Critical thinking in intellectual property law

2020 ◽  
Vol 62 (5) ◽  
pp. 453-465 ◽  
Author(s):  
Monirul Azam
Keyword(s):  
Critical Thinking ◽  
Intellectual Property ◽  
Teaching And Learning ◽  
Unique Contribution ◽  
Content Type ◽  
Business Interests ◽  
Development Goals ◽  
Political Dimensions ◽  
Effective Teaching And Learning ◽  
Ip Law

Purpose This paper aims to evaluate how critical thinking be integrated in intellectual property (IP) law teaching. Design/methodology/approach It used doctrinal methods based on existing pedagogical scholarship in the field of effective teaching and learning at the university level. Findings It demonstrated how the use of critical thinking in IP law education could facilitate deeper understanding of IP law issues from different socio-economic, environmental, historical and political dimensions. Research limitations/implications It is yet to be tested for practical application in other jurisdictions and students having background from diverse socio-economic and cultural settings. Practical implications The application of critical thinking in IP law could help students to apply IP law from practical perspectives to meet societal objectives and business interests as well. Social implications This will facilitate in broader societal understanding in using IP law to achieve sustainable development goals. Originality/value Till date, little work has been undertaken on the use of critical thinking in IP law teaching. Therefore, this study tried to make a unique contribution to incorporate critical thinking in IP law education.

Threshold concept in intellectual property law

2016 ◽  
Vol 58 (4) ◽  
pp. 391-402 ◽  
Author(s):  
Monirul Azam
Keyword(s):  
Intellectual Property ◽  
Curriculum Design ◽  
Deep Understanding ◽  
Property Law ◽  
Unique Contribution ◽  
Threshold Concepts ◽  
Content Type ◽  
Intellectual Property Law ◽  
Threshold Concept ◽  
Ip Law

Purpose This paper aims to identify the threshold concept in intellectual property (IP) law. Design/methodology/approach It used doctrinal methods for such identification based on the existing pedagogical scholarship in the field of effective teaching and learning. Findings It explained how the use of the threshold concept in IP law education could facilitate understanding of IP law from globalised perspectives and validate use of IP in a balanced way. Research limitations/implications It is yet to be tested for practical curriculum design in different jurisdictions. Practical implications The understanding of threshold concepts in IP law could generate “eureka” moments, when, after a long struggle, students come to a deep understanding of a new concept. Social implications This will facilitate social acceptance of IP for balancing global obligation and national developmental and social goals. Originality/value Till date, little work has been undertaken on the threshold concepts on IP law. Therefore, this study tried to make a unique contribution by identifying threshold concepts in intellectual property law.

Teaching digital natives to acquire competences for sustainable development

2020 ◽  
Vol 21 (6) ◽  
pp. 1053-1069
Author(s):  
Llorenç Bagur-Femenías ◽  
Marian Buil-Fabrega ◽  
Juan Pedro Aznar
Keyword(s):  
Sustainable Development ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Dynamic Capabilities ◽  
Digital Natives ◽  
Equation Model ◽  
Development Education ◽  
Content Type ◽  
Research Findings ◽  
Development Goals

Purpose The purpose of this research is to analyse how to adapt teaching and learning methodologies to new generations of digital natives to promote their commitment to sustainable development. The research explores the existence of a relationship between digital natives’ characteristics, individual dynamic capabilities and their commitment to innovation and therefore to sustainability. Design/methodology/approach A structural equation model is used to test the proposed hypothesis by a survey conducted with 532 digital-native higher education students. Findings The results show the existence of a significant relationship between digital natives’ competences, individual dynamic capabilities and a better approach to managing situations with regard to relationships with key stakeholders and the fostering of innovation and commitment to the social and environmental issues demanded by society. Research limitations/implications The limitations of this study are that it is based on a sample from a specific Spanish university that cannot be representative of all digital natives from all universities and different cultural contexts. The variables measuring the characteristics of digital natives have only recently been used in the academic literature. Practical implications The research proposes including individual dynamic capabilities and innovation courses in sustainable development education to accelerate the implementation of sustainable development goals. These research findings can be used as insights into the development of university programmes and courses. Originality/value This research is one of the first attempts at understanding how to promote education for sustainable development among digital natives and at identifying them as future change makers for sustainable development.

Implementing discipline-specific searches in EBSCO Discovery Service

2014 ◽  
Vol 115 (3/4) ◽  
pp. 102-115 ◽  
Author(s):  
Li Fu ◽  
Cynthia Thomes
Keyword(s):  
Effective Teaching ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Content Type ◽  
University Of Maryland ◽  
Search Results ◽  
Discovery Service ◽  
University College ◽  
Effective Teaching And Learning

Purpose – This paper discusses how University of Maryland University College (UMUC) librarians customized EBSCO Discovery Service (EDS) to allow for searching across librarian-selected sets of discipline-specific databases. Discipline-specific searching results in a smaller and more relevant set of search results, which can make research more efficient and effective. Design/methodology/approach – This paper describes the collaboration between systems and reference and instruction librarians to develop, test, launch, promote, and assess discipline-specific searching in EDS in support of effective teaching and learning. Findings – Customization of a discovery tool to allow researchers to run searches across pre-selected sets of discipline-specific databases is beneficial to the researchers since it enables them to find a smaller and more relevant set of search results than they would otherwise receive if they searched across all databases available in the discovery tool. Originality/value – This paper provides detailed instructions regarding customization of EDS to allow for discipline-specific searching and discusses ways in which this enhancement can be brought to researchers' attention during reference and instruction interactions. This paper should be of interest to technical librarians as well as to reference and instruction librarians.

Leading change at Al Asafa in the Gulf

2017 ◽  
Vol 7 (3) ◽  
pp. 1-14
Author(s):  
Vimi Jham
Keyword(s):  
Organizational Culture ◽  
Change Management ◽  
Employee Engagement ◽  
Teaching And Learning ◽  
Subject Area ◽  
Leading Change ◽  
Content Type ◽  
Chief Operating Officer ◽  
Effective Teaching And Learning ◽  
Leadership And Change

Subject area Leadership and change management, employee engagement, strategy Study level/applicability The case is designed to be an effective teaching and learning tool at the bachelors’ and master’s level business programmes in courses on leadership and change management, employee engagement, strategy courses or an elective on strategic consulting. Case overview In October 2011, Mr Abdulla became Chief Operating Officer of Al Asafa Brothers, a large privately driven organization with diversified businesses. The company’s story since then appears to be the typical slash-and-burn turnaround, but the view from the inside is far more interesting for anyone grappling with what it takes to lead a competitive organization and sustain its performance over the long term. Mr Abdulla is a straight-shooting, tough-minded, results-oriented business leader. But he is also a charismatic and persistent coach, determined to help people learn and thereby to provide his company with the best-prepared employees. Al Asafa was undergoing turmoil with a complete lack of leadership and facing financial and operational losses. There were huge cost centres. All employees started their own ventures and got into partnership with the owner and shared incentives with him. The organization kept on expanding and continued to be in huge debts thus facing losses. The case discusses the leader’s role in changing the organizational culture. Expected learning outcomes Giving students hands-on experience in developing a plan of action for a company in distress. Understanding analysis of the financial situation and suggest measures for improvement. Appreciating the involvement of employees in bringing change. Understanding the role of a leader in changing organizational culture. Subject code CSS: 11: Strategy Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email [email protected] to request teaching notes.

The impact of school principals on implementing effective teaching and learning practices

2018 ◽  
Vol 32 (6) ◽  
pp. 1056-1069 ◽  
Author(s):  
Elsa Fourie
Keyword(s):  
Qualitative Research ◽  
Participatory Research ◽  
Teaching And Learning ◽  
Management Practices ◽  
Community Based Participatory Research ◽  
Effective Management ◽  
Community Based ◽  
Content Type ◽  
Qualitative Research Design ◽  
Effective Teaching And Learning

PurposeThe purpose of this paper is to identify limitations in managing the implementation of effective teaching and learning in township ECD centres.Design/methodology/approachThis research was grounded in a community-based participatory research approach. A qualitative research design was utilised because phenomena could be studied in terms of the meanings of people. Elements of grounded theory, situational analysis and community-based participatory research were blended. The qualitative research design involved semi-structured face-to-face interviews with teachers in township ECD centres.FindingsThe findings from this research made it evident that principals of ECD centres were often absent; had not been trained to manage an ECD centre; had limited skills to manage finances; did not communicate with parents or teachers; and did not motivate teachers to achieve goals or to improve their qualifications.Practical implicationsChallenges that could impede the effective implementation of an intervention programme should be identified and addressed. Principals of ECD centres should be empowered to manage their centres effectively. A training programme aimed at empowering principals of ECD centres has been developed and will be implemented after consultation with the gatekeeper and principals of the ECD centres.Originality/valueThe findings of this research could be used by principals and researchers to reflect on management practices in ECD centres. A challenge for principals is to acknowledge the principles of effective management and to close the gap between current practices and effective management practices. Interventions from academics are essential to enhance the quality of teaching and learning in ECD centres.

Cultivating Critical Thinking Skills in Online Course Environments

2019 ◽  
Vol 9 (1) ◽  
pp. 19-37 ◽  
Author(s):  
Curtis L Todd ◽  
Kokila Ravi ◽  
Kenja McCray
Keyword(s):  
Critical Thinking ◽  
Student Engagement ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Course ◽  
Higher Order Thinking Skills ◽  
Practical Applications ◽  
Effective Teaching And Learning

The development and demonstration of students' critical thinking skills is one hallmark of effective teaching and learning. A promising scholarly literature has emerged in addition to webinars, conferences, and workshops to assist in this endeavor. Further, publishers offer cleverly marketed bundle packages with enhanced supplemental materials and instructors contribute instructional strategies and techniques. Nevertheless, gaps still exist in the scholarship related to effective student engagement. The development of higher order thinking skills in online educational settings is one such area requiring additional inquiry. This article transitions beyond mere theoretical constructs regarding best practices and standards for distance education. In doing so, it provides practical applications through the use of case studies in demonstrating a “how to” student engagement model and framework, which fosters the type of online course environment and useful strategies for developing critical thinking skills.

Mapping the growing pains of a “teenaged” phenomenon

2014 ◽  
Vol 30 (6) ◽  
pp. 11-13
Keyword(s):  
Social Entrepreneurship ◽  
Social Enterprise ◽  
Design Methodology ◽  
Content Type ◽  
Business Interests ◽  
Growing Pains ◽  
History Of ◽  
Development Goals ◽  
Pertinent Information ◽  
Practical Implications

Purpose – This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach – This briefing is prepared by an independent writer who adds his own impartial comments and places the articles in context. Findings – This briefing considers the recent history of social enterprise and social entrepreneurship, and the various issues surrounding them, including those outlined by the United Nations Millennium Development Goals project. It examines recent discourses on development, including the idea that business interests are often seen as taking priority in social enterprise projects, and concludes with observations about the way social entrepreneurship must evolve if it is to make a genuine difference. Practical implications – The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations. Originality/value – The briefing saves busy executives and researchers’ hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and an easy-to-digest format.

Cultivating Critical Thinking Skills in Online Course Environments

2021 ◽  
pp. 837-858
Author(s):  
Curtis L Todd ◽  
Kokila Ravi ◽  
Kenja McCray
Keyword(s):  
Critical Thinking ◽  
Student Engagement ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Course ◽  
Higher Order Thinking Skills ◽  
Practical Applications ◽  
Effective Teaching And Learning

The development and demonstration of students' critical thinking skills is one hallmark of effective teaching and learning. A promising scholarly literature has emerged in addition to webinars, conferences, and workshops to assist in this endeavor. Further, publishers offer cleverly marketed bundle packages with enhanced supplemental materials and instructors contribute instructional strategies and techniques. Nevertheless, gaps still exist in the scholarship related to effective student engagement. The development of higher order thinking skills in online educational settings is one such area requiring additional inquiry. This article transitions beyond mere theoretical constructs regarding best practices and standards for distance education. In doing so, it provides practical applications through the use of case studies in demonstrating a “how to” student engagement model and framework, which fosters the type of online course environment and useful strategies for developing critical thinking skills.

“Resisting the rage for certainty”: dialogic assessment

2015 ◽  
Vol 14 (2) ◽  
pp. 121-139
Author(s):  
Sue Brindley ◽  
Bethan Marshall
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Assessment For Learning ◽  
English Teacher ◽  
Content Type ◽  
Dialogic Teaching ◽  
Secondary Sector ◽  
Upper Secondary ◽  
Effective Teaching And Learning

Purpose – The purpose of this paper is to report on one UK secondary school English teacher and use his practice as a vehicle for exploring the classroom realities of dialogic assessment. Dialogic assessment, a term first proposed by Alexander (2004), is a position which seeks to synthesise the potentially powerful positions of both dialogic teaching and assessment for learning remains largely unexploited as an approach to developing effective teaching and learning. Design/methodology/approach – Using video classroom evidence and interview, the authors explore the parameters within which dialogic teaching and assessment can be developed, and investigate the opportunities and obstacles which developing dialogic assessment bring about. Findings – The authors develop a framework, drawing on the evidence, which demonstrates the development of dialogic assessment in the classroom. Originality/value – This paper is an original look at dialogic assessment within the upper secondary sector.

Educating professionals

2014 ◽  
Vol 22 (1) ◽  
pp. 107-127 ◽  
Author(s):  
Ilse Lubbe
Keyword(s):  
Teaching And Learning ◽  
Focal Point ◽  
Multiple Roles ◽  
Accounting Education ◽  
Content Type ◽  
The University ◽  
Effective Teaching And Learning ◽  
Practical Implications ◽  
Insight Into

Purpose – The purpose of this study is to describe the multiplicity of the role of the Accounting academic as a knowledge agent: in terms of the discovery of new knowledge and its recontextualisation into pedagogy, as well as effective teaching and learning in the field of Accounting. Design/methodology/approach – Through a literature review and the collection of qualitative data (using purposive sampling), this study describes the Accounting academic’s role as a knowledge agent, as viewed by Accounting academics and professional accountants, with the aim of providing insight into the tensions that exist in the education of professionals. Findings – The data collected in this study indicate that Accounting academics find themselves torn between their different roles: those of researcher and teacher. Accounting academics do not feel valued in their role as teachers, as at the university, more emphasis is placed and promotion is based on research, yet the Accounting profession places more value on their teaching and scholarship role. Practical implications – There is an urgent need in professional Accounting education (trapped within a multiple principal paradigm) for some fundamental re-thinking of the focal point of research, and the knowledge agency of academe, particularly within a developing economy, such as South Africa. Originality/value – The value of this paper is in its identification and description of the tensions experienced in the education of professional accountants. The university and profession are urged to value, acknowledge and reward the multiple roles of Accounting academics.

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