Surveyed impact of intellectual property trainingin STEM education on innovation, research, and development
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2020-08-21
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WILEY Online Library
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Este artículo analiza los resultados de un cuestionario de una encuesta internacional al que se recibieron respuestas de más de 500 miembros de diferentes sociedades técnicas del Instituto de Ingenieros Eléctricos y Electrónicos (IEEE). La encuesta tiene como objetivo principal descubrir las percepciones de los miembros sobre la presentación de patentes y la innovación impulsada por la investigación. Nuestro enunciado de tesis es doble. En primer lugar, la introducción de cursos básicos de propiedad intelectual (PI) en los planes de estudios universitarios de ciencia, tecnología, ingeniería y matemáticas enseñaría a los estudiantes conceptos básicos valiosos de PI y cuestiones asociadas, protección de la tecnología; y posiblemente estimular resultados de I + D novedosos / innovadores. En segundo lugar, el estudio de los documentos de patente vigentes / caducados / caducados podría proporcionar un aporte estimulante para la investigación académica en curso. Después de analizar los resultados de la encuesta, llegamos a la conclusión de que los cursos de PI podrían ser un catalizador para que estudiantes e investigadores exploren oportunidades de patentes relacionadas con sus intereses específicos. El conocimiento resultante permitiría aún más a los investigadores preparar solicitudes de financiación más convincentes. En nuestra experiencia, las publicaciones de la conferencia IEEE a menudo están estrechamente alineadas con las invenciones para resolver problemas técnicos urgentes. Los artículos de la conferencia generalmente se componen de hallazgos de investigación / industria de vanguardia, con un corto tiempo entre el envío y la presentación del artículo. Además, los organizadores de la conferencia eligen temas que representan la vanguardia de las tecnologías que a menudo conducen a invenciones. Estos podrían impulsar el desarrollo de patentes, pero los entornos de investigación académica a menudo ofrecen pocos o ningún incentivo para que los investigadores académicos preparen y presenten solicitudes de patente. De hecho, el logro de publicaciones de revistas de alto impacto sigue siendo la métrica principal por la cual se juzga la actividad de investigación y se logra la permanencia académica futura.
This paper analyzes the findings of an international survey questionnaire to which responses were received from over 500 members from different technical societies of the Institute of Electrical and Electronics Engineers (IEEE). The survey is primarily intended to uncover members' perceptions of patent filing and research‐driven innovation. Our thesis statement is twofold. First, the introduction of basic intellectual property (IP) courses to university Science, Technology, Engineering, and Mathematics curricula would teach students valuable basics of IP and associated issues, technology protection; and possibly stimulate novel/innovative R&D outcomes. Second, studying relevant active/lapsed/expired patent documents could provide stimulating input for ongoing academic research. After analyzing the survey results we conclude that IP coursework could be a catalyst for students and researchers to explore patent opportunities related to their specific interests. The resulting knowledge would further enable researchers to prepare more compelling funding applications. In our experience, IEEE conference publications are often closely aligned with inventions to solve pressing technical problems. Conference papers typically comprise of cutting‐edge research/industry findings, with a short time between paper submission and presentation. Furthermore, conference organizers choose themes representing the forefront of technologies that often lead to inventions. These could fuel patent developments, but academic research environments often provide little if any incentives for academic researchers to prepare and file patent applications. Indeed, the attainment of high impact journal publications remains the primary metric by which research activity is judged and future academic tenure achieved.
This paper analyzes the findings of an international survey questionnaire to which responses were received from over 500 members from different technical societies of the Institute of Electrical and Electronics Engineers (IEEE). The survey is primarily intended to uncover members' perceptions of patent filing and research‐driven innovation. Our thesis statement is twofold. First, the introduction of basic intellectual property (IP) courses to university Science, Technology, Engineering, and Mathematics curricula would teach students valuable basics of IP and associated issues, technology protection; and possibly stimulate novel/innovative R&D outcomes. Second, studying relevant active/lapsed/expired patent documents could provide stimulating input for ongoing academic research. After analyzing the survey results we conclude that IP coursework could be a catalyst for students and researchers to explore patent opportunities related to their specific interests. The resulting knowledge would further enable researchers to prepare more compelling funding applications. In our experience, IEEE conference publications are often closely aligned with inventions to solve pressing technical problems. Conference papers typically comprise of cutting‐edge research/industry findings, with a short time between paper submission and presentation. Furthermore, conference organizers choose themes representing the forefront of technologies that often lead to inventions. These could fuel patent developments, but academic research environments often provide little if any incentives for academic researchers to prepare and file patent applications. Indeed, the attainment of high impact journal publications remains the primary metric by which research activity is judged and future academic tenure achieved.
Palabras clave
Patentes académicas., Cursos de propiedad intelectual, Tecnología transferencia., Patentamiento universitario, Academic patenting, Intellectual property courses, Technology transfer