香港科技大学，其中亚洲和欧洲的大学分别为2所和5所；具有30多年历史的大学4所，2所大学刚到第50年。第二，5年总分变化不太大(在6~11分之间)的有8所：香港城市大学、澳门科技大学、蔚山国立科技研究院、提契诺大学、迪肯大学、西悉尼大学、阿联酋大学和澳门大学。其中亚洲的大学5所、澳大利亚大学2所、欧洲大学仅1所。建校年龄分布在各校龄段。第三，总分变化很大(居15~25分之间)的有4所：南方科技大学、邦德大学、伯恩茅斯大学和沙迦大学。其中地处亚洲、欧洲和大洋洲的大学都有，所有校龄段的大学都有。这样，样本大学在纵向年度上，其总体的稳定或变化状况并不以地域、也不以校龄为依据。

1. Three groups of universities from generally basically stable to drastically changing. Three situations can be seen when the author presents the total scores of the 19 sample universities for 5 consecutive years in Figure 4. First, in the past five years, the total score has remained basically stable (the change is within 5 points): Maastricht University, Pompeu Fabra University, Aalborg University, Posco University of Science and Technology, Luxembourg University, Potsdam University and Hong Kong University of Science and Technology, of which there are 2 and 5 universities in Asia and Europe respectively; 4 universities with a history of more than 30 years, and 2 universities have just reached their 50th years. Second, there are 8 universities with little change in total score in 5 years (between 6 and 11 points): City University of Hong Kong, Macau University of Science and Technology, Ulsan National Institute of Science and Technology, Ticino University, Deacon University, Western Sydney University, University of the United Arab Emirates and University of Macau. Among them, there are 5 universities in Asia, 2 universities in Australia and only 1 university in Europe. School age distribution in each school age segment. Third, the total score varies greatly (between 15 and 25 points) in 4: Southern University of Science and Technology, Bond University, Bournemouth University and Sharjah University. Which is located in Asia, Europe and Oceania, the University of all age segments have. Thus, the overall stability or change of the sample university in the vertical year is not based on geography or school age.

2. 单维度表现变化不大的年轻研究型大学。图4的总分变化可能来自大学在某维度表现的急剧变化，也可能来自几个维度的复合性变化。若要了解大学在办学成就上的变化，需要对其多年成绩进行纵向观察。雷达图能够帮助我们形象地观察乃至判断这些年轻研究型大学的发展过程。从对19所样本大学绘制的各校连续5年的雷达图来看，有10所大学在5个维度上的变化都不大(马斯特里赫特大学、浦项科技大学、庞培法布拉大学、卢森堡大学、澳门大学、澳门科技大学、提契诺大学、西悉尼大学、奥尔堡大学、迪肯大学)，有的大学的某个或某几个维度甚至基本不变。它们中有5所、3所和2所大学分别地处欧洲、亚洲和大洋洲。相对而言，欧洲的卢森堡大学和提契诺大学、亚洲的澳门大学和澳门科技大学在多个维度上的表现都有变化但变化不大。其中的卢森堡大学和澳门大学、提契诺大学和澳门科技大学的变化形态两两相似；这4所大学中的3所的校龄都居比较年轻的21~30岁之间。最为特殊的是具有38年校龄的浦项科技大学，连续5年的雷达图均呈稳定状态，仅在“引用”上发生变化且随年代递进而得分下降，在“国际视野”上的得分令人吃惊地低，但在“产业收入”上一贯表现极好。

2. Young research universities with little change in single-dimensional performance. The change in the total score in Figure 4 may come from a sharp change in the university's performance in one dimension, or from a compound change in several dimensions. To understand the changes in the achievements of universities, it is necessary to make a longitudinal observation of their achievements over the years. Radar charts can help us visually observe and even judge the development process of these young research universities. Judging from the radar charts of 19 sample universities for 5 consecutive years, 10 universities have little change in 5 dimensions (Maastricht University, Pohang University of Science and Technology, Pompeiabra University, University of Luxembourg, University of Macau, University of Science and Technology of Macau, University of Ticino, University of Western Sydney, Aalborg University, Deacon University), and some universities have one or more dimensions that are basically unchanged. Five, three and two of these universities are located in Europe, Asia and Oceania, respectively. Relatively speaking, the performance of the University of Luxembourg and the University of Ticino in Europe, the University of Macau and the Macau University of Science and Technology in Asia have changed in many dimensions, but not much. Among them, the University of Luxembourg is similar to the University of Macau, the University of Ticino and the Macau University of Science and Technology; three of these four universities are younger between 21 and 30 years old. The most special is the 38-year-old Pohang University of Science and Technology. The radar charts have been stable for 5 consecutive years. Only the "citation" has changed and the score has declined with the progress of the years. The score on the "international perspective" is surprisingly low, but it has always performed extremely well in "industrial income.

3. 单维度表现变化很大的年轻研究型大学。大学个体在世界大学中的位置依据其总分，而总分是对大学在五维度上的得分的加权总和，所以总分依赖大学在分维度上的表现。大学都有各自的重点工作领域和着力方向，做不到也不必要做到各项工作“齐步走”。经过对19所样本大学连续5年的五维度表现雷达图分析，本研究发现有5所大学的纵向发展主要依赖其在某单一维度上的表现。

3. Young research universities with highly variable one-dimensional performance. The position of an individual university in the world depends on its total score, which is the weighted sum of the university's scores in the five dimensions, so the total score depends on the university's performance in the sub-dimension. Universities have their own key work areas and focus directions, and it is not necessary to "go in unison" in all tasks ". After analyzing the five-dimensional performance radar chart of 19 sample universities for 5 consecutive years, this study found that the vertical development of 5 universities mainly depends on their performance in a single dimension.

图5中的香港科技大学、香港城市大学、波茨坦大学的主要变化发生在“产业收入”单维度上。香港科技大学在“引用”“国际视野”“研究”“教学”四个维度上的表现基本稳定，只是2023年在“产业收入”上的得分比前一年的65分提高了30分。如此带来该校在世界大学中的位置从2022年的第66名回升到第58名。与其相似，香港城市大学唯一的较大变化也是2023年在“产业收入”上的表现比2022年提高了30分，也使其在世界大学中的位置比2022年上升了52位，进入到前100名中。波茨坦大学的情况也大致如此。

The main changes in the Hong Kong University of Science and Technology, City University of Hong Kong, and University of Potsdam in Figure 5 occur in the single dimension of "industry income. The performance of the Hong Kong University of Science and Technology in the four dimensions of "citation", "international vision", "research" and "teaching" is basically stable, but the score of "industrial income" in 2023 is 30 points higher than the 65 points of the previous year. This has brought the school's position in the world's universities from 66th in 2022 to 58th. Similarly, the only major change for City University of Hong Kong is that its performance in "industrial income" in 2023 is 30 points higher than that in 2022, which also makes its position in the world universities rise 52 places from 2022 to enter the top 100. The same is true of the University of Potsdam.

伯恩茅斯大学和邦德大学的主要变化发生在“引用”这一维度。前者从2019年的52分逐步提高到2023年的88分，后者前4年基本稳定只是在2023年得以“突进”并达到近满分。邦德大学仅用一年时间在某一个分析维度上发生如此大的进步是难以复制的案例。

The main changes at Bournemouth and Bond universities occur in the "citation" dimension. The former gradually increased from 52 points in 2019 to 88 points in 2023, while the latter was basically stable in the first four years only to "break through" and reach nearly full marks in 2023. It is difficult to replicate that Bond University has made such great progress in one analytical dimension in just one year.

图5呈现的是因在单维度上的大幅进步带来的大学整体进步的实践案例。

Figure 5 presents a practical example of the overall progress of the university as a result of significant progress in a single dimension.

4. 多维度表现急剧变化的年轻研究型大学。兼顾5年纵向变化大和/或雷达图图形独特的情况，4所样本大学在多维度上的表现呈现的是急剧变化，分别是南方科技大学、蔚山国立科技研究院、阿联酋大学和沙迦大学。

4. Young research universities with dramatically changing multi-dimensional performance. Taking into account the 5-year vertical changes and/or the unique radar chart graphics, the performance of the four sample universities in multiple dimensions shows a sharp change, namely the Southern University of Science and Technology, the Ulsan National Institute of Science and Technology, the University of the United Arab Emirates and the University of Sharjah.

从图6观察到，从“蔚山科技大学”改名的蔚山国立科技研究院，在“产业收入”上的表现很好且成绩连年提高(2019年70分，2023年90分)；在“教学”上的得分是所有样本大学中最高的且连年提高(2019年32分，2023年54分)；在“研究”上的表现也可圈可点。尽管其在“引用”和“国际视野”两维度上的得分连续下降，但因其在前3个维度上的进步，助力其在世界年轻研究型大学中的位置从2019年的第20位提高到2023年的第10位，2023年进入世界大学的前200名(第174名)。

It can be observed from fig. 6 that the Ulsan national science and technology research institute, renamed from "Ulsan university of science and technology", has performed well in "industrial income" and has improved year after year (70 points in 2019 and 90 points in 2023); The score in "teaching" is the highest among all sample universities and has increased year after year (32 points in 2019 and 54 points in 2023); The performance in "research" is also remarkable. Although its scores in the two dimensions of "citation" and "international vision" have continuously declined, its progress in the first three dimensions has helped its position among the world's young research universities from 20th in 2019 to 10th in 2023, and entered the top 200 (174th) in 2023.

南方科技大学是所有样本大学中最年轻的，从筹建日起到数据可得的2023年只是13岁，即使在年轻大学群里都堪称一个特别的存在。5年中，其在“引用”维度上的表现居高分稳定；“研究”上的得分快速提高(2019年26分，2023年60分)；在“产业收入”维度上的得分得以“过山车”式的变化(2019年不足38分，2021年达到97分，2023年回到78分)。尽管其在“国际视野”上的得分徘徊于60分前后，“教学”表现的最高分只有36分，但其在前3个维度上的成就助其在世界年轻研究型大学中从2019年的第55名“飞升”到2022年的第13名，2023年进入世界大学的前200名(第166名)。从实地调研中得知，该校的国际教师和国际合作论文所占比例都很高，但其招收的来华留学生的比例不高。

Southern University of Science and Technology is the youngest of all sample universities. It is only 13 years old from the date of preparation to 2023 when the data are available. Even among young universities, it can be called a special existence. In the past five years, its performance in the "citation" dimension has been stable. The score on "research" increased rapidly (26 points in 2019 and 60 points in 2023); The score on the "industrial income" dimension has changed in a "roller coaster" way (less than 38 points in 2019, 97 points in 2021 and 78 points in 2023). Although its score on "international vision" hovers around 60 points, and the highest score on "teaching" performance is only 36 points, its achievements in the first three dimensions have helped it rise from 55th in 2019 to 13th in 2022 among the world's young research universities, and into the top 200 (166th) in 2023. According to the field research, the proportion of international teachers and international cooperation papers in the school is very high, but the proportion of international students enrolled in China is not high.

阿联酋大学的“产业收入”从2019年的47分到2023年的73分；“研究”方面从稳定了4年的30分提高到2023年的44分；“引用”上从2019年的70分到2023年的82分；“国际视野”在90分前后保持稳定；“教学”则在32分持续不动。在不同分析维度得分的正加负减使其在世界年轻研究型大学中的位置从2019年的第70名上升到2023年的第38名，在世界大学中的位置相应地从连续4年的350名之后到2023年的300名之前。

The "industrial income" of UAE University increased from 47 points in 2019 to 73 points in 2023. "Research" increased from 30 points in 4 years to 44 points in 2023. "Citation" from 70 points in 2019 to 82 points in 2023; "International Vision" remained stable around 90 points. "Teaching" continued at 32 points. The positive plus negative minus of the scores in the different analysis dimensions raised its position among the world's young research universities from 70th in 2019 to 38th in 2023, and its position among world universities correspondingly went from 350 in four consecutive years to before 300 in 2023.

沙迦大学是样本大学中排在最后但进步最大的案例。主要改变发生在“引用”维度上的“绝对”且连年提高上(从2019年的24分逐步提高到2023年的97分)；“研究”上5年提高了16分；“国际视野”保持在99分的高位稳定；“教学”方面的提高不多；“产业收入”上的提高更少。在前3个维度上的表现帮助该校在世界年轻研究型大学中从2019年和2020年的第201~250名提高到2021年和2022年的第177和第89名，再到2023年的第43名，在世界大学中的位置则从2019年的800名之后提高到2023年的300名之前。这样的进步幅度确实让人震惊。

The University of Sharjah is the last but most improved case among the sample universities. The main changes occurred in the "absolute" of the "citation" dimension and increased year after year (from 24 points in 2019 to 97 points in 2023); "Research" has increased by 16 points in 5 years; "International Vision" has remained stable at a high level of 99 points; "Teaching" has not improved much; "Industrial income" has increased even less. The performance in the first three dimensions helped the school to rise from 201st to 250 in 2019 and 2020 to 177th and 89th in 2021 and 2022, to 43rd in 2023, and to rise from 800 in 2019 to 300 in 2023. The extent of such progress is truly shocking.

四、世界年轻研究型大学的发展模式

4. the Development Model of the World's Young Research Universities

将论文“引用”固定在时钟12点，以产业收入、国际视野、研究、教学为顺时针序，用2019—2023年得分数据绘制出19所样本大学的93幅年度状况雷达图(17×5+2×4)和19幅纵向发展雷达图。在对112幅雷达图进行对照分析的基础上，用简单聚类方式归纳出快速发展的世界年轻研究型大学具有两种发展模式，据其形态分别称为“谷仓形”和“纺锤形”，本研究仅以2023年数据为代表做出图7。

The paper "citation" was fixed at 12 o'clock on the clock, and 93 annual status radar maps (17 × 5 2 × 4) and 19 vertical development radar maps of 19 sample universities were drawn using the score data for 2019-2023 in a clockwise order of industrial income, international vision, research and teaching. On the basis of the comparative analysis of 112 radar charts, a simple clustering method is used to summarize that the fast-growing young research universities in the world have two development models, which are called "barn-shaped" and "spindle-shaped" according to their morphology. This study only uses 2023 data as a representative to make Figure 7.

7所大学呈现出“谷仓形”的发展模式：香港科技大学、香港城市大学、蔚山国立科技研究院、马斯特里赫特大学、浦项科技大学、南方科技大学、波茨坦大学。来自亚洲的大学5所和欧洲的大学2所，处在多校龄段，其平均校龄32岁且2所20岁以下校龄的大学都在此组中。该组大学有如下特征：其一，共同的外貌形似“谷仓”，各校在5个分析维度上的表现比较均衡但也并非平均用力，也分轻重；其二，各校的“谷仓顶点”依据该校在5个维度上的表现而定：来自中国香港的2校以“国际视野”、来自韩国的2校以“产业收入”、来自中国的南方科技大学以“引用”分别为各校的“谷仓顶点”，来自欧洲两国的2校的“谷仓顶点”互不相同；其三，“谷仓”有大小之分，香港科技大学的“谷仓”很大而波茨坦大学的“谷仓”很小。总体上看，依据2023年总分数据，排在19所世界年轻研究型样本大学前列(前6名和第8名)的大学都呈现出“谷仓形”发展模式。

Seven universities show a "barn-shaped" development model: Hong Kong University of Science and Technology, City University of Hong Kong, Ulsan National Institute of Science and Technology, Maastricht University, Pohang University of Science and Technology, Southern University of Science and Technology, and Potsdam University. Five universities from Asia and two from Europe are in the multi-age group, with an average age of 32 and two universities under the age of 20 in this group. This group of universities has the following characteristics: first, the common appearance is like a "barn", and the performance of each school in the five analytical dimensions is relatively balanced but not equally hard, but also divided into weight; second, the "barn apex" of each school depends on the performance of the school in five dimensions: two schools from Hong Kong, China take "international vision", two schools from South Korea take "industrial income", and South University of science and technology from China take "citation" as the "barn apex" of each school, and the "barn apex" of two schools from Europe are different from each other; thirdly, "barns" are different in size, the "barn" of the Hong Kong University of Science and Technology is large and the "barn" of the University of Potsdam is small. Overall, according to the total score data in 2023, the universities in the top 19 young research sample universities in the world (top 6 and 8) all show a "barn-shaped" development model.

12所大学呈现出“纺锤形”大学发展模式：庞培法布拉大学、卢森堡大学、澳门大学、澳门科技大学、提契诺大学、西悉尼大学、奥尔堡大学、阿联酋大学、伯恩茅斯大学、迪肯大学、邦德大学、沙迦大学。其中有5所欧洲的大学、4所亚洲的大学、3所大洋洲(澳大利亚)的大学，它们也都处在多校龄段，平均校龄37岁且4所接近或等于50岁的大学在此组中。该组大学具有这样的特征：其一，共同的外貌形似“‌中间粗两头尖”的“纺锤”，数据显示上下两端的“引用”和“国际视野”得分高甚至很高；其二，处在中部的“教学”“研究”“产业收入”表现比处在两端的两个维度上的表现要逊色许多，但各校又有各校的特色：如，阿联酋大学的“产业收入”较有成绩(得分72.5分)，奥尔堡大学的“研究”不错(得分近58分)，卢森堡大学的“教学”表现亮眼(约50分)；其三，“纺锤”并无明显的大小之分，这是因为各校在5个分析维度上的表现不均衡所致。总体上看，从2019—2023年的数据呈现特点中发现，呈“纺锤形”发展模式的年轻大学在各自发展过程中具有一定的稳定性特征，主要是“守住”在论文“引用”和“国际视野”两个维度上的成就。而依2023年的总分数据，排在19所世界年轻研究型样本大学中、后段(第7名和第9至第19名)的大学都呈现出“纺锤形”发展模式。

Twelve universities present a "spindle" university development model: Pompeu Fabra University, University of Luxembourg, University of Macau, Macau University of Science and Technology, Ticino University, Western Sydney University, Aalborg University, University of the United Arab Emirates, Bournemouth University, Deakin University, Bond University, Sharjah University. Among them, there are 5 universities in Europe, 4 universities in Asia, and 3 universities in Oceania (Australia). They are also in the multi-age group. The average school age is 37 years old and 4 universities close to or equal to 50 years old are in this group. This group of universities has such characteristics: first, the common appearance is similar to the "spindle" with "thick and sharp ends in the middle", and the data show that the "citation" and "international vision" at the upper and lower ends score high or even very high; second, the performance of "teaching", "research" and "industrial income" in the middle is much inferior to that in the two dimensions at both ends, but each school has its own characteristics: for example, the "industrial income" of the University of the United Arab Emirates is relatively good (with a score of 72.5 points), the "research" of Aalborg University is good (with a score of nearly 58 points), and the "teaching" of the University of Luxembourg is brilliant (about 50 points); third, there is no obvious difference in the size of the "spindle", which is due to the uneven performance of each school in the five dimensions of analysis. On the whole, from the characteristics of the data presentation from 2019 to 2023, it is found that young universities with a "spindle-shaped" development model have certain stability characteristics in their respective development processes, mainly "holding" in the paper "citation" and Achievements in the two dimensions of "international vision. According to the total score data in 2023, the universities in the middle and back stages (7th and 9th to 19th) of the 19 young research sample universities in the world all show a "spindle-shaped" development model.

为了增强对前文研究得出的世界年轻研究型大学呈“谷仓形”和“纺锤形”两种发展模式的科学性，本研究采用K-means聚类方法对19所样本大学在论文引用、产业收入、国际视野、研究、教学等5个维度上的表现进行归类，最终得到两组聚类中心，(见表2)分别进入此两个类型的大学与图7所示的呈两种模式的大学相同。K-means法得出的聚类中心本身就清晰地表达了两类大学之间的差异。比较来看，类型1对应着“谷仓形”，呈现这种发展模式的大学在5个分析维度上的表现相对均衡；类型2对应“纺锤形”，呈现这种发展模式的大学具有“高引用、高国际化”的特色。

In order to enhance the scientificity of the two development models of "barn-shaped" and "spindle-shaped" of the world's young research universities obtained from the previous study, this study uses K-means clustering method to classify the performance of 19 sample universities in five dimensions, including paper citation, industrial income, international perspective, research and teaching, and finally obtains two groups of clustering centers, (See Table 2) Entering these two types of universities respectively is the same as the universities in the two modes shown in Figure 7. The cluster centers derived from K-means method clearly express the differences between the two types of universities. In comparison, type 1 corresponds to "barn-shaped", and the performance of universities presenting this development model is relatively balanced in five analytical dimensions; type 2 corresponds to "spindle-shaped", and the universities presenting this development model have the characteristics of "high reference and high internationalization.

本研究最终发现世界年轻研究型大学的发展模式有两种，分别为“谷仓形”和“纺锤形”。尽管中国香港2所大学、韩国2所大学呈“谷仓形”发展模式，中国澳门2所大学、阿联酋2所大学、澳大利亚3所大学呈“纺锤形”发展模式，尽管呈“谷仓形”发展模式的大学稍偏年轻，呈“纺锤形”发展模式的大学稍偏年长，但只能说，世界年轻研究型大学的发展模式并不具备地域分布和校龄段分布的特征。比较来看，亚洲国家的高等教育改革相比欧洲来说更为积极主动，欧洲高等教育发展有可能处于更为成熟与饱和的状态中。

This study finally found that there are two development models of young research universities in the world, namely "barn-shaped" and "spindle-shaped". Although two universities in Hong Kong, China and two universities in South Korea show a "barn-shaped" development model, two universities in Macao, China, two universities in the United Arab Emirates and three universities in Australia show a "spindle-shaped" development model, although the universities in the "barn-shaped" development model are slightly younger and the universities in the "spindle-shaped" development model are slightly older, we can only say that, the development model of the world's young research universities does not have the characteristics of geographical distribution and school age distribution. In comparison, the reform of higher education in Asian countries is more proactive than that in Europe, and the development of higher education in Europe is likely to be in a more mature and saturated state.

五、研究结论和对大学排名指标的反思

5. Research Conclusions and Reflections on University Ranking Indicators

中国新建研究型大学的积极性很高，在21世纪第二个25年里还会持续。本研究呈现了世界年轻研究型大学的发展状况及其模式，我们需要博采众长，认真学习和借鉴他国建设年轻研究型大学的经验。本研究发现可在如下三方面回应开篇提问，并对大学排名指标进行三点反思。

The enthusiasm for new research universities in China is very high and will continue in the second quarter of the 21st century. This study presents the development status and model of the world's young research universities. We need to learn from the strengths of others and learn from the experience of other countries in building young research universities. This study finds that the opening questions can be answered in the following three ways, and three reflections on university ranking indicators can be made.

(一)研究结论

(I) research conclusion

1. 快速发展的年轻研究型大学不仅出现在中国，也出现在其他国家，但其发展活跃度具有国别差异，如亚洲的中国、韩国和阿联酋、大洋洲的澳大利亚的积极性很高，欧洲的荷兰、西班牙、德国、卢森堡、瑞士、丹麦和英国的积极性较高。南美洲、北美洲和非洲国家的积极性不高，也许是因为它们的年轻大学在THE数据库中呈现不够好，当用共同标准衡量时没有大学入选。这样看来，年轻研究型大学的建设与发展尚未在世界范围形成竞争态势，只是在亚洲、欧洲和大洋洲的某些国家呈现繁荣景象。这说明，新建研究型大学的积极程度与高等教育系统发展的饱和度、高等教育财政的充足度、适龄人口的峰谷变化、国际学生的流入流出等因素相关。

1. Fast-growing young research universities appear not only in China, but also in other countries, but their development activity varies from country to country, such as China, South Korea and the United Arab Emirates in Asia, Australia in Oceania, and the Netherlands in Europe., Spain, Germany, Luxembourg, Switzerland, Denmark and the United Kingdom are more active. Countries in South America, North America and Africa are less motivated, perhaps because their young universities do not appear well enough in the THE database and no universities are selected when measured by common standards. In this way, the construction and development of young research universities has not yet formed a competitive situation in the world, but has shown prosperity in some countries in Asia, Europe and Oceania. This shows that the positive degree of the new research university is related to the saturation of the development of the higher education system, the adequacy of higher education finance, the peak and valley changes of the school-age population, and the inflow and outflow of international students.

2. 快速发展的年轻研究型大学呈现“谷仓形”和“纺锤形”两种发展模式。同一洲域的大学不具有相同的发展模式，但在同一国家或同一地区具有一定的共性。对于这些建校历史短于50年的年轻研究型大学来说，若以十年为一段生命周期，本研究的研究结果不支持居于相同生命周期的大学具有相同发展模式的判断；也不存在建校时间越长，大学发展越好的判断。所以，年轻大学不必担心因年轻做不到快速进步，也无需背上历史短不能创造办学奇迹的包袱。校史最长的大学不一定就是某洲或某国成就最大的大学。

2. The rapid development of young research universities presents two development models: "barn-shaped" and "spindle-shaped. Universities in the same continent do not have the same development model, but they have certain commonalities in the same country or region. For these young research universities with a history of less than 50 years, if ten years is taken as a life cycle, the results of this study do not support the judgment that universities living in the same life cycle have the same development model; there is no judgment that the longer the school is established, the better the university will develop. Therefore, young universities do not have to worry about being young and unable to make rapid progress, nor do they have to carry the burden of short history and unable to create miracles in running schools. The university with the longest history is not necessarily the most accomplished university on a continent or in a country.

3. 几乎所有的年轻研究型大学都重视论文引用和国际视野，此两个维度同时是研究型大学的群体追求。只有为数不多的几所样本大学重视来自产业的收入，且它们都排在世界年轻研究型大学的前列，(见图1)这就形成一种新现象：重视来自产业的收入是大学与社会之间关系发展的一种趋势。韩国的2所样本大学给我们一个新的范例，用大学与产业的良好关系弥补它们在国际化表现上的不足。本研究最重要的发现是所有的样本大学不大重视教学(指THE指标中的教学得分不高)，也并不是具有教育传统的历史越长的大学其教学成就越高。这种对教学的重视不够正是全球研究型大学，无论年轻还是年长，都需要尽快改变的，也给新建的研究型大学的快速成长提供了超越传统大学的机会。

3. Almost all young research universities attach importance to paper citation and international vision, and these two dimensions are the group pursuit of research universities at the same time. Only a few sample universities attach importance to income from industry, and they are all in the forefront of the world's young research universities (see Figure 1), which forms a new phenomenon: attaching importance to income from industry is a trend in the development of the relationship between universities and society. The South Korea two sample universities give us a new paradigm to make up for their lack of international performance with the good relationship between universities and industry. The most important finding of this study is that all the sample universities pay little attention to teaching (referring to the teaching score in the THE index is not high), and it is not that the longer the history of education tradition, the higher the teaching achievement. This lack of emphasis on teaching is what global research universities, young and old, need to change as soon as possible, and it also provides opportunities for the rapid growth of newly-built research universities to surpass traditional universities.

(二)对大学排名指标的反思

(II) Reflection on the Index of University Ranking

本研究以教学、研究、引用、产业收入和国际视野作为世界年轻研究型大学发展状况的分析维度，这是以THE世界年轻大学排名指标为基础的。作为研究者，需要对排名指标及其相关问题进行相应的反思。

This study uses teaching, research, citation, industry income and international perspective as the analytical dimensions of the development of the world's young research universities, which are based on the THE Young World University Ranking Index. As a researcher, we need to reflect on the ranking index and its related issues.

1. 大学不能应对排名指标运行。一是指标难以表达大学发展的真实内涵。如本研究所用的“教学”维度的内涵就不能涵括大学教学的内在，“产业收入”维度的内涵也不能表明大学与产业间的关系以及大学履行社会服务职能的内在。二是指标都是量化的，必须把非量化的材料——如大学理念与精神、学风与教风等——转换成量化数据，这种转换产生失真，失去的可能是“大学的魂”。所以，如果应对大学排名指标运行大学，就会被不科学、非完整的指标“牵着鼻子走”，就会“失去大学的灵魂”。

1. Universities cannot run against ranking indicators. First, it is difficult for indicators to express the true meaning of university development. For example, the connotation of the "teaching" dimension used in this study cannot cover the inner part of university teaching, and the connotation of the "industry income" dimension cannot indicate the relationship between university and industry and the inner part of the university's performance of social service functions. Second, indicators are quantitative, and non-quantitative materials-such as university philosophy and spirit, style of study and teaching style, etc.-must be converted into quantitative data. This conversion produces distortion and may lose the "soul of the university". Therefore, if you run universities in response to university ranking indicators, you will be "led by the nose" by unscientific and incomplete indicators, and you will "lose the soul of the university".

2. 必须考虑排名指标背后的大学运行规律。如本研究所用的“国际视野”维度，已成为年轻大学跻身顶尖大学行列的“机会性”指标，用此作为分析维度的目的，并非为了达到几个比重，而是要提高大学的国际知名度，扩展现代大学的办学视野和“朋友圈”，并与他人并行在“世界前沿”；“产业收入”也如此，其目的并不是为了得到来自产业收入的本身，在大学已走上社会、紧密连接科技的今天，其发展的生命力与大学和产业间的关系密切相关。

2. It is necessary to consider the university operation law behind the ranking index. For example, the "international vision" dimension used in this research has become an "opportunistic" indicator for young universities to rank among the top universities. The purpose of using this as an analytical dimension is not to achieve a few proportions, but to improve the international reputation of the university., Expand the school-running vision and "circle of friends" of modern universities, and be at the "forefront of the world" in parallel with others; the same is true of "industrial income, its purpose is not to get the income from the industry itself. Today, when the university has entered the society and is closely connected with science and technology, the vitality of its development is closely related to the relationship between the university and the industry.

3. 大学的改革创新要走在指标变化的前面。从2024年起，THE世界大学排名和年轻大学排名的指标体系有了变化：“教学”维度未变；“研究”维度改变成“研究环境”维度但内涵未变；“产业收入”维度改变成“产业”维度并将“引用大学论文的国际专利数”并入内涵中，同时提高了“产业”维度的权重；“国际视野”维度中增加了“出境交换生”内容但暂未给出权重；最重要的是将以前的“引用”维度改变成“研究质量”维度，除保持用引文影响力指数(FWCI)之外，增加了“研究实力、研究优秀表现(优秀论文数)、研究影响力(被重要论文引用的数量)”。尽管THE在排名指标上的改变实属不小，但还有待于进一步的研究和调整。这就需要众多的大学实行改革与创新，用其实践案例来丰富大学发展理论，推进世界大学发展评价上的创新。

3. The reform and innovation of universities should be ahead of the changes in indicators. From 2024 onwards, the index system of THE World University Ranking and Young University Ranking has changed: the "teaching" dimension has not changed; The "research" dimension has changed to the "research environment" dimension but the connotation has not changed. The "industry income" dimension has changed to the "industry" dimension and the "number of international patents cited in university papers" has been incorporated into the connotation, while the weight of the "industry" dimension has been increased; the content of "outbound exchange students" has been added to the dimension of "international vision" but no weight has been given yet. The most important thing is to change the previous "citation" dimension to the "research quality" dimension. In addition to maintaining the citation influence index (FWCI), "research strength, excellent research performance (number of excellent papers) and research influence (number of important papers cited)" have been added ". Although the change in the ranking index of THE is not small, it still needs further research and adjustment. This requires many universities to implement reform and innovation, enrich the theory of university development with their practical cases, and promote the innovation of the development evaluation of the world's universities.

我们已经进入社会变革的新时代，已处在由新的国际政治、经济、科技提出挑战的环境中，人工智能已对人类命运共同体的生存和发展提出了近乎全面的挑战。研究型大学的重要使命“知识生产”的模式一再发生变革，大学与政府、与广大民众、与产业之间的关系也一再发生改变。全球高等教育机构，特别是大学，更特别是研究型大学(含年轻研究型大学)，都面临着“重新洗牌”的可能，其结果又会出现不同的大学发展状况、不同的大学发展模式。

We have entered a new era of social change, and we are in an environment challenged by new international politics, economy, and technology. Artificial intelligence has posed a nearly comprehensive challenge to the survival and development of a community with a shared future for mankind. The mode of "knowledge production", the important mission of research universities, has changed again and again, and the relationship between universities and the government, the general public, and industry has also changed again and again. Global higher education institutions, especially universities, and more especially research universities (including young research universities), are facing the possibility of "reshuffling", and the result will be different university development conditions and different university development models.

需要交代的是本研究存在的局限。尽管笔者坚持认为THE排名指标及其权重尚需完善，所有大学都不能按照其排名指标办学，不能依照大学的排名目标来定位发展，但为了得到世界年轻大学的发展状况，本研究不得不借用THE世界年轻大学的公开数据。

The limitations of this study need to be explained. Although the author insists that THE ranking index and its weight still need to be improved, all universities can not run schools according to their ranking index, and can not be positioned according to the university's ranking target, but in order to get the development of the world's young universities, this study has to borrow the public data of THE world's young universities.

(感谢南方科技大学周垚和杨松楠的帮助。)

(Thanks to Zhou Yao and Yang Songnan of Southern University of Science and Technology for their help.)

【沈红，南方科技大学高等教育研究中心主任、讲席教授】

Shen Hong, Director and Chair Professor, Higher Education Research Center, Southern University of Science and Technology]

原文刊载于《中国高教研究》2025年第8期

The original text is published in China Higher Education Research, No. 8, 2025.