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passage 4
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 ███ ████ ██ ███████ ████████████ ████████ ████████ ████ ███ ██████████ ██ ███████ ███████ █████
b
draw a contrast ███████ ███ ██████ ██ ████████ ███ ████████ ████ ████ ██ ████████ ██ ██████ █████ ██ ███ ███████
c
defend the intellectual ████████ ██████ ██ ███████ █████████ ███████ ████████████ ██ ███ ████████████ ████ ██████ ████
d
describe the previous ████████ ████ ███ ████ ██ █████ █████████████ ████████ █████████ █████████ ██ ███████ ██████████
e
demonstrate that some ███████ █████████ █████ ██ ██████ ███ ███████ ███ ██████████ █████