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
8 - Teaching intellectual property in a business school
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
Teaching is a social art, necessarily involving a relationship between people; and the success of a teacher in the practice of his art depends upon his possessing that quality or attitude of mind which enables him to make the relationship between himself and his students a reciprocal one. Not all the teaching should be done by the teacher. Not all the learning should be done by the students.
The late Professor Charles I. Gragg in Teachers Also Must LearnIntroduction
For many years, business students at the NUS Business School, National University of Singapore, both undergraduates and postgraduates, are taught general principles of intellectual property law together with other business-related law like contract law, company law and the law of sale of goods in one business law module. It is only in recent years that the NUS Business School has started to introduce more specialized intellectual property law modules as electives for the students. As intellectual property law modules are mainly elective modules in the Business School, it is important from a teaching, as well as a long-term sustainability, point of view that students are made to understand and to appreciate the significance and relevance of reading intellectual property law as a subject in the university. To this end, I subscribe to the teaching philosophy of a “student-centered” learning pedagogical model as I strongly believe that courses developed using such a model would best address students' learning needs.
- Type
- Chapter
- Information
- Teaching of Intellectual PropertyPrinciples and Methods, pp. 185 - 211Publisher: Cambridge University PressPrint publication year: 2008