Book contents
- Frontmatter
- Contents
- Notes on contributors
- List of abbreviations
- Table of figures
- Foreword
- 1 Recent trends and challenges in teaching intellectual property
- 2 Teaching patents
- 3 Teaching copyright and related rights
- 4 Teaching trademark law
- 5 Teaching industrial design law
- 6 Teaching intellectual property, unfair competition and anti-trust law
- 7 Teaching the economics of intellectual property rights in the global economy
- 8 Teaching intellectual property in a business school
- 9 Teaching IP practical skills for practitioners and attorneys
- 10 Teaching intellectual property to non-law students
- 11 Using the new technologies in teaching intellectual property (distance learning)
- 12 Teaching current trends and future developments in intellectual property
- Index
1 - Recent trends and challenges in teaching intellectual property
Published online by Cambridge University Press: 05 June 2012
- Frontmatter
- Contents
- Notes on contributors
- List of abbreviations
- Table of figures
- Foreword
- 1 Recent trends and challenges in teaching intellectual property
- 2 Teaching patents
- 3 Teaching copyright and related rights
- 4 Teaching trademark law
- 5 Teaching industrial design law
- 6 Teaching intellectual property, unfair competition and anti-trust law
- 7 Teaching the economics of intellectual property rights in the global economy
- 8 Teaching intellectual property in a business school
- 9 Teaching IP practical skills for practitioners and attorneys
- 10 Teaching intellectual property to non-law students
- 11 Using the new technologies in teaching intellectual property (distance learning)
- 12 Teaching current trends and future developments in intellectual property
- Index
Summary
Intellectual property education in the past
For many decades, intellectual property (IP) was the exclusive domain of a small number of specialist lawyers, who had generally acquired their IP expertise from working in IP-based companies or representing clients with IP-related problems. At best they might have had an introductory IP course during their legal studies. Such was the state of IP education until relatively recently.
On-the-job training was, therefore, necessary to supplement the limited opportunities to learn about IP offered by academic institutions. One such avenue has been national and regional IP offices (Patent Office, Trademark Office, Copyright Office), particularly those where the relevant laws require substantive examination of patent applications and/or administrative appeals. Those offices often set up internal training facilities to provide IPspecific courses for their staff, often to very specialized levels. The training was initially for primary education in IP, after which the trained staff was deployed to specific functions within the office, for further on the job training. In some countries, after several years of services at an IP office, a number of such trained staff have left to join law firms or other IP-related businesses. This means that IP training programs at IP offices have contributed to the development of IP skilled human resources by constantly supplying experienced experts to the private sector.
- Type
- Chapter
- Information
- Teaching of Intellectual PropertyPrinciples and Methods, pp. 1 - 12Publisher: Cambridge University PressPrint publication year: 2008