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

Patenting insurance related business methods: predictability and risk

This paper raises and responds to questions concerning the patentability of business method patents. It explores the utility of patent applications in informing business method innovators of the risks associated with using the patent system. The insurance industry was chosen since its survival depends on an ability to adapt rapidly in the face of unrelenting, unpredictable change. Inventive changes in the insurance industry include new business models and e-business technologies to improve operating efficiency or to build customer focus. Using the European Patent Office's esp@cenet free patent database, a sample of patent applications for insurance industry innovations was retrieved. The paper then analyses the information contained in the patent application documents. A patent application requires public description of the invention in full enough detail to enable a person familiar with that business to produce it. If the application is successful, a granted patent gives the owner the valuable commercial advantage of a 20-year monopoly. If unsuccessful, the applicant will have disclosed the innovation to competitors

The strategic use of business method patents: a pilot study of out of court settlements

A patent is an exclusive right preventing the use or exploitation of an invention by others than the owner of the patent. A patent can be accurately described as a statutory monopoly within the scope and the jurisdiction of its grant. Proprietary positions in electronic commerce are particularly critical because of the low barriers to entry in the digital environment, and the huge potential value buried in reengineering supply chains and direct retailing services

Food for engineers: intellectual property education for innovators

Intellectual property competence can assist individuals and organizations to capitalize on opportunities presented by accelerating developments in the knowledge economy. Engineers translate ideas into concrete solutions, which are frequently useful and commercially valuable, if the intrinsic intellectual property has been identified and protected. Professional bodies are beginning to acknowledge the importance of intellectual property competence as an enterprise skill for new graduates. Universities must rethink undergraduate curricula to enhance students' entrepreneurial skills and widen participation, while research strategies must take account of the growing fuzziness of disciplinary boundaries. Where faculties are expected to deliver to new agendas, despite shrinking resources and an overcrowded syllabus, selfmanaged learning activities work with assessment strategies to achieve new independent learning outcomes

Embracing ignorance in Higher Education

Ignorance receives a bad press which it doesn't deserve. Negative and unwarranted associations with stupidity and foolishness can make ignorance a quality from which to shy or for which to apologise particularly when education is on the 'agenda

Engineering enterprise through intellectual property education - pedagogic approaches

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