Search

Professional development of scientists is enhanced by training students in responsible conduct of research earlier in their careers. One aspect of responsible conduct of research is authorship ethics, which concerns granting of credit to those who make intellectual contributions to the research. The activity discussed in this article emphasizes how authorship ethics can be integrated with Course-based Undergraduate Research Experience (CURE) and includes an adaption that could also be used for independent research students. The activity allows students to reflect upon inequalities and problems seen in scientific authorship, including gender bias, failure to credit effort (ghostwriters), and inclusion of authors that did not meaningfully contribute to the work (honorary/gift authorship). Themes seen in student reflections on how they could demonstrate ethics in authorship included: determining authorship by contribution, appropriate attributions on curriculum vitas (CV) and posters, different credit levels, understanding authorship criteria, and tracking contributions. Themes seen in student reflections on the importance of authorship were proper authorship credit distribution, authorship impacting career opportunities, and accountability in research. In the activity, students also created attributions for a poster to be presented from their research. We found that most students were able to create attributions that were correctly formatted, included the same authors, and positioned authors in the same order as other group members, matching what was presented on the finalized poster. We found that students' reflection on authorship and this professionalization of their activities in their CURE led to modest increases in their view of themselves as scientists.

After years of development in the background, Artificial Intelligence (AI) has burst onto the global stage thanks to open tools for generating textual, visual, auditory, and audiovisual content. In this emerging context, AI is not only emerging as a technological phenomenon but also as a catalyst for innovation in the artistic and educational fields. Although we are only at the dawn, AI is rapidly evolving and leading us towards a revolution, opening a new field of possibilities in creative domains that will transform current aesthetic, procedural, and authorial conceptions. Its potential as a creative tool is currently limited to being a support that facilitates obtaining results of great formal quality and style quickly, but without human intervention based on clear objectives, it becomes an empty generator. Artistic Education must embrace this technology not as an intruder or rival, but as a tool to be known and integrated as another means of creation, developing skills that allow students not only to use these tools effectively but also to reflect on their implications in society and culture. Promoting a conscious, responsible, safe, and ethical use that ensures a critical stance towards generative AI. Understand that it is not a creative tool. It is for creators.

Artificial Intelligence (AI) is a rapidly evolving field that is influencing every aspect of life. Generative AI (GenAI) as a sub-branch of AI is used to create content in various formats such as text, images, video, and audio. This paper discusses the implications of GenAI for Open Educational Practices (OEP), highlighting the potential affordances and challenges. GenAI can address the challenges within the OEP by leveraging openness and ethical use. GenAI's "generative" nature and human-like language capability can provide resources such as course material, activities, examples, questions, assessment, and learning outcomes in the context of OEP. With machine learning and deep learning infrastructure, it can support the discoverability and accessibility of open resources by increasing the metadata quality. GenAI can automatically score student assignments, answer their questions, and provide instant feedback to address the lack of interaction and feedback that arises due to the large number of students, especially in massive open online courses (MOOC). On the other hand, GenAI brings challenges such as data privacy and security, copyright, biased outputs, and the generation of false information. The conclusions emphasize the importance of a nuanced approach that considers not only the advantages but also the risks associated with adopting GenAI in the OEP world. Researching and developing how to apply these technologies to education is important to shape the future of education.

This case study describes a collaborative online authoring project in which undergraduate students co-produce open educational resources as a learning and assessment exercise. Over 1,500 chapters and videos about how psychological science can improve people's motivational and emotional lives have been co-created. Wikiversity provides a simple and powerful open editing and hosting platform. The project's key pedagogical principles include students as partners, open education, guided experiential learning, and self-determined learning. Other key ingredients include scaffolding, skill development, and formative feedback. Potential issues are framed as educational opportunities, including privacy and anonymity, intellectual property and copyright, and individual versus collective work. Collaborative online authoring projects offer real-world benefits over disposable essays in higher education. The principles and methods are adaptable to a wide variety of disciplines and educational contexts, offering a scalable approach to collaborative student-staff partnerships.

This paper approaches AI in TEFL teacher education from a perspective of digital text sovereignty (digitale Textsouveränität). Digital sovereignty (digitale Souveränität) is a concept that goes beyond media literacy and data literacy as a set of skills, to include personal competences in a more Humboldtian vision of education. Digital text sovereignty focuses on all those aspects of digital sovereignty that apply to the reception and production of texts, from the ability to produce and consume digital texts to the development of a critically-reflexive attitude to these texts (Frederking, 2022; Frederking & Krommer, 2022), making it especially useful in contexts of TEFL teacher education. This paper is based on an empirical study conducted within the EFL teacher education department of a German metropolitan university during the 2023 summer term. It analyzes 21 student essays written after an interactive 90-minute training session on ChatGPT, conducted in three intact TEFL teacher education seminars. Qualitative content analysis is used to identify domains of digital text sovereignty discussed in these essays, and to identify key themes related to four aspects of digital text sovereignty: Mediality, Source Code, Intentionality, and Veracity. The findings might be of interest for researchers and teacher educators interested in (a) modelling digital text sovereignty as it applies to AI; and (b) developing teacher education material and programs that target digital text sovereignty in an AI context, or that aim to support (future) teachers in developing an AI-informed pedagogy.

This study is a systematic examination of the open access status of research in two flagship language testing and assessment journals: "Language Testing and Language Assessment Quarterly." Coding and analysing 898 articles, we investigated (a) the prevalence of open access in four aspects--open manuscripts, open materials, open data, and open code, and (b) the relationship between open access and various characteristics of research, tests, and researchers. Our study revealed a positive trend in the adoption of open access over time, with open manuscripts and materials showing notable increases. Open code and data have remained scarce, though with a recent uptick from a low base. Notably, logistic regression results suggest inequitable participation in open access as authors from the Global South were less likely to have open manuscripts. Recognising the potential role of flagship journals as trend and standard setters, we call on the field to (a) shift towards more equitable open access models, (b) balance intellectual property concerns with validation needs, (c) recognise open code and open data with protected access via dedicated badges, and (d) adopt Research Transparency Statements, a new reporting structure inclusive of methodological and epistemological differences in open research practices.

This study analyzed collaborative invention projects by teams of lower-secondary (13-14-year-old) Finnish students. In invention projects, student teams design and make materially embodied collaborative inventions using traditional and digital fabrication technologies. This investigation focused on the student teams' knowledge creation processes by examining how they applied maker practices (i.e., design process, computer engineering, product design, and science practices) in their co-invention projects and the effects of teacher and peer support. In our investigations, we relied on video data and on-site observations, utilizing and further developing visual data analysis methods. Our findings assist in expanding the scope of computer-supported collaborative learning (CSCL) research toward sociomaterially mediated knowledge creation, revealing the open-ended, nonlinear, and self-organized flow of the co-invention projects that take place around digital devices. Our findings demonstrate the practice-based, knowledge-creating nature of these processes, where computer engineering, product design, and science are deeply entangled with design practices. Furthermore, embodied design practices of sketching, practical experimenting, and working with concrete materials were found to be of the essence to inspire and deepen knowledge creation and advancement of epistemic objects. Our findings also reveal how teachers and peer tutor students can support knowledge creation through co-invention.

Successful translation of medical devices requires a clear pathway through the business environment, including regulatory obligations and the protection of intellectual property. Introducing these topics can be challenging for biomedical engineering programs, as students prefer hands-on activities and retain concepts best when directly applied to projects or research. To address this challenge, 10 years ago, we created a two-semester course sequence covering these topics, primarily intended for MS students focused on medical device design. Course content is delivered with a "just-in-time" approach to align with ongoing year-long design projects. In the fall semester, our course covers IP and regulatory topics relevant to the selection of an unmet clinical need for further development. The spring course covers topics related to implementation of a business model for a new product, such as licensing, clinical trials, quality systems, and submission of material to the FDA. Over 10 years, we have added numerous special features, including a regulatory science competition, a mock Pre-Submission Project reviewed by regulatory experts, and an IP presentation modeled after industry practices. In this manuscript, we review course content, structure, and outcomes. A survey was used to obtain feedback from graduates now in widely varying positions in the medical innovation space. In addition, we obtained feedback from a sample of external reviewers. With a response rate of [approximately]50%, the survey identified strong support for the courses and identified chosen career paths. The mock Pre-Submission Project was highly valued by students and their employers, as were other assignments that aligned with ongoing design or research activities. Several opportunities for improvement and possible expansion of the course were identified to further enhance this valuable part of our curriculum.

Dialogue is central to the collaborative processes of inquiry-based approaches. In this methodological article on Interactional Ethnography (IE), we outline the guiding principles of IE as a logic of inquiry for studying the talk and actions of learners and their mentors in inquiry-based learning. Through a telling case of facilitation processes in high school invention education (IvE), we illustrate the major steps and analytic processes that an IE research team undertakes to collect, archive, and analyze records of classroom learning. We share how the IE team enters this ethnographic space and undertakes video-enabled microethnographic discourse analyses of in-time and over time events to identify key learning processes and develop warranted interpretations. Specifically, we exemplify how the ethnographers conduct nuanced analyses of learning discourse in-the-moment and over time. In the context of invention education, we share how an IE study enables the researchers to trace the developing cycle of inquiry and make visible the processes that support design thinking in invention education.

How can we engage new engineering and computer science graduate students in meaningful conversations about research and publication ethics without establishing a common understanding of the issues and expectations? Most universities offer extensive responsible conduct of research (RCR) training programs, which are usually a semester-long. Absent a requirement, it is unlikely that engineering and computer graduate students and their advisors would prioritize a lengthy training during the student's first semester. Recognizing this, the University of Nevada, Las Vegas' Howard R. Hughes College of Engineering designed and implemented an introductory research ethics workshop for all graduate students entering engineering and computer science. We engaged an interdisciplinary team of faculty and staff in the workshop's design and implementation, and approached our design within the sensemaking framework for ethical decision-making. Each workshop included lecture content in four priority topic areas identified by the college faculty: research design and data ethics, publication ethics, computer coding ethics, and intellectual property. The workshops also included a face-to-face panel discussion with experts including engineering, computer science, and law professors; librarians; and technical writers. Our assessment showed that after completing the workshop, students demonstrated increased content knowledge, and their self-assessed expertise ratings were better aligned with their content knowledge.

The learning process through forecasting patent information based on technology can provide the direction in which technology is needed, especially supporting developments into the future. Technology mapping through patent information in the market becomes leverage development of products. Foresight technology in a patent is a tool to predict advanced technology that brings a competitive product to the market needs. This paper discusses patent information that becomes useful for developing technology through emerging market segmentation through a portfolio, innovation, and emerging market based on the WIPO database. This paper used a qualitative method with descriptive analysis and study literature using Innography software to see related information utilization of bioethanol from sorghum plants. This paper aims to obtain information technology from the patent analysis in bioethanol from sorghum plants to develop foresight products. The results show 310 patents registered in WIPO fields from 2006-2021 with dominant IP Class dominate from sectors C and A, also economic value range held by the Republic of Korea. Foresight technology through patent analysis provides information for industry and stakeholders who need the impact of the implementation of the latest technology and the appropriate level of competition in the commercialization of bioethanol products from sorghum plants.

Almost all open educational resources (OER) definitions encompass key concepts such as the 5R activities and open licenses. However, little attention is given to the technical aspects and tools that allow the user to interact with these resources. This study aims to answer five research questions regarding (a) 5R activities, (b) open licenses and intellectual property, (c) technical aspects, (d) tools for developing OER, and (e) the topic of sustainability. To answer these questions, a systematic review of systematic reviews on OER was conducted following the reporting checklist of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Sixteen studies were eligible and included in this review. The main findings suggest that although most studies did not mention the term 5R exactly, they mentioned related terms, such as "share" and "adaptation." There was also a tendency toward focusing on more legal issues than technical aspects. Besides, most of the studies that mentioned tools discussed them as platforms to access OER, not exactly tools that encourage users to develop or adapt resources in an easy way. In relation to sustainability, several studies highlighted the relevance of developing sustainable OER models, but only a few suggested approaches to sustain an OER project. Therefore, with this article, we hope to raise awareness of the importance of the technical openness and tools that might contribute to fostering users' engagement with the OER, helping them to act as producers and contributors rather than mere passive receivers.

One educational approach aligned with problem-based learning (PBL) is invention education (IvE). Both PBL and IvE place an emphasis on resolving practical problems experienced by real people while engaging students in hands-on learning. In this interactional ethnographic study we examined the networks that supported a high school team and their teacher, as they worked to invent a solution to a real-world problem students identified in their community. Data sources included video and documentary data of the team's work generated by a student-historian during an invention education project as well as Zoom-facilitated ethnographic conversational interviews conducted with the teacher and the student-historian over five months the following year. We uncovered local, local-national, and national supports that impacted the invention education process of the team. Through ecomap, discourse, and domain analyses we demonstrate how supports at multiple levels of the educational ecosystem create opportunities for students and teachers to engage in meaningful, real-world problem-based projects. We argue that varied people and organizations can contribute to innovative PBL and IvE, thus aiding the narrowing of diversity gaps in the fields of invention, engineering, STEM, and problem-based learning more generally.

As the twenty-first century advances technologically, the era is also becoming notorious for the rise of organized cybercrime and attacks on business information and operations. Company data and intellectual property are considered the "New Oil" that generates value for organizations and their constituents. With the escalating number of cybersecurity incidents, businesses--especially small and medium-sized enterprises (SMEs)--are increasingly at risk of compromise and economic debilitation. Therefore, current and future business students would benefit from awareness of unfamiliar measures, such as cyber insurance, which can potentially reduce the devastating effects of a cyber incident. In this paper, the authors describe cyber insurance, present a framework that could be incorporated into the classroom to teach risk management techniques, and provide exercise resources.

According to the author, we are all creators and consumers of media. Technology has made it easy to copy, paste, and transfer anything educators might want to use in their classrooms. As educators, school librarians have an obligation to honor the law and be the role models that learners and other staff members need them to be. So many times the author has heard "Fair use covers me," or "Because I'm a teacher, I'm fine." The author states they were once guilty of this themselves. If educators expect learners to respect and follow copyright rules, they must follow them as well. In most states, the library media specialist degree is one of the only graduate degrees that requires a class on copyright and intellectual property. The author states it is vital to be transparent about one's qualifications and to make it clear that any information provided is based on personal understanding and experiences, rather than professional legal advice. Fair use is a wonderful thing, however it does not provide carte blanche to everything in education. According to the author, this is probably the biggest misconception among educators. Fair use has a four-factor test that one can use in determining if a copyrighted work can be used without permission. These factors are applied on a case-by-case basis, and fair use determinations can vary depending on the specific circumstances of each use. This is a great tool to teach both learners and staff. Fair use is a flexible and context-dependent doctrine. There is no fixed percentage or word count that can be universally considered fair use in all situations. Most of the time, as the author states, we think of copyright as being a standard school librarians teach learners. It is, but if librarians also lead by partnering and supporting classroom teachers, school librarians could build a stronger knowledge of copyright with learners. Librarians should be seen as a resource for both learners and staff. School librarians may not always be able to provide professional development, so be creative on how to send out information. Advocating for copyright does not mean school librarians need to be an expert, but it is essential to promote a fair and balanced approach that respects both creators and consumers.

This study offers a critical examination of university policies developed to address recent challenges presented by generative AI (GenAI) to higher education assessment. Drawing on Bacchi's 'What's the problem represented to be' (WPR) framework, we analysed the GenAI policies of 20 world-leading universities to explore what are considered problems in this AI-mediated assessment landscape and how these problems are represented in policies. Although miscellaneous GenAI-related problems were mentioned in these policies (e.g. reliability of AI-generated outputs, equal access to GenAI), the primary problem represented is that students may not submit original work for assessment. In the current framing, GenAI is often viewed as a type of external assistance separate from the student's independent efforts and intellectual contribution, thereby undermining the originality of their work. We argue that such problem representation fails to acknowledge how the rise of GenAI further complicates the process of producing original work and what it means by originality in a time when knowledge production becomes increasingly distributed, collaborative and mediated by technology. Therefore, a critical silence in higher education policies concerns the evolving notion of originality in the digital age and a more inclusive approach to address the originality of students' work is required.

The amount of grey literature and 'softer' intelligence from social media or websites is vast. Given the long lead-times of producing high-quality peer-reviewed health information, this is causing a demand for new ways to provide prompt input for secondary research. To our knowledge, this is the first review of automated data extraction methods or tools for health-related grey literature and soft data, with a focus on (semi)automating horizon scans, health technology assessments (HTA), evidence maps, or other literature reviews. We searched six databases to cover both health- and computer-science literature. After deduplication, 10% of the search results were screened by two reviewers, the remainder was single-screened up to an estimated 95% sensitivity; screening was stopped early after screening an additional 1000 results with no new includes. All full texts were retrieved, screened, and extracted by a single reviewer and 10% were checked in duplicate. We included 84 papers covering automation for health-related social media, internet fora, news, patents, government agencies and charities, or trial registers. From each paper, we extracted data about important functionalities for users of the tool or method; information about the level of support and reliability; and about practical challenges and research gaps. Poor availability of code, data, and usable tools leads to low transparency regarding performance and duplication of work. Financial implications, scalability, integration into downstream workflows, and meaningful evaluations should be carefully planned before starting to develop a tool, given the vast amounts of data and opportunities those tools offer to expedite research.

The growth and competitiveness of any business, especially micro and SMEs, will increasingly depend on the ability to apply new knowledge, organisation and working methods, as well as the capacity to engage in the commercialisation of research and development to develop new products, services, or processes. In the information society, the development of new products, services, and processes requires the use of innovations resulting from the intellectual activity of creative people. For creators and successors in title of intellectual property rights (various projects, trademarks, inventions, computer programs, etc.) to be able to successfully develop and market their products, they need a functioning IPR protection system. The research found that it is essential for the company to acquire the rights to the works created during the employment contract, and it would be necessary to reasonably limit the author's right to withdraw the work created during the employment relationship.

We propose and evaluate contractual- and Intellectual Property (IP) instruments in support of research collaboration partnerships between universities and the Small, Medium and Micro Enterprises (SMME)-industry, and more specifically in the South African context. Interviews were conducted with executives from 11 South African originated SMME's in the high-technology industry. The findings of this study and potential solutions were then verified and validated with SMME's, large multinational industry and universities (in South Africa and international) and can be considered as good practice principles to assist in industry-university collaboration (IUC). One aspect that was reported with high occurrence, is the matter of IP valuation, as it can often create further barriers in IUC. The question regarding how to value the IP and any rights relating thereto (IPR's), is attended to in this study and shared experiences from industry and universities provide insights in the considerations and principles to be used when entering discussions regarding IP valuation.

The aim of this study is to profile academic institutions (n = 127) based on publications, citations in the top 10% of journals, patent citations in Food and Drug Administration (FDA) approvals, clinical trials with uploaded results, contributions to clinical practice guidelines, awarded patents, start-ups, and licenses generating income in response to the Association of University Technology Managers (AUTM) Licensing Activity Survey: Fiscal Years 2011-2015. Latent variable modeling (LVM) was conducted in Mplus v.8.1, specifically latent profile analysis (LPA) was utilized to predict institutional profiles of research, which were compared with the 2015 Carnegie Classification System ranks. Multivariate regression of profile assignment on research expenditure and income generated by licensure was used to show concurrent validity. The LPA resulted in three profiles as the most parsimonious model. Mantel-Haenszel test of trend to the Carnegie Classification found a positive and significant association among institution rankings (r = 0.492, X[superscript 2](1) = 26.69, p < 0.001). Profile assignment significantly predicted differences in research expenditure and income generated by licensure. By classifying academic institutions into improving, mobilizing and thriving translational research profiles allows for a universal metric of translation of science from basic or bench to practice or policy.

This paper sought to establish the extent to which users' legitimate rights are safeguarded in Learning Management Systems (LMS); specifically, on the Blackboard system used for teaching at Sorbonne University, Abu Dhabi (SUAD). First, the users' legitimate rights that required protection were identified. Second, the security and privacy guarantees afforded by Blackboard were assessed. Finally, policy gaps and technological deficiencies that undermine the protection of users' legitimate rights were identified. The study adopted a qualitative research approach and a case study research design. Data was collected through content analysis, document review and interviews. The research revealed that to a large extent the "Blackboard" LMS safeguarded most of the users' legitimate rights. However, the system is silent on some legitimate rights, such as storage limitation and data sharing arrangements. Further, information emerged that revealed "Blackboard's" privacy practices are largely informed by educational institutions using its products. The study concluded that safeguarding user's legitimate rights is a collective responsibility between the learning management services providers and the educational institutions. As such, there is need for educational institutions using "Blackboard" and other learning management systems to craft robust data protection regimes.

The worldwide use of open educational resources (OER) has highly increased during the recent years. However, there is no clear idea about how these resources are utilized by teachers in Lebanon. Hence, this study aims at examining the extent to which the concept of OER is well known among the teachers. It also investigates the practices of OER users and explores the barriers to powerful use and sharing of OER among teachers. Nevertheless, this is quantitative research designed for analyzing the data collected from 308 teachers through an online questionnaire. The results showed that 60% of the respondents have heard about OER. Moreover, they revealed that OER users showed misunderstanding of the concept of OER due to their lack of knowledge about the open licenses. Hence, a national policy for e-learning is needed to leverage open education and ignite the power of OER by encouraging teachers to be producers of knowledge.

In this study, effects of values education on students' attitudes and behaviors on informatics ethics taught in information technologies and software courses have been examined, according to the opinions of information technologies teachers (ITT) working in schools where values education is taught through Selcuklu Values Education Project (SEDEP). This is a qualitative study and in this study, criterion sampling, one of the purposeful sampling methods, have been adopted to determine the participants. Thirty-five information technologies teachers (13 male, 22 female) working in Selcuklu, a district of Konya, have participated in the study. The data have been collected through a fixed format questionnaire form and analyzed using content analysis. The findings show that the values taught in values education are related to informatics ethics in various aspects (individual, family, society, morality, teacher and curriculum). The participants state that the students have been able to transfer the values education to the informatics ethics even if it is not at a sufficient level cognitively and affectively. Participants mainly use values education elements such as respect, responsibility, justice, self-control and empathy, in the teaching of informatics ethics issues (Privacy-Security, Intellectual Property, Cybercrime, and Cyberbullying). The values education elements the participants use to deal with negative behaviors they encounter in relation to informatics ethics are respect, empathy, justice and self-control. Lastly, information technologies teachers have offered some suggestions that can be followed in the classroom and in the digital environment on the use of values education while teaching informatics ethics.

Education 4.0 (E4) aims to improve the teaching-learning process and democratize access to quality education by using Industry 4.0 technologies in educational environments. The main objective of this article is to propose a framework containing a package of policies and initiatives for the drivers of society (industry, government, and academia) to develop E4. The framework was elaborated through systematic review based on good practices, challenges, and opportunities of E4, which were systematized considering the technical-scientific literature and the authors' experience. The main scientific contribution of this work is the creation of a new block of knowledge about E4 that expands and at the same time deepens the existing literature and can support new research and foster initiatives on the subject. Its main applied contribution is to increase access to quality education through the development of E4.

Technology has had a profound impact on how we listen to, create, and perform music. Among the Library of Congress' collections are wax cylinders, photographs, manuscripts, recordings, and more that document the evolution of sound technologies. Students can use these sources to assist them as they respond to and analyze music in all its historical and technological contexts. To support students in understanding how the recording technology used to produce sound informs the listeners' response to that sound, teachers may guide them to explore the digitized resources at the Library of Congress. Here, they can research the history of music machines from their inception and listen to many of the first recordings of sound. Students can observe how as music began to be recorded, certain elements, such as repetition, became less common, and the complexity of the music increased.

The introduction of open educational resources (OER) provides new opportunities for learners worldwide to access high-quality educational materials at the lowest cost. As a developing country, Vietnam is one of the countries that can most benefit from the OER movement. However, the concept of OER in Vietnam remains little known to the public, with few institutional OER repositories (IOER) developed. This study contends that IOER development in Vietnam is complicated and constrained by many contextual difficulties; it was designed to explore the challenges and opportunities. After a literature review, 20 semi-structured interviews were conducted with relevant stakeholders. Building on the findings from the literature, this study found that IOER development in Vietnam is constrained by five categories of challenges: (a) technological and infrastructure matters, (b) economic constraints, (c) sociocultural characteristics, (d) pedagogical concerns, and (e) legal limitations. Many of these challenges are not identified in the literature and provide insights into potential implications and solutions for future IOER in Vietnam and other countries.

Higher education institutions are essential generators and disseminators of knowledge; however, they must create conditions to lay the foundations supported by knowledge enablers and manage knowledge efficiently. In addition, intellectual capital and innovation are elements that help this process; if everything is correctly articulated, the academic staff and institution will promote better performance. This article analyzes how three knowledge enablers (leadership, culture, and organizational incentives) influence the knowledge management process. In turn, this process encourages the development of better intellectual capital and innovation in the teachers of Higher Education Institutions. A survey applied to 434 academics made it possible to collect information that, through structural equation models of partial least squares, allowed validation of the proposed hypotheses. The study results indicate that organizational culture and leadership significantly influence the knowledge management process. In addition, this process significantly influences intellectual capital and innovation. Finally, the vital link between the variables studied is demonstrated.

Interest in higher education institutions (HEIs) as instruments for development has increased in recent years. The main objective of this paper is to address the contribution of HEIs to development through their missions, models, and challenges. With this purpose, we perform a historical analysis and characterise higher-education systems through the perspective of university models and missions, noticing relevant aspects regarding the evolution of this institution over time, as well as the transformations undergone. We also consider the main challenges that current higher education systems face in the 21st century. As methodological approaches, we carry out a literature review complemented by a comparative analysis based on data from the higher education systems of ten European countries. The findings show that HEIs can contribute to development through their missions, which are related to the models of higher education. Their first mission (teaching) contributes to improving human capital and attracting highly qualified people to their regions; the second mission (research) improves scientific knowledge which can foster innovative activities; and the third mission (community service) acts as a link between research and business, including patents, business incubators, and collaboration agreements. We also conclude that the challenges of higher education in the 21st century can be categorised essentially in three main areas: (1) globalisation and massification of higher education, as well as the internationalisation of HEIs' missions and diversification of the educational supply to attract new students; (2) new technologies related to the digitalisation of teaching and distance learning; and (3) higher education entrepreneurship, showing the importance of university-company relationships. This paper provides a global setting for a reflection on the role of HEIs in the 21st century, given their connection with society and the need for a more effective contribution to socio-economic development.

Innovative education is a higher training requirement for education in the period of social transformation. It needs the education to cultivate talents with innovative consciousness and ability for the development of society. High school is critical for facilitating students' innovative consciousness, innovative thinking, and innovative ability development. Aiming at the problems of insufficient resources, fragmentation of education, and simplification of evaluation in the current practice of innovative education, Zhengzhou No. 12 Middle School integrates the characteristics of maker education and STEAM education to carry out the top-level selection, training, evaluation, and development of innovative talents. Formed an innovative education curriculum system that takes "Workshop + Project" as the starting point, relies on research learning courses, multi-dimensional evaluation as a guarantee, and integrates classroom teaching, club activities, project research, intellectual property rights, and expert guidance.

We are interested in how codified knowledge is produced around the globe (which inputs are used to produce scientific articles and patented inventions) and the efficiency of the process (how do the best performers produce more with the same inputs or produce the same with less inputs). Using a Data Envelopment Analysis (DEA) efficiency frontier approach, we aim to determine which countries are more efficient at producing codified knowledge. We proxy knowledge production by publications and patents, obtained through human (researchers) and non-human (R&D expenditure) resources. We built a 15-year database with more than 800 observations of these and other variables. Our findings enable us to distinguish efficiency by country, geographical region, and income area. We run four different specifications and correlate the results with partial productivity indexes seeking consistency. Under constant returns to scale, the most traditional producers of knowledge are not fully efficient. Instead, small countries with limited resources appear to be efficient. When we add environmental conditions, both sets of countries are efficient producers of knowledge outputs. High-income regions, on the one hand, and East Asia, North America, and Europe and Central Asia, on the other, are the most efficient regions at producing knowledge.

The purpose of this reflective article is to examine how structured STEM programs often fail to promote key traits that are crucial to the scientific process including creativity, wonder, curiosity, and imagination. Typical STEM programs are content-driven, outcome-oriented, and scripted in a curriculum-centered, teacher-directed manner. Because of their rigidity, these programs often preclude more open-ended explorations that foster creative explorations in STEM. The article gives examples of scientists and inventors who dared to imagine and explored the world with a sense of wonder in non-scripted, active ways. The article discusses programs like Genius Hour and provides suggestions for promoting creativity in STEM programs.

Higher education institutions (HEIs) contribute substantially to the quality of life (QoL) of the regions where they operate and to the progress and sustainable development of a country. This research intends to have an innovative approach in the study of the HEIs' impact on the QoL of regions by taking into consideration both qualitative and quantitative indicators. This study aims to identify, collect and systematize indicators that can be used to measure the impact of HEIs on QoL: on the demand-side based on expenditure (inputs) and the knowledge-based supply side (outputs). For accomplishing this, the authors carried out a literature review, an analysis of available statistical data in Portugal and interviews for the analysis and consolidation of indicators. The results will facilitate the measurement of the HEIs' impact on QoL and regions and allow the elaboration of a matrix of reliable indicators, which will hopefully assist in the definition of new higher education policies.

As the Sars-CoV2 pandemic continues to grow, researchers around the world are urgently seeking new treatments to prevent infection, cure those infected, or lessen the severity of the disease. Although there are several recently approved vaccines, clinical trials are underway to "re-use" drugs normally indicated for other diseases. This teaching experience studies the market for 8 pharmaceutical products used to fight the pandemic (remdesivir, favipiravir, lopinavir/ritonavir, chloroquine, hydroxychloroquine, sofosbuvir, pyrfenidone and tocilizumab) in 13 countries (Bangladesh, Brazil, China, Egypt, France, India, Malaysia, Pakistan, South Africa, Sweden, Turkey, United Kingdom and United States). Through the analysis of prices and costs, we reflect on the difficulty of access to treatment according to the country. The objective is to deepen knowledge of the pharmaceutical market: (1) to demonstrate in a tangible way the differences between production costs and final prices of medicines, (2) to perceive the difficulty of access to certain treatments depending on the country, and (3) to reflect on what initiatives should be implemented in an international emergency context such as the one we are experiencing.

The immersion of students into a workplace environment, as part of a deliberate pedagogy for integrating theoretical and practical knowledge, is not without risk. In order to safely provide such work-integrated learning (WIL) opportunities, the responsibility for managing these risks should be shared by all stakeholders. The purpose of this study was to explore strategies to manage different types of risks in WIL for students, host organizations and universities. Data was collected using an online survey, and interviews with university staff involved in WIL. Twenty-eight disciplines and a range of models of WIL from across the eight New Zealand universities were represented. Key strategies identified included: appropriate pre-placement preparation for students and hosts; clear contractual arrangements; good internal systems and resourcing (especially staff); and strong relationship management. Practical guidelines to help WIL stakeholders further develop their understanding and awareness of risk are presented.

Growing competition among higher education institutions (HEIs) explains their increasing interest in reinforcing strategies by incorporating knowledge transfer (KT) objectives into their strategic plans. However, this strategic formulation must be aligned with the implementation of performance management systems (PMSs) to properly achieve KT objectives. Thus, the aim of this paper is to examine whether aligning PMSs with KT strategic objectives improves KT performance while misalignment worsens it. To that end, PMSs are measured with respect to planning; cybernetic control; policies and procedures and reward and compensation elements. KT is specified as R&D contracts, extended patents, patents and licences. With a sample of 3812 Spanish university lecturers, we test the theoretical positive and negative effects of PMS-KT strategy alignment and misalignment on KT performance respectively. The results show not only that this alignment is effective for KT strategy implementation but also that misalignment has unintended effects on the achievement of long-term KT objectives. Therefore, lecturers' behaviour is influenced by how closely KT strategy and PMSs are aligned. The findings are useful for managers and academics to develop PMSs that effectively contribute to the achievement of universities' strategic goals.

The authors present two classroom experiments on technology licensing. The first classroom experiment introduces the concept of royalty stacking. Students learn that noncooperative pricing of royalties for complementary intellectual property rights leads to a double-marginalization effect. Cooperation solves the problem and is welfare-improving. The second classroom experiment introduces students to cross-licensing. It shows that reciprocal royalty payments dampen competition. The classroom experiments stimulate discussions of technology licensing, intellectual property rights, different royalty structures, patent pools, and technology standards. The authors present the experimental procedures and suggest routes for the discussion.

This study examines the impact of the Fraunhofer Society, Europe's largest network of applied research institutes, on patent applications. A difference-in-differences strategy was employed exploiting the establishment of five new Fraunhofer centres in the 2000s. The panel includes 65,963 European applicants (both firms and independent inventors) between 1980 and 2019. The results show that establishing a centre increases patent output by at least 13%, robust to using applicants of cities that established a centre by the end of the 2010s as an alternative control group. The effect is driven by an increase in applicants' productivity and not by agglomeration dynamics.

To promote university patent transfer (UPT) and technology diffusion, the Chinese government has implemented a series of economic incentives. One such incentive involves increasing the share rate of faculty inventors from 20% to 50%. We investigate whether such sharing arrangements are effective in encouraging patent disclosure by faculty inventors and in ultimately enhancing UPT performance. To conduct our empirical analysis, we selected the top 35 universities in China based on their rankings in terms of patent applications and collected comprehensive data pertaining to their patent applications and faculty inventors. A regression model based on propensity score matching was developed to obtain the results. The results demonstrate that the economic incentives of increased inventor share rates only partly achieved the policy goals. Specifically, increasing the inventor's share of equity exhibits positive influences on faculty invention disclosure rates at both the faculty and patent levels but a negative impact at the university level. It also leads to an improvement in university UPT performance. In contrast, increasing the inventor's share of royalty fails to produce the desired effect. It does not significantly contribute to promoting invention disclosure or UPT performance. From these results, this study provides better ways for Chinese university administrators and policymakers to improve the future of invention disclosures and UPT.

A brief examination of the fashion world reveals a multitude of learning opportunities for the business law curriculum. Fashion Law, a niche legal practice that addresses the broad range of business law concerns facing the fashion industry, has only recently gained a more respected position within legal research, debate, and discourse. This article provides a class exercise based on the 2014 Fall Moschino "McDonald's" collection. The exercise is designed to prepare students for a variety of legal issues they will confront as business professionals. It can be introduced within an instructor's established business law curriculum to supplement the topics of intellectual property, free speech, and business ethics. The purpose of this exercise is to demonstrate how a particular industry, in this case fashion, can encompass many facets of business law, including ethics, intellectual property, and freedom of speech considerations. It encourages students to be cognizant of the diversity of legal issues that can arise in any industry and provides students practice recognizing those issues. The "Moschino" class exercise demonstrates the complexity of legal and ethical issues that can arise in the business world, even in business niches students have not previously considered. As the business world continues to evolve, students must understand that there are legal and ethical considerations in the most unique of situations, and the expectation of this class exercise is for students to critically assess and respond to these legal and ethical issues.