Developing the Curriculum for Collaborative Intellectual Property Education

Intellectual property education, i.e. how intellectual property should be taught or more importantly how intellectual property is learnt, is a recent addition to the academic 'intellectual property' agenda. The regulation, acquisition and management of intellectual property rights presents economic, ethical, social and policy challenges across the international academic and business communities. Intellectual property is also the starting point of interesting academic cross-disciplinary collaborations in learning and teaching and in research. It will probably always be primarily a law subject taught by lawyers to law students hoping to practice. At the same time there is a growing array of disciplines demanding an awareness of and a competence in handling intellectual property concepts and regulations. At Bournemouth, we have been teaching IP across the disciplines for more than a decade. Recently, the Higher Education Academy subject centres in Law and in Engineering jointly funded a project to research 'IP for Engineers'. WIPO has begun addressing IP Education in earnest. At an international symposium in July 2005, papers addressed different aspects of IP Education, including Collaboration between Law Faculties and other disciplines. In November 2005, they jointly sponsored a National Conference in China to consider IP Education from primary school thru postgraduate research. IP education beyond the law school raises interesting questions for anyone contemplating teaching this complex law subject to non-lawyers. What constitutes the IP syllabus? Who should be teaching IP? When should it be taught? How should it be taught? What resources should be available? This paper begins to explore some of the answers

The course of lectures on discipline “Intellectual property” (for the 5 year students of the specialty 8.03060101 “Management”)

Затверджено на засіданні кафедри менеджменту інноваційної діяльності та підприємнцтва. Протокол No 1 від 27 серпня 2015 р. Рекомендовано методичною комісією факультету управління і бізнесу у виробництві ТНТУ імені Івана Пулюя. Протокол No 6 від 26 лютого 2016 р.У методичних вказівках, у відповідності до робочої програми, сформовано лекційний матеріал з дисципліни “Інтелектуальна власність” для іноземних студентів спеціальності 8.03060101 “Менеджмент організацій та адміністрування”.Методичні вказівки призначені для допомоги іноземним студентам при вивченні курсу “Інтелектуальна власність”. У методичних вказівках містяться загальні теоретичні відомості, необхідні до вивчення даного курсу. Рекомендовано для іноземних студентів спеціальності 8.03060101 “Менеджмент організацій та адміністрування” з метою закріплення, поглиблення і узагальнення знань, одержаних студентами за час навчання та їх застосування до комплексного вирішення конкретного фахового завдання із дисципліни “Інтелектуальна власність”. Складено з урахуванням робочої програми вивчення курсу, методичних розробок інших вузів, а також матеріалів літературних джерел, наведених у рекомендованій літературі

Managing intellectual capital : individual rights and the public interest

Managing intellectual capital and intellectual property is a challenging task, especially for knowledge-based organisations vested with a public interest. Scientific ethics and freedom of information may clash with copyright law or with other intellectual property enactments, thereby engendering conflicts of interest. International law and treaties make for a complex regulatory framework. World-wide advocacy of the open access principle has led to some statutory changes, but its proponents mostly assume that copyright owners will act voluntarily. The implications for knowledge management are elucidated

Review of EU, national and regional innovation drivers

A policy review of innovation drivers in support of the development of the Regional Innovation Strategy

Creative Challenge research report

The exploratory research tries to understand a tripartite relationship between the academic, the creative industry employer and the student and their expectations within it. The role of the student being an important one here in this mix as a embodying academic education and rigour, but also a potential future employee with appropriate enterprise skills. It further tries to understand how an entrepreneurship programme, such as the Creative Challenge, can add value in this relationship and explore its role. From feedback of those students who have participated in the Creative Challenge, we know that it had a whole range of perceived benefits, including the development of new skills, better learning strategies, increased confidence, a clearer understanding of how their creative skills can potentially be applied in the world outside university. Finally the research touches on the relationship between entrepreneurship education and creative arts education

Evaluation of innovative technology market potential on the basis of technology audit

Enterprise innovation activity supposes coordinated technical and business processes of decision-making and its performance required for successful transformation of new product or service from concept to market. The purpose of this study is to develop valuation methods of innovative technology market potential and prospects of their introduction into the production enterprise activity. In order to achieve this goal, we used brand new evaluation tool, this is technology audit conception, application of which increased significantly the accuracy and reliability of technology market potential evaluation. Clarification of terminological essence of technological audit allowed the authors to discover the content of technology audit components required for the market research and thereupon to develop evaluation mechanism for innovative technology market potential using technology audit. This mechanism is built on structure evaluation table of technology market potential level detection as an object of commercialization. To ensure the efficiency of practical effect of the mechanism proposed, the authors systematized and completed methods of functional analysis and scanning of market environment for the purpose of qualitative comprehensive evaluation and innovative technology market potential forecasting. Introduction of the proposed evaluation method for technology market potential will result in the improvement of efficiency of enterprise innovation activity due to more rational distribution of available resources and immediate financing of developments with greater market potential

Developing strategic learning alliances: partnerships for the provision of global education and training solutions

The paper describes a comprehensive model for the development of strategic alliances between education and corporate sectors, which is required to ensure effective provision of education and training programmes for a global market. Global economic forces, combined with recent advances in information and communication technologies, have provided unprecedented opportunities for education providers to broaden the provision of their programmes both on an international scale and across new sectors. Lifelong learning strategies are becoming increasingly recognized as an essential characteristic of a successful organization and therefore large organizations have shown a preparedness to invest in staff training and development. The demands for lifelong learning span a wide range of training and educational levels from school-level and vocational courses to graduate-level training for senior executive