ecent comparative data on the performance of universities and research institutions in Australia, Canada, USA and UK shows that, from a relatively weak startingposition, the UK now leads on many indicators of commercialisation activity.

When viewed at the national level, the policy interventions of the past decade have helpedtransform the performance of UK universities. Evidence suggests the UK's position is much stronger than in the recent past and is still showing improvement. But national data masks the very largevariation in the performance of individual universities. The evidence shows that a large number ofuniversities have fallen off the back of the pack, a few perform strongly and the rest chase theleaders.

This type of uneven distribution is not peculiar to the UK and is mirrored across other economies. In the UK, research is concentrated: less than 25% of universities receive 75% of the research funding. These same universities are also the institutions producing the greatest share of PhD graduates, science citations, patents and licence income. The effect of policies generating long-term resource concentration has also created a distinctive set of universities which are research-led and commercially active. It seems clear that the concentration of research and commercialisation work creates differences between universities.

The core objective for universities which are research-led must be to maximise the impact oftheir research efforts. These universities should be generating the widest range of social, economic and environmental benefits. In return for the scale of investment, they should share their expertise in order to build greater confidence in the sector.

Part of the economic recovery of the UK will be driven by the next generation of research commercialisation spilling out of our universities. There are three dozen universities in the UKwhich are actively engaged in advanced research training and commercialisation work.

If there was a greater coordination of technology transfer offices within regions and a simultaneous investment in the scale and functions of our graduate schools, universities could, and should, play a key role in positioning the UK for the next growth cycle.

注意：此部分试题请在答题卡2上作答。

57. What does the author think of UK universities in terms of commercialisation?

A)     They fail to convert knowledge into money.

B)      They do not regard it as their responsibility.

C)      They still have a place among the world leaders.

D)     They have lost their leading position in many ways.

58. What does the author say about the national data on UK universities' performance in commercialisation?

A)     It masks the fatal weaknesses of government policy.

B)      It does not rank UK universities in a scientific way.

C)      It does not reflect the differences among universities.

D)     It indicates their ineffective use of government resources.

59. We can infer from Paragraph 5 that "policy interventions" (Line 1, Para. 4) refers to _____.

A)     government aid to non-research-oriented universities

B)      compulsory cooperation between universities and industries

C)      fair distribution of funding for universities and research institutions

D)     concentration of resources in a limited number of universities

60. What does the author suggest research-led universities do?

A)     Publicise their research to win international recognition.

B)      Fully utilise their research to benefit all sectors of society.

C)      Generously share their facilities with those short of funds.

D)     Spread their influence among top research institutions.

61. How can the university sector play a key role in the UK's economic growth?

A)     By establishing more regional technology transfer offices.

B)      By asking the government to invest in technology transfer research.

C)      By promoting technology transfer and graduate school education.

D)     By increasing the efficiency of technology transfer agencies.

  

Part V                                Cloze                                  (15 minutes)

Directions: There are 20 blanks in the following passage. For each blank there are four choices marked A), B), C) and D) on the right side of the paper. You should choose the ONE that best fits into the passage. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.

注意：此部分试题请在答题卡2上作答。

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