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Business Administration Education; Law Related Education; Undergraduate Students; Films; College Instruction; Experiential Learning; Cognitive Development; Business; Corporations; Web Sites; Course Organization; Course Content; Intellectual Property; Torts; Conflict Resolution; Ownership; Employment; Copyrights; Privacy; Assignments

Abstract:
Aaron Sorkin has a passion for words--his signature movie and television scripts are fast talking, jargon laced, word pictures that are instantly recognizable. "The Social Network," Sorkin's 2011 Academy Award Winning movie about the founding of Facebook, Inc., offers more than just witty banter; it provides an ideal teaching platform for undergraduate business law instructors. The movie's reach extends well beyond intellectual property law, presenting multiple business law and legal environment topics conveniently set in a student-friendly, reality-based, entrepreneurial context. The movie's story makes an ideal foundation for business law or legal environment courses. It can be a challenge to make a business school law course relevant and engaging for the young undergraduate student who is not pursuing legal studies. This article recommends teaching law to undergraduate business students through the lens of one current multidimensional business story already familiar to most undergraduate students: the founding and rise of Facebook. The story is dramatized in the movie "The Social Network" and Part II of this article provides a brief overview of the movie's plot. Part III reviews the pedagogical, experiential learning, and cognitive development theories that support the adoption of "The Social Network" as a course foundation. Part IV of the article describes how the movie and supplemental material can frame and contextualize typical business law and legal environment topics. The article concludes with lessons learned from the first attempt in Part IV and a discussion of exercises and assessments in the Appendices. (Contains 3 tables and 191 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Indicators; Foreign Countries; International Trade; Research and Development; Economics; Science Education; Technology Education; Intellectual Property

Abstract:
This biannual publication provides a set of indicators that reflect the level and structure of the efforts undertaken by OECD member countries and seven non-member economies (Argentina, China, Romania, Russian Federation, Singapore, South Africa, Chinese Taipei) in the field of science and technology. These data include final or provisional results as well as forecasts established by government authorities. The indicators cover the resources devoted to research and development, patent families, technology balance of payments and international trade in R&D-intensive industries. Also presented are the underlying economic series used to calculate these indicators. Series are presented for a reference year and for the last six years for which data are available. These data are also available in an electronic form that includes time series going back to 1981. They are available on the iLibrary under the title "Main Science and Technology Indicators". Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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University Presses; Intellectual Property; College Faculty; Faculty Publishing; Philosophy; Plagiarism; Biographies

Abstract:
Mark Anderson, a professor of philosophy at Belmont University, publishes an account of Nietzsche's life and work. He remembered liking "Friedrich Nietzsche" (Overlook Press, 2005), by the late independent scholar Curtis Cate, so he started rereading that one. But then he had second thoughts. After all, "Friedrich Nietzsche: A Philosophical Biography" (Cambridge University Press, 2010), by Julian Young, was newer, and, what's more, Mr. Young was a philosopher, with a chair at Wake Forest University. To make up his mind, Mr. Anderson ended up reading chapter by chapter in the Young volume, alternating with the corresponding chapters in Cate. That choice would wind up causing Mr. Young and the Cambridge press considerable embarrassment. Reading the more recent book, Mr. Anderson found that Mr. Young had borrowed Cate's words without acknowledgment. Mr. Young responded very briefly at first, saying he was "grateful" to Mr. Anderson for pointing out those lapses. But the dispute recently re-erupted after Mr. Young, in part at Cambridge's prompting, responded a second time, in a piece posted online and scheduled for publication this fall. His response and the episode in general raise provocative questions about how thoroughly university presses can or should vet their books before publication--and, more broadly, what counts as intellectual property in a life story. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Small Businesses; Innovation; Technology Transfer; School Business Relationship; Case Studies; Intellectual Property; Income; Job Development

Abstract:
This paper contributes to the literature on innovation brokerage by analysing the effects of brokerage activities on the innovation and growth of small and medium-sized enterprises (SMEs). The authors provide a detailed description of the Technology Transfer Service (TTS), credited as a European best-practice innovation broker, at Area Science Park in Italy. They then carry out an exploratory econometric analysis, the results of which show that the support provided by the TTS enables research-industry collaboration and has positive effects on product and process innovation in SMEs, but it appears not to affect the generation of new patents in SMEs. The results also suggest that the growth in innovation enabled by the support of TTS has a positive effect on the SMEs' revenue growth and job creation. However the innovation broker is more effective in relation to larger firms than it is for micro-enterprises. (Contains 6 tables and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Copyrights; Legal Problems; Lecture Method; Intellectual Property; Freedom of Speech; Legal Responsibility; Information Policy; Information Dissemination; Knowledge Management; Access to Information

Abstract:
Lecture capture technology has advanced to a point where implementing a solution can be disarmingly simple. But it is important for faculty and administrators not to be lulled into a false sense of security--recording faculty and guest lectures still comes with its share of legal issues covering copyright, intellectual property rights, distribution, and permissions. While some lecture capture technology provides assistance even in these areas, colleges and universities need to develop clearly defined guidelines on how recorded lectures can be used. Universities can use most recorded lectures for free, but in some cases payment may be required, distribution restricted, or permissions needed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Certification; Intellectual Property; Commercialization; Research and Development; Technology Transfer; Institutional Characteristics; Income; Higher Education; Innovation; School Business Relationship; Educational Development; Educational Practices; Universities; Entrepreneurship; Economic Opportunities; Private Financial Support

Abstract:
Universities and their inventors earned more than $1.8-billion from commercializing their academic research in the 2011 fiscal year, collecting royalties from new breeds of wheat, from a new drug for the treatment of HIV, and from longstanding arrangements over enduring products like Gatorade. Northwestern University earned the most of any institution reporting, with more than $191-million in licensing income. The 157 universities that responded to the annual survey of the Association of University Technology Managers, released on Monday, completed 5,398 licenses and filed for 12,090 new patents. They also created 617 start-up companies. The overall revenue figures are about the same as in the 2010 fiscal year, when 155 universities responded. The number of licenses and options completed in 2011 was notably higher than the 4,735 reported in 2010, but in part that was because some institutions began to include more of them in their totals. The number of new patent applications filed was also higher. The totals include data from four institutions that answered anonymously and are not included in the sortable table that accompanies this article. (Year-to-year comparisons for the survey are imperfect because, in some years, institutions that are the most active in patenting and licensing don't participate. Also some participating institutions provide only partial responses.) The 617 start-up companies formed in 2011 was a slight increase from the 613 reported in the previous year. Start-up companies appeared to be a growing focus for some of the institutions in the survey. In 2010, 12 institutions reported forming 10 or more companies; in 2011, 14 institutions did so. That attention reflects broader economic forces. With big corporations doing less and less hiring, there is "more of an awareness from students and faculty that entrepreneurship is a growing career path, a growing alternative." New Ph.D. recipients now realize that one way to continue their research is "though the venture path." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Information Literacy; Library Instruction; Academic Libraries; Library Science; Librarians; Surveys; Information Retrieval; Information Utilization; Metadata; Databases; Intellectual Property; Plagiarism; Citations (References); Internet; Search Engines; Student Attitudes; College Students

Abstract:
Librarians regularly encounter students who struggle to understand and apply information literacy concepts. A qualitative survey administered to information literacy practitioners asked about troublesome content and analyzed results using the threshold concepts pedagogical framework first described by Jan Meyer and Ray Land. A threshold concept transforms the learner's view of content and helps integrate previously learned material; threshold concepts are portals that, once traversed, bring insight into how to think and act like a practitioner within a discipline. This project uses the data collected to propose seven threshold concepts for information literacy. (Contains 3 figures and 25 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Engineering Education; Engineering; Campuses; Intellectual Property; Printing; Technological Advancement; Computer Graphics; Computer Assisted Design; Technology Uses in Education

Abstract:
The ability to print a 3-D object may sound like science fiction, but it has been around in some form since the 1980s. Also called rapid prototyping or additive manufacturing, the idea is to take a design from a computer file and forge it into an object, often in flat cross-sections that can be assembled into a larger whole. While the printer on your desk uses ink on paper, these printers usually take powder or plastic that they mold into thin layers of material. Colleges and universities are finding more and more uses for 3-D-printing technology, which has grown in sophistication and fallen in price in recent years. Some proponents argue that nearly every discipline could benefit from the ability to easily create objects from customized designs. Professors around the country are developing open-source designs for 3-D printers, in the hope of further lowering the cost. In some cases, their efforts have sparked fights with manufacturers, who argue that their patents are being violated by the professors' creations. Even so, Mark Ganter, a professor of mechanical engineering at Washington, says 3-D printers will continue to proliferate, and to go beyond college campuses. In this article, the author discusses how 3-D printers spread from engineering departments to designs across disciplines. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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State Standards; Educational Testing; Academic Standards; Intellectual Property; Conflict of Interest; Competition; College Entrance Examinations; Contracts; Career Readiness; College Readiness

Abstract:
On the verge of signing a contract to help design assessments for the common standards, ACT Inc. has withdrawn from the project amid conflict-of-interest questions sparked by its own development of a similar suite of tests. Even though it involves only a small subcontract, the move by the Iowa-based test-maker, and the questions from the state assessment consortium that propelled it, have set off ripples of reaction and reflection in the insular educational testing industry. That industry is reshaping itself in response to the unprecedented project by two big groups of states to create new tests for the Common Core State Standards, using $360 million in federal Race to the Top money. The discussions offer a glimpse into some of the thorny issues that crop up as the two gargantuan assessment projects move forward. How does each group manage intellectual-property concerns and potentially competing interests when 20-plus states and hundreds of players are involved? Even as those questions elude easy answers, the stakes are bigger than ever. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Entrepreneurship; Comparative Analysis; Case Studies; Barriers; Educational Policy; Industry; Publications; Biological Sciences; Intellectual Property; Scientists; Behavior Standards; Educational Trends; Higher Education; Policy Analysis; International Education; Interviews; College Faculty; Faculty Publishing

Abstract:
This paper looks at eight comparative case-studies on academic entrepreneurs in life sciences conducted in Europe in 2008. The interviewees were selected from the KEINS database that lists all academic inventors from Italy, France, Sweden and the Netherlands who have one or more patent applications registered at the European Patent Office, 1978-2004. The case-studies show that institutions largely influence the way in which scientists are coping with the normative uncertainty typical of science and technology systemic boundaries in the life sciences today. By exploring new local solutions, the entrepreneurial achievements of scientists are also establishing new institutional practices. Our empirical analysis helps to reconsider traditional dichotomies in the sociological, economic and institutional literature, such as publications versus patents and academia versus industry, and to illustrate the creative role of academic entrepreneurs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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