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Universities and Copyright Collecting Societies

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INTRODUCTION George Bernard Shaw wrote – ‘when a stupid man is doing something he is ashamed 1 of, he always declares that it is his duty. ’ Years earlier La Rochefoucauld noted, ‘hypocrisy is the homage vice pays to virtue. ’ But whether stupid or wise, men are not just hypocritical; they are often honestly unsure where their duty lies. This is one of the main reasons for the creation of rules and exceptions to these rules. This book looks at the law of copyright, exceptions to copyright, which apply to Higher Education Institutions (hereinafter HEIs) and the position of the academic author in relation to the reward or incentive system. As such, the book further considers whether academic authors within HEIs are fairly remunerated for their academic contri- tions by the system of copyright collecting societies; and if not, whether alternative models exist to remunerate the academic author fairly. 2 HEIs include universities and other institutions such as colleges and vocational institutions, which award academic degrees including diplomas. This book will focus solely on the university sector of HEIs in the UK. In exploring the two broad subject areas of HEIs and Copyright Collecting Societies, a large variety of issues can be isolated for specific consideration.

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Entrepreneurial Universities

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This book analyses the importance of the entrepreneurial university, specifically in relation to the creation of entrepreneurial ideas and attitudes in students and entrepreneurial initiatives in academic institutions. The aim of the editors and contributing authors is to provide the reader with a set of experiences illustrating the advantages of communicating and encouraging entrepreneurship among students, thereby highlighting the “third mission” of the university: the need to adopt entrepreneurial strategy without disrupting the quality of teaching and research. Featuring initiatives from institutions around the world, the authors argue that the increasing importance of knowledge in the technical and social dimensions of today’s world provides greater relevance to the entrepreneurial university. In this context, universities transcend their traditional focus on teaching and basic research to carry out technology transfers, marketing ideas, and patent registrations, and incorporate spin-off companies that contribute to industrial innovations, economic growth, and job creation. In the teaching dimension, the entrepreneurial university represents a focus on programs which train students in the applications and most advanced practices in knowledge-driven fields. The book addresses such questions as: Can marketing ideas deteriorate the quality of research in the long term? What importance does the cultural framework have for an entrepreneurial education? What circumstances and programs facilitate spin-offs in universities What are the key features of entrepreneurial universities? In reference to entrepreneurship education in its broadest sense, then, it corresponds to the framework of ideas and general features on which entrepreneurship is founded: in-depth knowledge of the projects or ventures which they wish to carry out, capacity to perceive the relevant characteristics of the environment, and the leadership and goal setting skills to achieve success.

Virtual Corporate Universities

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Over the past years, business schools have been experimenting with distance learning and online education. In many cases this new technology has not brought the anticipated results. Questions raised by online education can be linked to the fundamental problem of education and teaching, and more specifically to the models and philosophy of education and teaching. Virtual Corporate Universities: A Matrix of Knowledge and Learning for the New Digital Dawn offers a source for new thoughts about those processes in view of the use of new technologies. Learning is considered as a key-strategic tool for new strategies, innovation, and significantly improving organizational effectiveness. The book blends the elements of knowledge management, as well as organizational and individual learning. The book is not just a treatment of technology, but a fusion of a novel dynamic learner (student)-driven learning concept, the management and creation of dynamic knowledge, and next-generation technologies to generic business, organizational and managerial processes, and the development of human capital. Obviously, the implications of online learning go far beyond the field of business as presented in this book.

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