16:I[98943,["/_next/static/immutable/chunks/1fr8y78vgqhs7.js","/_next/static/immutable/chunks/2ikaxs3gohgky.js","/_next/static/immutable/chunks/14i_kotd4x0w2.js","/_next/static/immutable/chunks/31bepzrldb67c.js","/_next/static/immutable/chunks/20hc75vsqmdgo.js"],"SiteShell"] 17:I[83870,["/_next/static/immutable/chunks/1fr8y78vgqhs7.js","/_next/static/immutable/chunks/2ikaxs3gohgky.js","/_next/static/immutable/chunks/14i_kotd4x0w2.js","/_next/static/immutable/chunks/31bepzrldb67c.js","/_next/static/immutable/chunks/20hc75vsqmdgo.js"],"ThoughtArticle"] 1a:I[27201,["/_next/static/immutable/chunks/1fr8y78vgqhs7.js"],"IconMark"] 18:Tdf5,

Today, I would like to delve deeper into some little‑known yet broadly reasonable logics behind the innovation and entrepreneurship competitions I have recently learned about. Take the "Internet Plus" Competition as an example. We often see energetic undergraduate teams brimming with drive on stage, presenting highly creative projects. Yet sometimes we wonder whether their technical depth truly reaches the top professional level. Why, then, do such teams remain the focus and main participants of these competitions?

There lies a very practical reason. Within universities, many faculty and postgraduate teams have built up profound technical expertise, even advancing their work to the pre‑commercialization stage. These teams usually possess mature technologies or products, and their genuine aspiration is to translate such technologies into practical applications, bringing them out of laboratories and into the marketplace. The catch, however, is that these teams may lack marketing expertise, or their time and energy are largely consumed by research itself.

Accordingly, they seek out passionate, dynamic undergraduate teams for what may be termed “project packaging”. This is far more than superficial embellishment; it is a skill that renders projects more accessible and compelling. Undergraduate teams excel at storytelling. They are adept at translating complex technologies into simple, vivid narratives for judges and audiences. They can effectively showcase application scenarios and market potential, allowing experts and investors to recognize project value, while endowing the undertaking with added social significance and commercial appeal.

When such “packaging” succeeds, technically‑proficient postgraduate or faculty teams gain an avenue to better commercialize their technologies. In this process, undergraduate teams form a complementary partnership with faculty and postgraduate researchers. Undergraduates leverage their creativity and presentation skills to draw attention to projects, while postgraduates and faculty provide solid technical foundations, jointly driving projects forward.

This collaborative model functions as a bridge connecting theory with practice, academia with the market, and ideas with execution. Consider postgraduate teams that toil away in obscurity in laboratories for years. Their technologies might hold the potential to shape the future of an industry, yet without proper presentation, these innovations risk being overlooked by the wider world. The involvement of undergraduate teams is akin to fitting these valuable technologies with a pair of wings, enabling them to reach public view.

Beneath these narratives lies a deeper theme of collaboration and diversity. Within such partnerships, every party plays to their strengths: faculty and postgraduates focus on technical depth, while undergraduates channel their energy into creativity and communication. This is no one‑way support, but mutual learning and growth. Undergraduates learn to rephrase sophisticated technical concepts into business‑oriented language, whereas faculty and postgraduates gain fresh perspectives on how their research can align with market realities.

Scientific research supplies the seeds of innovation; business strategies enable these seeds to take root, and effective communication serves as the sunlight that brings everything into full bloom. No participant in this ecosystem — whether technical core members or creative catalysts — is dispensable.

19:Tc8c,

今天，我还想深入探讨一下最近了解到的那些创新创业比赛背后的一些少有人知的但从大层面来说是合理的逻辑。拿“互联网+”比赛来说，我们常常会看到充满活力的本科生团队在舞台上斗志昂扬，他们展示的项目充满创意，但有时我们会怀疑他们在技术深度上似乎并未达到专业的顶尖水平。那么，为什么这些团队还能成为比赛的焦点和主力呢？

这里面其实有一个非常实际的原因。在高校里，有很多老师和研究生团队，他们在技术上已经做得非常深入，甚至达到了商业化前夜的水平。这些团队通常已经有了成熟的技术或者产品，他们真正希望的是能够将这些技术转化为实际应用，让它们走出实验室，进入市场。但问题在于，这些团队可能并不擅长市场营销，或者说，他们的时间和精力更多地被科研本身所占据。

于是，他们会寻找那些充满激情、充满活力的本科生团队来进行所谓的“包装”。这不仅仅是外在的装饰，更是一种使项目更加通俗易懂、更加吸引人的技术。本科生团队擅长的是讲故事，擅长的是将复杂的技术用简单生动的方式呈现给评委和听众。他们能够将技术的应用场景和市场潜力进行有效的展示，这样不仅能够让专家和投资者看到项目的价值，同时也为整个项目增加了一层社会意义和商业潜力的光环。

当这样的“包装”取得成功时，那些在技术上有深度的研究生或老师团队，就能够借此机会将他们的技术更好地转化为商业产品。在这个过程中，本科生团队和研究生、老师团队之间形成了一种互补的合作关系，本科生团队借助他们的创意和表达能力为项目赢得关注，而研究生和老师团队则提供了坚实的技术基础，共同推动项目向前发展。

这种合作模式背后的故事其实就像是一座桥梁，连接了理论与实践、学术与市场、创意与实施。想象一下，有的时候，一个研究生团队可能在实验室里默默无闻地工作了数年，他们的技术或许能够引领某个行业的未来，但如果没有适当的展示，这些创新可能就会被世界遗忘。这时，本科生团队的加入，就像是给这些宝贵技术装上了一对翅膀，让它们飞入公众的视野。

而这些故事中的深层次意义则是关于协作和多元化。在这样的合作中，每个人都能发挥自己的优势：老师和研究生在技术深度上下功夫，而本科生则在创意和表达上发力。这不仅仅是单方面的助力，更是双向的学习和成长。本科生在这个过程中学习到如何将复杂的技术概念转化为商业语言，而研究生和老师也能从中获得新的视角，看到自己的研究如何接轨市场。

科研提供创新的种子，商业策略让这些种子生根发芽，而良好的表达和沟通则是让整个过程开花结果的阳光。这种生态系统中的每个人，无论是技术骨干还是创意发动机，都是不可或缺的。

5:["$","$L16",null,{"children":["$","div",null,{"className":"pb-24 pt-28 md:pt-32","children":["$","$L17",null,{"post":{"id":"t3","slug":"founding-in-public-silence","title":{"en":"Founding in the quiet hours","zh":"在安静的时刻创业"},"excerpt":{"en":"Most of founding is invisible: clarifying the problem when nobody is watching.","zh":"创业的大部分是不可见的：在无人注视时澄清问题。"},"content":{"en":"

People see launches. They rarely see the months of rewriting the sentence that describes why the company exists.

Clarity is a founder skill. So is patience with ambiguity — and the discipline to keep building before the narrative is neat.

I am still learning both.

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人们看到发布。他们很少看到：重写那句“公司为何存在”的数月。

清晰是创始人技能。对模糊的耐心也是——以及在叙事尚不整齐之前持续构建的纪律。

我仍在同时学习这两者。

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