مدل IPRinternalise ™ - یکپارچه سازی حقوق مالکیت معنوی در آموزش های فنی
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|16704||2008||5 صفحه PDF||سفارش دهید||2768 کلمه|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : World Patent Information, Volume 30, Issue 3, September 2008, Pages 220–224
The present model “IPRinternalise™” seamlessly integrates Intellectual Property Rights (IPR) in technical education, primarily in India, by incorporating the IPR process in all student projects from a very early stage so that the students get exposed to the significance of prior art searches, analysis of prior art in the context of the problem they are solving, developing solutions that are novel, have tailored inventive steps and are useful. Such an approach value adds to the “learning” ability of the students and instills in them ethical values and trains them to observe, critically analyse and provide innovative solutions thereby making their educational process substantially comprehensive. The model “IPRinternalise™” also provides a sustainable, cost effective and scalable process for the creation of a critical mass of networked IP literate personnel who are trained to work in “Communities of IP Practices”.
Education is a process for the development of evergreen minds with the ability to perceive the future, learn continually from the exhaustive global knowledge bank and innovate to meet evolving needs of society. The eastern system of education has always propagated “a learning based” educational process as opposed to “teaching based” approach as is practiced in various countries. The present work explores an approach to seamlessly integrate the IPR process in a formal technical educational system, structured in a manner to make IPR a way of enhancing their skills and learning abilities without subjecting them to IPR courses in addition to their technical courses. Several authors have discussed varying approaches to introducing IP in technical education. Hennessey  proposed models such as the case method, problem solving method, simulation model, clinical method and doctrinal method. Kaplan and Kaplan  and Soetendrop, McLaughlan, Roach, and Childs  have proposed and designed IP courses for non-lawyers as a formal part of their technical education and implemented them through interdepartmental collaborative efforts.