تجزیه و تحلیل پیوسته برای تحصیلات مالکیت معنوی

As the knowledge economy rapidly increases, intangible assets are more valuable to businesses and valuing them attracts much research from the field of technology management. Intangible assets include intellectual capital and intellectual property. To ensure that science students have the skills that match the information resources they will use as professionals, patent searching must become part of their information literacy instruction. This article is to design guidelines for intellectual property (IP) education from the perspective of the researchers and employees in university, private and public institution researchers and others. Applying conjoint analysis, this study shows not only the relative importance of the attributes related to IP education but also the most important conditions of the education. It is expected that this study may help to develop IP curricula in academia in Korea and elsewhere.

Intellectual property rights (IPRs) can be highly valuable and play a key role in many fields of business. At first IPR evaluation was concerned with brand valuation. Recently, the concern about IPR has broadened to include all intangible assets. With the increasing importance of knowledge, private firms and public institutions such as universities, colleges and research institutes have discovered the importance of intellectual property rights (IPR) and their protection. The subject of IP protection ceased to be the exclusive domain of legal departments and became a daily preoccupation of CEOs in many industries. This sudden attention followed from the realization that the value of IP of a typical firm rose in many industries substantially higher than the value of its other assets. Even though the average difference between the market value and the value of assets declined in the aftermath of the stock market bubble, it remains important [1]. Some pioneering companies have publicly announced the adoption of a strategic approach to managing intellectual capital, and mostly have been successful in their business. For example, Dow Chemical estimates that it achieves tax savings of over USD 8 million annually by applying intellectual capital management to its patent holdings [2]. The need to create IP culture at the level of higher education, create teaching materials, educate the broader business community and improve training in IPRs is emphasized in the recommendations of the European ETAN expert working group [3]. As an increasing number of IP-aware graduates leave educational institutions, they will hopefully influence the way in which companies approach IP and patenting, which in turn will affect the way in which patent agents and attorneys conduct their business. With this background, the main purpose of this paper is to conduct conjoint analyses in order to find important features of IP training course. We examine the preferences of various groups (private institutions, public institutions and university employees). The organization of this study is as follows. The background of IP expert training course for new trainee is presented in Section 2. Conjoint analysis and the results of our analyses are shown in Section 3. Finally, conclusions of this study are given along with suggested directions for future work in Section 4.

With the increasing economic importance of knowledge, it is not surprising that IP in general and patents in particular are an increasingly valued industry asset even in academia. In this study, we conducted a conjoint analysis in order to derive preferred conditions for intellectual property education. For our conjoint analysis, we considered five attributes, and estimated part-worth of each level associated with individual attribute. This approach can be used to set up efficiently intellectual property education for different groups. When suitable IP education is conducted for each group, intellectual property can be more effectively managed to optimize its ultimate added value. The result of conjoint analysis shows that the Education fee is the most important attribute. On the other hand the Education method attribute is a less important factor than the others. According to the detailed analysis by respondents’ subgroup, there are important differences among university employees, private and public institutions and others. The results of the study show not only the relative importance of the attributes related to IP lecture contents but also the preferred educational conditions. In order to reconcile disputes involved in intellectual property education, this study notes important factors for making intellectual property education programmes. Both public and private institution researchers are sensitive to the educational fee and they prefer to pay a lower educational fee. When they take intellectual property programmes for R&D, a low education fee needs to be prioritized. On the other hand, university employees think that the lecture content is the most important attribute and they prefer IPR process to be included. They recognize that IP concept in their research and development steps is an important factor in a university. Our study explored the optimal design based on conjoint analysis under the relatively immature Korean system. As this system gets stabilized, preferences can change. In addition, the intellectual property curriculum exists in various areas and with numerous educational institutions in the world. Therefore, future work needs to include analyzing various educational curricula and new conjoint analysis would be needed as the current system gets stabilized.