Intellectual property: what do teachers and students know?

Sinergija, 2020

Modern times place great emphasis on works created as a product of the intellectual work of individuals or groups. At the same time, there is an increasing abuse of both intellectual property rights and the degree of protection that intellectual property offers. The educational process as well as the scientific research work which is an integral part of the educational process in many cases form the basis for the emergence of new intellectual works. The acts thus created remain in most cases the intellectual property of the educational institutions within which they were created. The degree of protection introduced in this way is also a restriction for the people who worked to develop the work in question. It is for these reasons that the aim of this paper is to look at the position of intellectual property created in the education system, as well as the advantages and disadvantages of such works.

J. Inf. Law Technol., 2006

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...

Advanced Methodologies and Technologies in Modern Education Delivery, 2019

Intellectual pursuit and the recognition of ideas is a central concept. Copyright attempts to protect the rights of intellectual creators while balancing those rights with the needs for access. As technologies have expanded, and their production has become more sophisticated, the legal regulations surrounding their use have become more complex. With the advent of interactive social media and increased resource sharing, as well as growth in distance learning opportunities, complying with the legal use of information technology can be daunting. In any case, leaders and other educators should be aware of the more important aspects of technology-related copyright laws and regulations. This chapter provides an overview of copyright law and fair use for educational research purposes. It explains different options for intellectual production and sharing, and notes administrative actions to support copyright compliance.

paper describes the needs to bust the awareness of the intellectual property rights (IPRs) in the engineering and science students. The different type of IPRs, their protection laws, safeguard from infringement and difference of fair and unfair use of available prior art is described. The paper includes needs and matters of IPR courses in curriculum. The different sources of learning of IPR online and offline are also described.

This paper examined Postgraduate Students’ awareness and perceptions of Intellectual Property (IP) mechanisms and Intellectual Property Rights (IPRs) using the Benue State University’s Centre for Food Technology and Research (CEFTER) in Nigeria as the plot for the empirical research. The Research was anchored on the assertion that, universities have critical roles to play in providing the skills needed for innovations as the world migrates towards knowledge driven economy by which Universities practicalise their institutional capacities to convert knowledge and information into tangible economic assets. In this environment, critical stakeholders such as postgraduate students, lecturers and indeed the administration must have fair amount of awareness or knowledge of IPRs. In this paper, efforts were made to identify the level of awareness, modes of acquiring the knowledge of IPRs, questions of ownership of IP, conditions of patentability, licensing and commercialisation and IPRs policy considerations at the University. The empirical data were collected through questionnaire and interview method. A total of 115 questionnaires were distributed among the Nine (9) accredited programmes comprising 21.8% of doctorate (PhD); 69.0% of Masters ( MSc) degree and 9.2% of Postgraduate Diploma (PGD) research students of the Centre. Eighty-Seven (87) representing (75.65%) were received. The findings demonstrate that, majority of the postgraduate students representing 25.3% (strongly agreed) 2.3% (strongly disagreed) 63.2% (Agreed) 9.2% (disagreed) indicating passive understanding of the IP system which they acquire through an informal and adhoc gathering processes than through a formal learning process that, can lead to the desired spin-offs that can help to create an emerging innovative business sector. The result equally found that, Benue State University do not have a well defined IPRs policy as advocated by World Intellectual Property Organisation (WIPO) and National Office of Technology Acquisition and Promotion (NOTAP). These scenario has created a weak policy base that is in itself inhibitive of an effective IP system. The result calls for the need of the training aspect through a differential approach and needs of interest. That the University and the Centre should develop a holistic IPR policy on ground and the curriculum of the programmes tailored towards enriching the students’ knowledge of IP awareness for increased productivity and improved relevancy of achieving the desired results of postharvest losses prevention. The University should as a matter of urgency adopt an IPRs policy that will determine in clear terms, critical issues of IP ownership right, right to commercialisation and IP income sharing schemes among the stakeholders so as to avoid future possible litigations. Keywords: Right, Ownership, Patentable Inventions, Commercialisation, Publicly Funded Research, Postgraduate Students, Centre for Food Technology and Research (CEPTER), Benue State University.

Journal of Technology Management & Innovation, 2012

"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."

Principles and Methods

Reuters. No Claim to Orig. US Gov. Works. tellectual property protection and enforcement. [FN11] *857 The two technology fields that have offered the most significant challenges for international intellectual property policy development are digital technology and biotechnology. For example, even as the TRIPS Agreement was being finalized, the Internet and biotechnology revolutions were gathering force, leading many commentators to criticize the TRIPS Agreement as an essentially backward-looking document that largely failed to address emerging technologies and associated intellectual property issues. [FN12] TRIPS did, of course, specify: (1) that computer programs are to be protected as literary works under the Berne Convention; [FN13] (2) that databases which by reason of the selection or arrangement of their contents constitute intellectual creations are to be protected as such; [FN14] (3) that microorganisms and microbiological processes are patentable subject matter; [FN15] and (4) that plant varieties are to be protected either by patents or by an effective sui generis system or by any combination thereof. [FN16] At the same time, however, the TRIPS Agreement left unanswered many of the emerging intellectual property questions being spawned by the digital and biotechnology revolutions. Just two years after the TRIPS Agreement was adopted, for example, the WIPO found it necessary to convene an international conference to address the digital revolution by drawing up a new pair of treaties, the WIPO Copyright Treaty [FN17] and the associated WIPO Performances and Phonograms Treaty. [FN18] The WIPO Copyright Treaty made it clear that computer programs are literary works under the Berne Convention; [FN19] recognized an exclusive rental right for computer programs, cinematographic works, and works embodied in phonograms; [FN20] and explicitly recognized an exclusive right to authorize communication to the public of a copyrighted work by wire or wireless means. [FN21] It also imposed two new "para-copyright" obligations to prevent circumvention of effective technological measures to prevent unauthorized use of copyrighted works and to provide effective remedies against the knowing removal or alteration of any electronic rights management information *858 (including terms and conditions of use of the work) without authorization. The WIPO Performances and Phonograms Treaty created similar "para-copyright" obligations with respect to phonograms. [FN22] The WIPO also considered, but ultimately decided not to adopt, a proposed database protection treaty modeled on the European Union Database Directive, which mandates the creation of a new sui generis form of intellectual property protection for databases. [FN23]

International Journal of Academe and Industry Research

The study aimed to determine the level of students’ awareness regarding intellectual property rights at one state university in the Philippines. This study used the descriptive research method, employing the online instrument distributed to the 506 students from different colleges. The study used a modified adapted survey questionnaire. Descriptive statistics was used such percent, mean, frequency count, and inferential data using the Kruskal Wallis H-Test. The study revealed that the respondents were aware of the aspects of copyrights, patents, trademarks, industrial designs and geographical indications. However, the respondents were neither aware nor unaware on the aspects of the utility model. Moreover, the study revealed significant difference in the level of students’ awareness when grouped according to different IP rights. Therefore, full awareness on the intellectual property rights is vital as there are implications on the protected materials, works and inventions that may l...

Industry and Higher Education, 2004

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, self-managed learning activities work with assessment strategies to achieve new independent learning outcomes.

2005

The evolving legal environment surrounding intellectual property (IP) and its impact on information systems, especially involving electronic commerce, and the type of education and training provided by management information systems (MIS) faculty to MIS students is a relationship that has not been investigated. Although organizations are confronted with IP infringement actions dealing with copyright, trademark, and their relationship to information systems, these issues are not adequately dealt with in MIS courses and programs today. These include improper posting of copyrighted material onto Web sites, improper use of metatags, and inappropriate deep linking and framing. Metatags, linking, and framing are often integral components of e-commerce and web development coursework. Using the Theory of Planned Behavior (TPB), this study surveyed 122 MIS academics to ascertain their intentions to incorporate these IP concepts into their MIS courses. The results strongly support the TPB constructs regarding faculty members' intentions to incorporate these issues. Follow-up contacts with a number of respondents also showed very strong support for academics actually incorporating these issues into their coursework.