scholarly journals Intellectual Property: Are Faculty Members Aware of their Rights?

2020 ◽  
Author(s):  
Mauro Allan Padua Amparado ◽  
Aurora C. Miro
Keyword(s):  
Intellectual Property ◽  
Industrial Design ◽  
Statistical Treatment ◽  
Faculty Members ◽  
Geographical Indications ◽  
Full Time ◽  
Sources Of Information ◽  
Utility Models ◽  
College Of Business ◽  
The University

This study ascertained the awareness of faculty members on intellectual property and their rights. The study utilized the descriptive quantitative design was conducted in University of Cebu Lapu-Lapu and Mandaue, Mandaue City, Cebu, Philippines. Researcher-made questionnaire was used to measure the awareness of faculty members on intellectual property and their rights. The survey includes two parts. The first part is the profile of the faculty members. The second part ascertained the awareness of faculty members on six areas: patents, utility models, industrial designs, geographical indications, trademarks, and copyrights. The data was collected from June 2018 to October 2018 among 102 faculty members. Statistical treatment used was weighted mean, frequencies and sum of ranks.Findings revealed that majority of the respondents were female, 20-25 years old, full-time faculty, with Bachelor’s degree, from the College of Business & Accountancy and have served the university from 0-3 years. They were moderately aware with copyrights, patents and trademarks. They were less aware with utility models, industrial design and geographical indications. Sources of information on intellectual property and rights include the tri-media, colleague and friends. Based on the findings of the study, there is a need to strengthen the knowledge and awareness of faculty members on intellectual property and rights.Keywords: Utility Models; Industrial Design; Geographical Indications; Faculty; Philippines

scholarly journals Intellectual Property Indicators in the Mesoregions of the State of Alagoas-Brazil

2020 ◽  
Vol 8 (8) ◽  
pp. 594-609
Author(s):  
Luanna Pereira de Morais ◽  
Silvana Nunes de Queiroz ◽  
Cristiano Quintino Furtado ◽  
Gabriel Francisco da Silva
Keyword(s):  
Sustainable Development ◽  
Intellectual Property ◽  
Industrial Design ◽  
Innovation Process ◽  
Computer Programs ◽  
The State ◽  
The Other ◽  
Geographical Indications ◽  
Industrial Property ◽  
Secondary Sources

The objective of this study is to analyze local, innovative and sustainable development in the three Mesoregions of Alagoas, through intellectual property indicators (patents, trademarks, industrial design and geographical indications). The methodology consists of the analysis of secondary sources extracted from the Statistical Database on Industrial Property (BADEPI), available on the website of the National Institute of Industrial Property (INPI), for the years 2010 to 2017. The results point out marked differences, with the eastern Alagoas mesoregion concentrating the intellectual property indicators with two geographical indications, 95.93% of the patent deposits and 84.73% of the deposits of trademark registrations, as well as industrial designs and computer programs. Agreste Alagoano presents a reasonable amount of intellectual protection, with emphasis on the municipality of Arapiraca. Sertão Alagoano, on the other hand, has the worst situation, low amount of intellectual property, even in a region with a diversified cultural and environmental environment. Thus, it was found that the Mesoregions of Alagoas need an ecosystem that invests in the innovation process in the region, especially the Sertão Alagoano.

Awareness of Copyright and its Policies among the PG Teaching Faculty: A Study

2018 ◽  
Vol 8 (3) ◽  
pp. 26-32
Author(s):  
Rajendra Babu H.
Keyword(s):  
Intellectual Property ◽  
Faculty Members ◽  
Teaching Community ◽  
Copyright Violation ◽  
Original Works ◽  
Level Of Knowledge ◽  
Teaching Faculty ◽  
Learning Research ◽  
The University ◽  
Self Learning

Copyright is a form of intellectual property protection granted under Copyright Act to the creators of original works of authorship. Libraries are the backbone of any organization or an institution. Alongside, libraries are also the torch bearers, in the creating awareness of the IPR aspects to its user community. A study on finding the awareness levels in the area of intellectual property rights in general and copyright in specific is the need of the hour in the universities, as they grooming the next generation of workers happens in there. Here is a study aimed at to see how the faculties in the university are aware of copyright and its implications. There are a total of 62 respondents participated in the survey. The data has been analyses and interpreted accordingly and presented in the form of tables and figures suitably. The study has dwells in detail about Awareness on copyright, Purpose of using the copyrighted material, Awareness on copyright policies and on type of the copyrighted material, Knowledge on copyright, Awareness on Indian copyright act 1957, Views on copyright protection for their work, Safeguarding the interest of copyright owners and Understanding on the IP concepts among the teaching community. The study focuses on Awareness on copyright, use of copyright, to access the user level of knowledge on copyright and awareness on implications of copyright violation for self-learning, research as well as teaching among the faculty members of Post-Graduation Departments of Tumkur University, Tumakuru.

Building Collaboration With Adjunct Faculty

2021 ◽  
pp. 42-49
Author(s):  
Rick Holbeck ◽  
Kelly Palese ◽  
Monte McKay
Keyword(s):  
United States ◽  
Adjunct Faculty ◽  
Advisory Board ◽  
Faculty Members ◽  
Full Time ◽  
Collaborative Relationships ◽  
Time To Build ◽  
Collaborative Community ◽  
The University ◽  
Time Faculty

Adjunct faculty feel isolated and disconnected from their institution while not having time to build collaborative relationships and connection with the institution and their peers. Community of practice is a theoretical framework for collaborative learning within groups that results in increased performance for all participants. This theory was used as the foundation for a Faculty Advisory Board (FAB) that was formed at a university in the Southwestern United States. Faculty engagement and collaboration was increased through FAB by creating and presenting professional development workshops and academic initiatives for all faculty. When creating FAB, a proportional representation of adjunct and full-time faculty, along with representation from all colleges, is important. A collaborative community of faculty members is created, which benefits both faculty and the university by providing faculty with more opportunities, while giving faculty space to build community with their colleagues.

scholarly journals My Position Comes with Privilege: I’m Going to Learn How to Use It

2015 ◽  
Vol 24 (1) ◽  
Author(s):  
Scott Richardson
Keyword(s):  
Customer Service ◽  
Graduate Program ◽  
Assistant Professor ◽  
Faculty Members ◽  
Full Time ◽  
State University ◽  
Political Struggle ◽  
Research Institution ◽  
Political Narratives ◽  
The University

This composite nonfiction narrativizes the experiences of Daniel Meyers, an assistant professor of education. Specifically, it details his transition from a graduate program to working as a full-time tenure track faculty member at a public state university. Methodologically, this research relies on parallax as an important tool to understanding Meyers’s personal, intellectual, and political struggle in adjusting from a research institution to “performing” at a teaching institution. Teaching institutions, to Meyers, are significantly more customer service driven (read: making students happy) which can be problematic when faculty members have significant and different cultural understandings and interpretations than their students and the university as a whole. Meyers struggles to make adjustments, but ultimately realizes his duties as a teacher and that his contributions—though perceived alternative and conflicting with primary cultural and political narratives—provides him with an extraordinary and privileged opportunity to do important work.

scholarly journals «THEY CONSTANTLY FELT CENSORSHIP AND A SET OF STANDARDS THEY HAD TO MEET»: THE IVAN FRANKO NATIONAL UNIVERSITY OF LVIV IN THE 1970S – MID-1980S (STRUCTURE, FACULTY MEMBERS, STAFFING POLICY)

2020 ◽  
Vol 33 ◽  
pp. 157-176
Author(s):  
Halyna Bodnar
Keyword(s):  
Oral History ◽  
Structural Changes ◽  
The State ◽  
Faculty Members ◽  
Individual Experience ◽  
Structural Development ◽  
Full Time ◽  
National University ◽  
Part Time ◽  
The University

The article analyzes structural changes at the Lviv University, changes within the composition of University students and professors, as well as staffing policy in the 1970s‒mid-1980s using new sources and the perspective of individual experience – published memories and oral history. The Era of Stagnation's ideological environment determined the state of higher education and Lviv University in particular. The beginning of prolonged stagnation of the 1970s‒mid-1980s became particularly evident for the University after a high-profile condemnation campaign of «anti-Soviet group of students» from the Faculty of History and Philological Faculty who expressed critical opinions on the limited use of the Ukrainian language, Russification, and Soviet national policy. Elimination and «appeasement» of unwanted professors in the early 1970s was effected through their forced retirement, change of employment, and issue of admonitions, marking the end of a whole epoch in the life of the University, which lasted since after the war and was associated with the personalities of certain professors. From now on, staffing policy was determined by the constructed image of the «right» Soviet scientist and teacher for whom enhanced «political principles» prevailed over solid scientific achievements, which is proven not only by archival documents but also highlighted in contemporary narrative memory. At the same time, in the 1970s‒1980s, similarly to the Soviet era in general, the University continued its structural development – a new faculty was created, the activities of structural units were expanded, new research laboratories were opened, the number of departments increased together with the number of faculty members, whose substantial research distinguished the University among other schools of the Soviet Union. In the mid-1970s, Lviv University already had thirteen faculties with over seven hundred faculty members, including 8.5 % Doctors and Professors and 45 % of Candidates of Science and Docents. The largest faculties were Faculty of Economics, Faculty of Law, and Philological Faculty with 1,500 students each. Overall, the University had 5,500 full-time students, 4,900 extramural students and 1,700 part-time students. Faculty of Journalism, Faculty of Geography, and Faculty of Geology did not have a part-time department, while the Faculty of Physics and Faculty of Chemistry did not have an extramural department (as of the early 1970s). Even sporadic and 1970s focused study (complete paperwork of the Scholarly Council, administrative and research units of the Lviv University for all the upcoming years is currently not available at the State Archives of Lviv Region (SALR) and the Archives of the Ivan Franko National University of Lviv) can help us raise various issues of the university life, which require further profound study using a systemic and comprehensive approach and the prism of individual experience – published memories and oral history. Keywords: the Ivan Franko National University of Lviv in the 1970s‒mid-1980s, students, faculty members, staffing policy, historical memory.

The Growth of Administration

2011 ◽  
Author(s):  
Benjamin Ginsberg
Keyword(s):  
Higher Education ◽  
Faculty Members ◽  
Full Time ◽  
Institutions Of Higher Education ◽  
Teaching And Research ◽  
Spare Time ◽  
Part Time ◽  
1960S And 1970S ◽  
The 1960S ◽  
The University

During My Nearly five decades in the academic world, the character of the university has changed, and not entirely for the better. As recently as the 1960s and 1970s, America’s universities were heavily influenced, if not completely driven, by faculty ideas and concerns. Today, institutions of higher education are mainly controlled by administrators and staffers who make the rules and set more and more of the priorities of academic life. Of course, universities have always employed administrators. When I was a graduate student in the 1960s and a young professor in the 1970s, though, top administrators were generally drawn from the faculty, and even midlevel managerial tasks were directed by faculty members. These moonlighting academics typically occupied administrative slots on a part-time or temporary basis and planned in due course to return to full-time teaching and research. Because so much of the management of the university was in the hands of professors, presidents and provosts could do little without faculty support and could seldom afford to ignore the faculty’s views. Many faculty members proved to be excellent managers. Through their intelligence, energy and entrepreneurship, faculty administrators, essentially working in their spare time, helped to build a number of the world’s premier institutions of higher education. One important reason for their success was that faculty administrators never forgot that the purpose of the university was the promotion of education and research. Their own short-term managerial endeavors did not distract them from their long-term academic commitments. Alas, today’s full-time professional administrators tend to view management as an end in and of itself. Most have no faculty experience, and even those who spent time in a classroom or laboratory hope to make administration their life’s work and have no plan to return to the faculty. For many of these career managers, promoting teaching and research is less important than expanding their own administrative domains. Under their supervision, the means have become the end.

scholarly journals The Economic Role of the Region's Geobrand in Strengthening the Educational Trend of Foreign Youth Migration

2021 ◽  
Author(s):  
Olga Popova ◽  
Julia Myslyakova ◽  
Nafisa Gagarina
Keyword(s):  
Economic Impact ◽  
Foreign Students ◽  
Large Scale ◽  
Digital Culture ◽  
Educational Services ◽  
Full Time ◽  
Sources Of Information ◽  
Educational Trend ◽  
Youth Migration ◽  
The University

The article considers the influence of the geobrand of Yekaterinburg and the Sverdlovsk oblast with regards to attracting foreign students to the universities in the region. It provides the statistics on the positive economic impact of the geobrand on the educational trend of foreign youth migration. What attracts foreign students is not only the university, but also the region itself. In case of Yekaterinburg, it is a well-known geobrand created historically purposefully or spontaneously. Large-scale international events held in the region contribute a lot to the worldwide recognition of the geobrand. It attracts additional resources and determines the competitive position of the area both locally and globally. With the development of digital culture, information society and the media space, it is possible to increase the region’s competitiveness and investment attractiveness. It is essential for improving its image and for its positive perception internally and externally. Since 2017 Yekaterinburg has been positioned mainly as a cultural and sports capital. Its image is transforming from that of an industrial territory to the image of a developing region. There are 39 higher education institutions located in Yekaterinburg, many of which occupy high positions in the Russian university ranking. Full-time contracts and part-time contracts with foreign students allowed the universities to receive income from the export of educational services. These universities managed to increase their total return on export of their services, which proves the interest of foreign students to studying in Ural universities. The main criteria for choosing the universities were recognition of the university diploma in their home country, interest in the region where the university is located and tuition fee. The sources of information from which they learned about the university were: Internet, World Cup and the university representatives visiting their country. Keywords: export of educational services, economic impact of geobrand, educational migration, geotransformation

Authority of Law: An Analysis of The Role of Police

2017 ◽  
Vol 2 ◽  
Author(s):  
Veronika Keir
Keyword(s):  
Policy Development ◽  
Crime Control ◽  
Legal Theory ◽  
Research Policy ◽  
Further Education ◽  
Full Time ◽  
Legal Research ◽  
Legal Studies ◽  
The University

<div class="page" title="Page 3"><div class="layoutArea"><div class="column"><p><span>Veronika is a recent graduate from the Honours Legal Studies program at the University of Waterloo. Her passions are socio-legal research, policy development, feminist legal theory, and crime control development. Veronika is currently working a full-time job at Oracle Canada, planning on pursuing further education in a Masters program. </span></p></div></div></div>

The Concept of Nontraditional Student

2017 ◽  
Vol 28 (1) ◽  
pp. 40-60
Author(s):  
Treinienė Daiva
Keyword(s):  
Nontraditional Students ◽  
Social Roles ◽  
Nontraditional Student ◽  
Full Time ◽  
Older Students ◽  
Learning Differences ◽  
Status Characteristics ◽  
Part Time ◽  
Definition Of ◽  
The University

Abstract Nontraditional student is understood as one of the older students enrolled in formal or informal studies. In the literature, there is no detailed generalisation of nontraditional student. This article aims to reveal the concept of this particular group of students. Analysing the definition of nontraditional students, researchers identify the main criteria that allow to provide a more comprehensive concept of the nontraditional student. The main one is the age of these atypical students coming to study at the university, their selected form of studies, adult social roles status characteristics, such as family, parenting and financial independence as well as the nature of work. The described features of the nontraditional student demonstrate how the unconventional nontraditional student is different from the traditional one, which features are characteristic for them and how they reflect the nontraditional student’s maturity and experience in comparison with younger, traditional students. Key features - independence, internal motivation, experience, responsibility, determination. They allow nontraditional students to pursue their life goals, learn and move towards their set goals. University student identity is determined on the basis of the three positions: on the age suitability by social norms, the learning outcomes incorporated with age, on the creation of student’s ideal image. There are four students’ biographical profiles distinguished: wandering type, seeking a degree, intergrative and emancipatory type. They allow to see the biographical origin of nontraditional students, their social status as well as educational features. Biographical profiles presented allow to comprise the nontraditional student’s portrait of different countries. Traditional and nontraditional students’ learning differences are revealed by analysing their need for knowledge, independence, experience, skill to learn, orientation and motivation aspects. To sum up, the analysis of the scientific literature can formulate the concept of the nontraditional student. Nontraditional student refers to the category of 20-65 years of age who enrolls into higher education studies in a nontraditional way, is financially independent, with several social roles of life, studying full-time or part-time, and working full-time or part-time, or not working at all.

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