Reconsidering the Bayh-Dole Act and the Current University Invention Ownership Model

The Bayh-Dole Act of 1980 provided U.S. universities with the right to commercialize employees’ inventions made while engaged in government-funded research. This paper argues that the current university invention ownership model, in which universities maintain de jure ownership of inventions, is not optimal either in terms of economic efficiency or for advancing the social interest of rapidly commercializing technology and encouraging entrepreneurship. We argue that this model is plagued by ineffective incentives, information asymmetries, and contradictory motivations for the university, the inventors, potential licensees, and university technology licensing offices (TLOs). These structural uncertainties can lead to delays in licensing, misaligned incentives among parties, and obstacles to the flow of scientific information and the materials necessary for scientific progress. The institutional arrangements within which TLOs are embedded have encouraged some of them to become revenue maximizers, rather than facilitators of technology dissemination for the good of the entire society.We suggest two alternative invention commercialization models as superior alternatives. The first alternative is to vest ownership with the inventor, who could choose the commercialization path for the invention. For this privilege the inventor would provide the university an ownership stake in any returns to the invention. The inventor would be free to contract with the university TLO or any other entity that might assist in commercialization. The second alternative is to make all inventions immediately publicly available through a public domain strategy or, through a requirement that all inventions be licensed non-exclusively. Both alternatives would address the current dysfunctional arrangements in university technology commercialization.     

Instant Messaging on Campus: Use and Integration in University Students' Everyday Communication

This article reviews the body of research on the use and role of instant messaging (IM) in campus life, and how IM is a key part of university students' communication. IM is a synchronous form of communication, and its speed, availability information, and support for multiple conversations have made it appealing for young people. With university students, in particular, showing a heavy reliance on IM, researchers have shown great interest in how university students use IM and how it is integrated in their social and academic life. While studies are emerging in various disciplines, no attempt has been made to integrate the disparate findings and approaches. This article synthesizes key findings, provides a map of the literature, and discusses conceptual problems inherent in the study of IM and other information and communication technologies (ICTs) that will help researchers identify key areas of study and opportunities for future investigation.     

论培养学生的创新精神

为适应知识经济时代对人才的要求 ,我们应切实注重培养学生的创新精神。学生创新精神的培养是一项长期的复杂的社会系统工程 ,必须从小抓起 ,要创设一个适宜的社会大环境 ,改革现行的课程 ,教师应重视自身相应素质的培养与提高 ,抓住课堂教学这一主渠道 ,使学生创新精神的培养落到实处     

搞好体育教学应处理好八大关系

体育教学是由教学过程中诸多因素相互作用来体现的,用辩证唯物主义的观战对待它们的相互关系,可以使我们更好的把握教学规律,从而不断提高教学质量。     

执行民主集中制的再思考

民主集中制是我们党和国家的根本制度,执政党只有认真地执行民主集中制,才能实施和实现正确有效的领导.对此,本文从为什么要实行民主集中制、正确处理好四个关系以及抓住五个环节等方面展开了论述.     

王安石义利观的时代特色

王安石的义利统一和以义理财为主要内容的义利观为他的变法实践作了理论准备。他给传统的义利观作出了新的解释,赋予了新的内涵。这在中国伦理史上具有重要的意义,也是王安石遭到理学家们反对的重要原因之一,但是他的义利观属于他的那个时代,从而具有那个时代的特色:他的义利思想不可避免地带有强烈的入世色彩。     

乡镇企业发展中的社会资本分析

乡镇企业在发展初期拥有丰富的社会关系,具有大量社会资本,这构成其高速增长的重要基础。然而,伴随着我国经济社会结构深刻变化,乡镇企业的社会资本开始下降,社会资本在传递信息、构建信任等方面具有不可替代性,乡镇企业要实现新的发展,必须适应新的经济社会环境,再造社会资本。     

Direct and indirect effects of Key2Teach on teachers' sense of self-efficacy and emotional exhaustion,a randomized controlled trial

The effects of Key2Teach on teachers' sense of self-efficacy and emotional exhaustion related to students with externalizing problem behaviour were investigated using an RCT-design. 103 teachers were randomly assigned to an intervention or control condition and followed during a school-year. Data were collected at three time-points. Self-efficacy for instructional strategies improved at post-test and emotional exhaustion decreased at follow-up as a result of Key2Teach. Self-efficacy did not mediate the effect on emotional exhaustion. The effect of Key2Teach on self-efficacy concerning student engagement and classroom management was mediated by an increase in closeness. Implications for research and practice are discussed.     

Relational uncertainty management in adult children of divorce

Utilizing uncertainty management theory (UMT) and a multiple goals theory of personal relationships (MGPR) the present study examined how adult children of divorce (ACOD) manage relational uncertainty following parental divorce. In-depth, semi-structured interviews with 25 adult children who had experienced parental divorce when they were 18 years of age or older revealed two, broad types of information acquisition strategies: deliberate (i.e. information-seeking and information-avoiding) and incidental (i.e. incidental information acquisition). Deliberate information acquisition strategies were animated by several goals, including reducing and maintaining uncertainty, avoiding feeling caught, and protection. Alongside goals, various constraints (e.g. target efficacy, coping efficacy) played a role in ACOD’s relational uncertainty management. We discuss these results in relation to their theoretical and practical applications.