Teaching intellectual property to non-law students

Soetendorp, Ruth

doi:10.1017/cbo9781139168687.011

Cited by 4 publications

(5 citation statements)

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“…This new scenario has come to impact, then, on the curricular content of IP teaching programs (Amorim-Borher et al, 2007). Soetendorp (2008) reinforces this perception and shows that there is an international demand for graduates able to capitalize on knowledge, and that the most frequent questions that academics ask when they begin to think about the inclusion of IP education in the curricula of courses other than law courses, are : Why teach? Who to teach?…”

Section: Introductionmentioning

confidence: 86%

The Challenges of Teaching and Training in Intellectual Property

Gimenez

Bonacelli

Carneiro

2012

Journal of Technology Management & Innovation

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The article discusses the challenges of teaching Intellectual Property (IP) in the University of Campinas (Unicamp, Brazil), with reference to the data obtained from a large survey and analysis of the disciplines offered in the undergraduate, graduate and university extension courses, and interviews with professors responsible for these courses and disciplines. The results indicate that although Unicamp has a prominent role in promoting innovation, occupying the second position in the ranking of the largest depositors of patent applications in Brazil, the teaching of the subject in the institution still relies on individual initiatives of the professors themselves, being exclusively dependent on the interest and skills of these individuals rather than a more general orientation of the university. The discussion closes with some observations as to how education and training in IP could be improved, in an attempt to convert them into instruments conducive to the promotion of innovation within nations.Keywords: intellectual property rights; 21st university century; national innovation system; knowledge society. However, the establishment of a culture of intellectual property, either at country level, or at the level of educational institutions depends on the level of awareness of the importance of valuing creative ideas, the importance of respecting property rights of third parties, of the possibility of the economic exploitation of research results, as well as the teaching of IP.Research conducted by Dalmarco et al (2011) points out that although some Brazilian universities are protecting the results of their research through patenting, questions remain which need to be clarified and that relate to higher closer relations with industry, especially in refers to the activities of technology transfer. This is because the authors believe that the offices of technology transfer (OTT) of universities still lack a managerial level able to make the most of all the benefits of the inventive activities performed. Accordingly, Rojas (2007) argues for the need of institutions to make efforts to establish coherent policies related to the implementation of the management of research results, particularly with regard to the actions of technology transfer. The author believes that it is necessary to establish guidelines for seizing the value of what is generated internally.It is clear, therefore, that all issues previously raised are necessarily the culture of IP, including the training of human resources for the confrontation of the issue, both within the university (IP policy management of the institution), as outside (preparation of human resources for the market, for example).Therefore, this article presents the current situation regarding the teaching of intellectual property in one of the most important universities in Brazil, the University of Campinas (Unicamp). This is a research university, given its profile of a university with more graduate than undergraduate courses and students, a fact that suggests a strong...

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Section: Introductionmentioning

confidence: 86%

The Challenges of Teaching and Training in Intellectual Property

Gimenez

Bonacelli

Carneiro

2012

Journal of Technology Management & Innovation

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“…IP plays an important role in various disciplines, from mechanical engineering, biotechnology to fashion. There is a demand in the labour market for workers who have a high level of awareness and competencies in intellectual property field (Soetendorp 2008). Along with other factors (such as legal and fiscal frameworks, the state of science and technology, etc.…”

Section: Introductionmentioning

confidence: 99%

“…Higher education (HE) institutions are frequently positioned at the crossroads of research, education, and innovation and their goal is to produce a competent workforce. Therefore, Soetendorp (2008) argues that intellectual property education is relevant for students at all levels and from all disciplines. Educators should not only promote awareness of the IP rights themselves, but also teach better management of these rights in contracts, agreements, and workflows in 1…”

Section: Introductionmentioning

confidence: 99%

Untitled

2022

RRBSI

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Introduction. The paper presents some findings of the Erasmus+ project IPEDU, which aims to include intellectual property education, more specifically industrial property, in the curriculum of technical universities, through training the teaching, support staff and librarians. We present selected results of the first two project stages for Slovenia, which is one of the project partners. Methods. Initial stages of the project assess the current level of inclusion of industrial property topics into higher education curricula and labour market needs. Samples include Slovenian technical sciences faculties, and employers of technical profiles with needs for industrial property knowledge. Online surveys are used for data collection. Results. General, not positive, alignment was found in terms of expected competencies: Companies do not place high priorities on industrial property competencies of their non-law employees. Furthermore, many higher education institutions do not include these topics in their teaching. Industrial property teaching is needed, but not done, which implies the need for educatorsemployers dialogue. A relatively traditional image of libraries emerges, as they are usually not involved in teaching. This provides an excellent opportunity for libraries to evolve and become more proactive. Conclusions. Our findings offer a valuable contribution to the planning of a systematic and holistic intellectual property curriculum for technical studies within the European Union.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Information needs and practices in teaching and using industrial property for nonlawyers in Slovenia

Tjaša,

Polona,

Švab

2022

RRBSI

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"Introduction. The paper presents some findings of the Erasmus+ project IPEDU, which aims to include intellectual property education, more specifically industrial property, in the curriculum of technical universities, through training the teaching, support staff and librarians. We present selected results of the first two project stages for Slovenia, which is one of the project partners. Methods. Initial stages of the project assess the current level of inclusion of industrial property topics into higher education curricula and labour market needs. Samples include Slovenian technical sciences faculties, and employers of technical profiles with needs for industrial property knowledge. Online surveys are used for data collection. Results. General, not positive, alignment was found in terms of expected competencies: Companies do not place high priorities on industrial property competencies of their non-law employees. Furthermore, many higher education institutions do not include these topics in their teaching. Industrial property teaching is needed, but not done, which implies the need for educators-employers dialogue. A relatively traditional image of libraries emerges, as they are usually not involved in teaching. This provides an excellent opportunity for libraries to evolve and become more proactive. Conclusions. Our findings offer a valuable contribution to the planning of a systematic and holistic intellectual property curriculum for technical studies within the European Union."

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Teaching intellectual property to non-law students

Cited by 4 publications

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The Challenges of Teaching and Training in Intellectual Property

The Challenges of Teaching and Training in Intellectual Property

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Information needs and practices in teaching and using industrial property for nonlawyers in Slovenia

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