Engineering faculties, despite shrinking resources, are delivering to new enterprise\ud agendas that must take account of the fuzzying of disciplinary boundaries. Learning and\ud teaching, curriculum design and research strategies reflect these changes. Driven by changing\ud expectations of how future graduates will contribute to the economy, academics in\ud engineering and other innovative disciplines are finding it necessary to re-think undergraduate\ud curricula to enhance students’ entrepreneurial skills, which includes their awareness and\ud competence in respect of intellectual property rights [IPRs]. There is no well established\ud pedagogy for educating engineers, scientists and innovators about intellectual property. This\ud paper reviews some different approaches to facilitating non-law students’ learning about IP.\ud Motivated by well designed ‘intended learning outcomes’ and assessment tasks, students can\ud be encouraged to manage their learning... The skills involved in learning about intellectual\ud property rights in this way can be applied to learning other key, but not core, subjects. At the\ud same time, students develop the ability to acquire knowledge, rather than rely on receiving it,\ud which is an essential competence for a ‘knowledge’ based worker
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