Self-study
P1
Faculty researchers, particularly in scientific, engineering, and medical programs, often produce scientific discoveries and invent products or processes that have potential commercial value. ████ ████████████ ████ ████████ ███████ ██ ███ ██████████████ ██████████████ ██ ███████ ███ ███████ █████ ████████████ ███ ████ ██████ ██ ███████ ████ ██ ██ █████████ █████ ██ ████████ ███████ ███ ██ ███ █████████ ████ █████████ █████ ███████████ ██████ ██████████ ██████████ █████████████ ███
Context ·
Faculty researchers produce discoveries with commercial value
Universities can profit by licensing those discoveries
Problem ·
Financially tempting for faculty to leave university and work for startup
If universities don't incentivize their faculty correctly, that is.
Solution ·
Reconsider universities IP policies to give faculty the right level of flexibility to profit from their inventions
So, is the issue that the universities are hoarding all the profit upside? I suppose if I made a huge biotech discovery, I wouldn't be too happy if my university didn't share the profit with me.
P2
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Classification of IP Policies ·
4 types
This is based on Patricia Chew's scholarship.
Type 1 ·
Supramaximalist
Everything belongs to the university. Even discoveries made while not at work.
Type 2 ·
Maximalist
Everything belongs to the university, except inventions unconnected to their employment.
Type 3 ·
Significant use
If "significant use" of university time and facilities involved, then university owns IP.
P3
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Commentary ·
University ownership is the rule, faculty ownership is the exception
Chew and others note that this is actually contrary to what common law assumes, which is that as a rule faculty own IP. Author claims most universities are taking advantage of their faculty when maximizing ownership and profit rights.
P4
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Type 4 (Solution) ·
Faculty-oriented
Faculty ownership is the rule, university ownership is the exception.
Passage Style
Problem-analysis
Single position
27.
The author of the passage ████ ██████
a
explain why institutions ███ ████ ██ ███████ ████████████ ████████ ████████ ████ ███ ██████████ ██ ███████ ███████ █████
The purpose of the quoted text is revealed in the next sentence when the author says that there’s “
b
draw a contrast ███████ ███ ██████ ██ ████████ ███ ████████ ████ ████ ██ ████████ ██ ██████ █████ ██ ███ ███████
Factually inaccurate. The passage never goes on to discuss the world of business, or how it contrasts with academia, in any detail.
c
defend the intellectual ████████ ██████ ██ ███████ █████████ ███████ ████████████ ██ ███ ████████████ ████ ██████ ████
The purpose of the quoted text is to justify the author’s interest in looking at different policies. At this point in the passage, all the author’s advocating for is “
d
describe the previous ████████ ████ ███ ████ ██ █████ █████████████ ████████ █████████ █████████ ██ ███████ ██████████
Nothing suggests that Chew was influenced by this research. In fact, there’s no mention of Chew’s motivation for for creating the fourfold classification system.
e
demonstrate that some ███████ █████████ █████ ██ ██████ ███ ███████ ███ ██████████ █████
The quoted study just tells us that faculty might consider working for those firms. Whether they’re actually better off, though, is never considered. All that the quoted study demonstrates is that a university’s policies on can influence their ability to retain faculty. In other words, it demonstrates that universities have a reason to develop policies that appeal to their faculty. This is what (A) correctly says.