• Journal of Engineering Education Research
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• v.11 no.1
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• pp.101-116
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• 2008

As industrial society has changed to knowledge-based society, the needs for the intellectual property education in the engineering school is emphasized. Therefore graduate engineering school in USA, Europe, and Japan has strengthened intellectual property education. The curriculum has expanded from intellectual property introduction to business development using patent technology, valuation of intellectual property, intellectual property strategy and management. However, the intellectual property education in engineering school in Korea is in early stage. This study has surveyed the intellectual property education in major engineering school in USA, Europe and Japan, and compared it with the education in Korean engineering school. Finally, some recommendations are provided based on this study.

• Journal of Engineering Education Research
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• v.24 no.6
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• pp.20-29
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• 2021

The purpose of this study is to analyze KAIST students' perceptions of intellectual property and start-ups and educational needs. In this study, literature research, interviews, and surveys were conducted, and 5 students participated in the interview, and 202 students participated in the survey. Students had similar perceptions of intellectual property and start-up education. KAIST students had very little experience in intellectual property and start-up-related education in middle, high schools and universities. In particular, most students highly recognized the importance of intellectual property and start-up education, but recognized that the importance was low in their career path. Therefore, students were also less willing to participate in intellectual property and start-up-related education in the future. Students demanded the highest education on 'patent management' in intellectual property-related competencies, and the highest demand for 'start-up idea derivation ability' in start-up-related competencies.

• 대한공업교육학회지
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• v.39 no.2
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• pp.1-18
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• 2014

This study took existing invention intellectual property related textbooks being utilized in secondary vocational education, analyzed the formation status of 'key learning elements' reflection ratio and drew optimum key learning elements formation ratio by invention intellectual property education content required in secondary vocational education in the future. For this, the study task was set up as 'what kind and how much of invention intellectual property key learning elements are in the invention intellectual property textbook education content now and what is the desirable ratio of each key learning elements in the future'. To resolve this task, 3 specialists analyzed the invention intellectual property education content reflection status and optimum reflection ratio by invention intellectual property education content required in the future is suggested by Delphi survey. The results of this study are as following. First, the result of analysis on invention intellectual property key learning elements included in the invention patent recognition books being utilized in secondary vocational education was that the books included all key learning elements; however, some textbooks have the trend of concentrating in D area (problem-solving activities). Second, the result of analysis on the reflection ratio by invention intellectual property education content area in the invention patent recognition books being utilized in secondary vocational education was that there was the trend in most textbooks that they concentrate in intellectual property creation area; while some textbooks deal with intellectual property protection area and intellectual property utilization area. Regarding by achievement type, knowledge area was main in all textbooks. Meanwhile, function area is dealt in invention patent basic, invention and problem-solving and design textbooks. Attitude area is not dealt or is dealt insufficiently in most textbooks. Third, the optimum reflection ratio of invention intellectual property education key learning elements required in secondary vocational education in the future as obtained by specialists' delphi survey was that it is necessary to decrease D (problem-solving activities) 17.7% area, E(invention fusion knowledge) 2.9% area, K(patent application) 6.9% and L(patent information investigation) area 9.6%. Regarding the optimum reflection ratio of invention intellectual property education content, it is suggested that the invention literacy area 3.1%, intellectual property creation area 4.5% and intellectual property protection area 10.6% would be decreased; while intellectual property utilization area 17.7% would be increased. Regarding optimum reflection ratio of achievement type, it is suggested that knowledge area 52% would be decreased; while function area 32.3% and attitude area 19.6% would be increased.

• 대한공업교육학회지
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• v.43 no.1
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• pp.134-157
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• 2018

This study surveyed and analyzed satisfaction and issues about an intellectual property education system, and educational needs for intellectual property NCS (intellectual property management, intellectual property information survey analysis, intellectual property assessment trade), in order to introduce and operate NCS-based education system that trains practical manpower in the field. The results of this study are as follows. First, satisfaction for intellectual property education system showed education contents (M=3.86), followed by lecture (M=3.79), teaching method and environment (M=3.66) and education assessment (M=3.50). The issues to be improved are low application in the current occupation due to no reflection of demands of industrial fields, as well as insufficient education contents system, lectures who fall short of education capability and interactions with students tend to stress theoretical knowledge more than practical ability, teaching method lacks application of educational medium, insufficient interest and motivation, assessment methods that fall short of theoretical knowledge and practical ability achievement, and that is theory-centered. Second, educational needs for intellectual property NCS showed intellectual property assessment trade (4.33), followed by intellectual property management (3.68), and intellectual property information survey analysis (2.99), which should be reviewed to reform or newly develop NCS-based education course. Conclusively, intellectual property education showed satisfaction above the average, but a job-centered education is demanded to elevate application in the industrial field, which puts emphasis more on practical ability than theory. For this, it is necessary to introduce intellectual property NCS reflecting demands of industrial field, and to reform or newly develop into NCS-based education course. In addition, intellectual property education needs to be operated by changed education paradigm, such as user-centered teaching method, not provided-centered, and performance and course-centered assessment method, not theoretical knowledge-centered.

• Journal of Distribution Science
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• v.20 no.2
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• pp.55-64
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• 2022

Purpose: This research is aimed to study the level of the intellectual potential distribution, as well as the correlation between economic growth and key indicators of intellectual potential in each region of Kazakhstan. A review of the conceptual framework shows that there is a large body of research evaluating the level of intellectual potential in different ways based on different factors. Research design, data, and methodology: The research methodology is divided into two groups the integral index method using the normalization of indicators, weighting, and ranking; the method of correlation analysis. By the proposed methodological approaches, were calculated a set of factors affect the distribution of the intellectual potential. Statistics are taken for indicators of development of the intellectual potential for 2011-2020 from the Bureau of National Statistics. Results: Ranking results showed gaps between regions in Kazakhstan by the level of intellectual potential. Correlation analysis results revealed a statistically significant relationship on expenditures on R&D, computer literacy, innovative products, number of PhD students, and cultural and leisure indicators. Conclusions: Based on the obtained results of the intellectual potential level development there were given recommendations for the reproduction and regulation of the intellectual potential in the future.

• Journal of Distribution Science
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• v.21 no.4
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• pp.47-56
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• 2023

Purpose: the research aims to analyze the impact of the distribution of knowledge through online learning on the intellectual potential of PhD students and produce recommendations for policy to improve intellectual capacity. During the literature review, it was determined that a large number of studies examined the impact of online learning on the quality of education at different levels. Research design, data and methodology: the research methodology is based on subjective assessment and studying the students' opinions. The basis of the study was a comprehensive analysis of primary data obtained through a sociological survey of PhD students. 324 respondents from humanitarian, medical and natural faculties participated in the survey. Results: the study revealed that online learning helps increase students' intellectual potential. PhD students had a positive attitude towards the transition from traditional education to online learning. It should be noted that, according to the results, the most popular gadgets were laptops and smartphones, which were characterized by high mobility and ease of use. Based on the obtained results, recommendations were developed for the formation of online learning with a focus on increasing students' intellectual potential. Conclusions: based on the results of the assessment of educational and innovative potential, policy recommendations and further research in this area were proposed.

• International Journal of Computer Science & Network Security
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• v.22 no.12
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• pp.217-228
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• 2022

The study aimed to build an electronic strategy in innovative learning situations for the role of education in combating intellectual currents. A total of 525 Saudi university faculty members and general education teachers were surveyed using two electronic questionnaires. Arithmetic averages and standard deviations, One-way ANOVA, Scheffé's test, Pearson's correlation coefficient, and Cronbach's alpha stability coefficient were used as statistical methods. The study statistically identifies the differences between the study sample at the level of significance (0.05). and the design of a digital application for individual learning to combat deviant intellectual currents to activate them in light of Saudi Vision 2030 by combining the theoretical academic material and turning it into a learning e-game called (crosswords). The game is equipped with hyper media that supports education with entertainment to direct ideas towards the promotion of identity, the development of values towards moderation and the consolidation of intellectual security. Additionally, the learning e-game represents awareness messages in three short films to activate the role of curricula and intellectual awareness centers to apply realistically, innovatively, and effectively.

• Korean Journal of Child Studies
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• v.8 no.1
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• pp.83-112
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• 1987

This study examined the characteristics of the relationship of home environment variables and children's intellectual ability. Two studies were conducted: Study I examined the predictability of home environment variables for children's intellectual ability by children's age and the correlations between environment variables and children's intellectual ability. Study II investigated causal relationships among the variables which are supposed to affect children's intellectual ability. The subjects of this study were 240 children at age four, six and eight attending nursery schools, kindergartens and elementary schools and their mothers. Instruments included the Inventory of Home Stimulation (HOME), inventory of sociodemographic variables, and the K-Binet scale. The results obtained from this study were as follows: 1) Home environment variables had a significant positive correlation (.36 ~ .78) with children's intellectual ability. 2) The home environmental variables that significantly predicted children's intellectual ability differed according to children's age. That is, play materials, breadth of experience, and quality of language environment were predictive of children's intellectual ability at age four, while parent's education, developmental stimulation, and play materials were predictive at age six. Economic status of the home, need gratification, avoidance of restriction, and emotional climate were predictive at age eight. 3) The causal model of home environment affecting children's intellectual ability was formulated by exogenous variables (parent education and economic status of the home) and by endogenous variables (direct stimulation, indirect stimulation and the emotional climate of the home). 4) The results of the analysis of the causal model showed that the kind of variables that affected children's intellectual ability directly differed according to children's age. That is, direct stimulation and parent's education affected children's intellectual ability directly at age four and six, while the economic status of the home and indirect stimulation affected intellectual ability directly at age eight. The amount of variance that explained children's intellectual ability increased with increase in children's age.

• International Journal of Computer Science & Network Security
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• v.22 no.3
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• pp.259-265
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• 2022

This research aims to increase understanding of family participation in special education programs, to gain a deeper understanding of the programs themselves, and to determine the consequences of the research findings. It addresses the opportunities for families to participate in their children's learning journey and focuses on enhancing the experience of families participating in the education of students with intellectual disabilities. This study interviews four teachers of students with intellectual disabilities, and three important themes emerge from their discussion of whether parents should participate in special education programs for their children. The findings of this study have several important implications for future practice.

• 대한공업교육학회지
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• v.44 no.1
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• pp.141-161
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• 2019

The purpose of this study was to elucidate the necessity of opening a lecture on intellectual property education by confirming the effect of the lecture on intellectual property education in the college students. For the study, IP program was developed for the course through literature review, and supplemented it with expert review. The developed course program was applied to 39 students for 15 weeks. In order to verify the effectiveness of the lecture, the survey was performed. And analysis method for the concept change analysis and the keyword formation analysis were performed. For the analysis, SPSS 24, UCINET and Netdraw were used. The results were as follows. First, the lecture on intellectual property education positively changed the value, necessity, and perception of intellectual property to the students. Second, the students of the lecture on intellectual property education responded that the lecture on the intellectual property should be increased. Third, through the lecture on intellectual property education, students formed basic concept about intellectual property centered on key word. The intellectual property lecture program developed and applied in this study is difficult to apply to all university situations, but it is expected to be referenced in the establishment and operation of related lectures and to be derived in various forms.