長期以來，商業交易多半是單純為取得某種物品或權利，由交易雙方協商並訂立合約，如買方為取得房地而願給付價金，賣方為取得金錢乃願出售房屋。然而二十世紀之後，經濟型態的轉變為交易的內容帶來了重大的轉變，智慧財產權的讓與或授權交易漸趨熱門，在商業經營中時時刻刻上演。如同典型的交易一樣，就取得權利者而言，其願意將所有的專利、商標、著作權等權利加以利用，以獲取金錢利益；反之，欲利用者則透過與權利擁有者訂立合約的方式，將之利用於所生產的商品或服務，增加其邊際效用，獲取更大的利潤。 在此背景之下，智慧財產的讓與或是授權，其交易的型態與方式漸行複雜，對於企業的經營更是有著決定性的影響，加上智慧財產權，可說是法律所創設出來的權利，其異於傳統財產實體的特質，更難以令習慣傳統交易的我們加以掌握，因此有深入研究的必要，本論文即基於此背景，開始關於智慧財產諸多活動中的一個課題-「授權」活動展開研究。 因此，本篇論文研究有以下的目的： 一、 從高科技產業獨特的環境去瞭解智慧財產授權所扮演的角色。 二、 智慧財產授權對於高科技企業經營策略之影響與作用，反之，高科技經營策略之擬定後，是否可以傑由授權達成其目的。 三、 高科技企業在面臨智慧財產授權契約談判時，應如何爭取最佳利益。 四、 高科技企業營運策略中，關於簽訂授權契約可能引發的法律相關議題應如何面對。 本研究即基於上述目的，從法律面及商業管理的角度去探討智慧財產授權活動所引發企業經營的策略意涵，以三個層次分別來說明：一、企業經營層次；二、授權契約談判層次；三、相關法律議題層次。透過三個層次的分析與歸納，本研究針對高科技企業之經營與智慧財產權授權的策略運用提出下列數點之建議： （一） 智慧財產授權是一個複雜的領域，涉及法律、管理、技術等面向，因此我國高科技企業必須走出權利金追索與授權的泥沼中，重新架構授權與企業的經營策略。 （二） 我國高科技企業若欲藉由授權活動予以獲利，則最重要的是將企業轉型為真正的知識型企業，持續研發，蓄積優質的智慧財產權，如此才能將智慧財產授權活動的功用發揮到最大。 （三） 企業應培養相關智慧財產權授權相關人才，並考量是否建制一個獨立的智慧財產授權部門。 （四） 授權契約的簽訂將會影響企業未來研發的發展方向，因此建議企業於簽署授權契約時，必須考量企業本身是否可以自行研發該技術，或是其他替代性技術的可行性，切勿因為被國外的企業一警告，即簽署智慧財產權的授權契約。 （五） 反之，既然專利訴訟需耗費大量的人力、物力、時間與金錢，因此面對專利侵權訴訟時，應考量接受授權的可能性，授權所付出的成本與進行訴訟的成本相較後取其較低者。但是需注意的是，縱使獲得他人授權，然亦不代表會侵害第三人之專利，換言之獲得一家企業的授權，並不表示已經一勞永逸的無侵權可能性。故建議企業在接受專利授權時，必須詳細的評估該專利的範圍。 （六） 授權與智慧財產的保護與執行有緊密的關係，因此企業應加強智慧財產的保護與執行，才可以降低授權活動所面臨的風險。 （七） 智慧財產授權，基於智慧財產的無形性的特性而生，與傳統的有形財產有迥然不同的性質，善加利用智慧財產權的特性，將可使企業擺脫傳統的營業模式，邁向新的獲利境界。建議企業應重新的審視自己所有的智慧資產，加以稽核與評估，結合本研究所提出的授權策略架構，重新思索企業的營運方向與智慧資產的利用是否完善，有效的提升企業的競爭地位，創造更多的經營優勢。

Made available in DSpace on 2016-06-02T19:45:55Z (GMT). No. of bitstreams: 1 1171.pdf: 1433510 bytes, checksum: 8458758a9e60d29fb8805578a06a3702 (MD5) Previous issue date: 2006-08-24 / The professional education for people with special educational needs intends to promote the development of the potentialities of these individuals, with the objective of supporting the complete exercise of the citizenship. It s necessary that the responsible institutions for the preparation for the work accept people with special educational needs. This opening can provide the implantation of real steps that minimize the social exclusion and facilitate the access for people with special educational needs to the work world. In a country with so many social inequalities, the inclusion of people with special educational needs in education programs for the work presume the enlargement of the presence spaces of these people in high and professionalizing schools, also in Technological Education Federal Institutions. In this sense, the study takes place in the setting of the special education public politics into the field of the professional education for people with special educational needs, with the focus in the Program TEC NEP (Education, Technology and Professionalization for People with Special Educational Needs) as a proposal of expansion of education and professionalization in the federal net institutions settings. The TEC NEP Program is a proposal for professional education implemented by the Special Education Secretary connected with the High and Technological Education Secretary intending to expand the offer of professional education, access and permanence in the work for people (young and adults) with special educational needs. The aim of this study was estimating how the guidelines proposed in the TEC NEP Program are being implemented in the federal net schools, through the perception of the nuclei coordinators. Twenty nine nuclei coordinators took part of this study. The data were obtained through the questionnaires sent by internet to the 32 schools which had, until 2005, instituted formal nuclei of the program. 29 coordinators nuclei filled and gave back the questionnaires. The data were analyzed quantitatively and qualitatively and synthesized to offer information about characteristics of the informers and institutions, description of the implementation of the TEC NEP Program in the federal net schools, selective process characteristics, registrations number of students with special educational needs, partnership support, strategies to aid the school inclusion for students with special needs, insertion in the work market, program financing, difficulties in implementing and managing, program impacts and suggestions and considerations brought by the informers. The results obtained after six years of implantation of the program show that its reach is still restrict, considering that in 20 of the 29 schools, the nuclei were implanted only within the two last years and only about fifth of the schools (32 amongst 144) had nuclei of the program. In 19 amongst 29 investigated schools, the nuclei coordinators reported that their schools had already former report of registration of students with special educational needs even before the implantation of the nuclei. The number of investigated schools with registration of students with deficiency raised for 21 in 2005. In the 29 schools investigated were notified 379 registrations of students with special educational needs. However, it s useful to stand out that 244 students with deficiencies (65%) were in courses of initial and continued formation which didn t demand scholastic level. Moreover, only 4 amongst 29 schools concentrated about 71% of the 379 registrations of students with deficiencies, showing the small reach of the program. 8 Therefore, it s observed that the number of registrations of students with special educational needs in the federal net schools is still little significant, what can be connected with the difficulties for the access and permanence conditions of this population in these institutions, since they only can entry through selective examination. The considerations of the coordinators appoint the necessity of taking measures to modify the structures of the schools, implant support services, review curriculum questions, re-define the evaluation process, provide teaching staff formation; it s necessary the involvement of the whole school community in the pedagogical project of the school. Through the reports of each institution, it s still perceived the priority necessity of eliminating prejudiced attitudes, adjust programs, offer pedagogic support, elaborate budgets for the nuclei and qualify continuously all the professionals that work in it. It was verified that the quantitative of students with deficiencies in these schools, even not so significant, is due to partnerships with ONG s (Not Governmental Organizations), what means the transfer of the government responsibility. Concerning to the leading to the work market, it s verified that some few institutions did the control of this datum and the lack of this information hinders a proper evaluation about the effectiveness of the program. It follows that the adoption of isolated measures for the creation of opportunities for access in the federal institutions will make not sense if it s not connected with the taking of steps in the Reabilitation, Education, Health and Transport areas, in order to allow the access and the permanence of these people to these institutions. Thus, it seems necessary a larger planning, accompaniment and evaluation about the measures proposed by the Program for the responsible organizations. / A educação profissional para pessoas com necessidades educacionais especiais (NEE) tem como finalidade promover o desenvolvimento das potencialidades desses indivíduos, objetivando favorecer o exercício pleno da cidadania. É necessário que as instituições responsáveis pela preparação para o trabalho recebam pessoas com NEE. Essa abertura poderá proporcionar a implantação de medidas concretas que minimizem a exclusão social e facilitem o acesso de pessoas com NEE ao mundo do trabalho. Em um país de tantas desigualdades sociais, a inclusão de pessoas com NEE em programas de educação para o trabalho supõe a ampliação dos espaços de presença dessas pessoas em escolas de ensino médio e profissionalizantes, inclusive nas Instituições Federais de Educação Tecnológica (IFET s). Nesse sentido, o estudo situa-se no contexto das políticas públicas em educação especial no campo da educação profissional de pessoas com NEE, com foco no Programa TEC NEP (Educação, Tecnologia e Profissionalização para Pessoas com Necessidades Educacionais Especiais) enquanto proposta de expansão de educação e profissionalização no contexto das instituições da rede federal. O Programa TEC NEP é uma proposta de educação profissional implementada pela Secretaria de Educação Especial (SEESP) em conjunto com a Secretaria de Educação Média e Tecnológica (SEMTEC) que visa expandir a oferta de educação profissional, acesso e permanência no trabalho para pessoas (jovens e adultos) com necessidades educacionais especiais. O objetivo deste estudo foi avaliar como as diretrizes propostas no programa TEC NEP estão sendo implementadas nas escolas da rede federal, através da percepção dos coordenadores de núcleos. Participaram do presente estudo vinte e nove coordenadores de núcleos. Os dados foram obtidos através de questionários enviados via internet para as 32 escolas que possuíam até 2005 núcleos do referido programa formalmente instituídos. Preencheram e devolveram o questionário 29 coordenadores de núcleos, tendo sido os dados analisados de forma quanti-qualitativa, e sintetizados de modo a oferecer informações sobre características dos informantes e das instituições, histórico da implementação do Programa TEC NEP nas escolas da rede federal, características do processo seletivo, número de matrículas de alunos com necessidades educacionais especiais, suporte das parcerias, estratégias para favorecer a inclusão escolar de alunos com necessidades educacionais especiais, inserção no mercado de trabalho, financiamento do programa, dificuldades de implementação e gerenciamento, impactos do programa e sugestões e considerações efetuadas pelos informantes. Os resultados obtidos após seis anos de implantação do programa indicam que sua abrangência ainda é restrita, considerando-se que em 20 das 29 escolas os núcleos foram implantados apenas nos dois últimos anos, e que apenas cerca de um quinto das escolas (32 de um universo de 144) tinham núcleos institucionalizados do referido programa. Das 29 escolas investigadas em 19 os coordenadores de núcleos informaram que suas escolas já tinham histórico anterior de matrículas de alunos com necessidades educacionais especiais antes mesmo da implantação dos núcleos. O número de escolas investigadas com matrículas de alunos com deficiências subiu para 21 em 2005. Foram notificadas um total de 379 matrículas 6 de alunos com necessidades educacionais especiais nas 29 escolas investigadas. Entretanto, caberia ressaltar que 244 alunos com deficiências (65%) estavam em cursos de formação inicial e continuada que não requeriam nível de escolaridade. Além disso, apenas 4 das 29 escolas concentraram cerca de 71% do total das 379 matrículas de alunos com deficiências, indicando a pequena abrangência do programa. Portanto, observa-se que o número de matrículas de alunos com necessidades educacionais especiais nas escolas da rede federal ainda é pouco expressivo, fato que pode estar relacionado às dificuldades nas condições de acesso e permanência desta população nessas instituições, visto que só podem ingressar através de exame seletivo. As considerações dos coordenadores indicam a necessidade de medidas para modificar as estruturas das escolas, implantar serviços de apoio, rever questões curriculares, redefinir o processo de avaliação, proporcionar formação docente, sendo que para isso, é necessário o envolvimento de toda a comunidade escolar no projeto pedagógico da escola. Através dos relatos de cada instituição, percebe-se ainda a necessidade prioritária de eliminar atitudes preconceituosas, adequar programas, oferecer suporte pedagógico, criar orçamentos para os núcleos e ainda capacitar continuamente todos os profissionais que nela atuam. Foi constatado também que o quantitativo de alunos com deficiências nessas escolas, ainda que não tanto expressivo, se deve a parcerias com ONG´s, o que caracteriza a transferência da responsabilidade do poder público. No que se refere ao encaminhamento para o mercado de trabalho, verifica-se que algumas poucas instituições fizeram o controle deste dado e a falta desse tipo de indicador impede que uma avaliação mais adequada sobre a efetividade do programa seja efetuada. Conclui-se que a adoção de medidas isoladas para criação de oportunidades de acesso nas instituições federais, não terá sentido, se não for acompanhada pela provisão de providências na área de Reabilitação, da Educação, da Saúde e do Transporte, de forma a permitir o acesso e a permanência dessas pessoas nessas instituições. Assim parece necessário um maior planejamento, acompanhamento e avaliação da implementação das ações propostas pelo Programa pelos órgãos responsáveis.

The present study is an attempt to analyze the impact of changing policy regime during the liberalization era on the behaviour of 81 sample firms in Indian electronics industry in terms of factor productivities. We categorise a period of 12 years (1993-2004) as the two phases of liberalisation: - Period/ Phase 1: 1993-1998 and Period/ Phase 2: 1999-2004. The 81 sample firms are segregated into four primary sub-sectors of electronics industry based on their use pattern: communication equipments, computer hardware, consumer electronics and other electronics. The objective is to trace the growth of output in the four sub-sectors in Indian electronics industry over two phases of liberalisation and to determine the relative contributions of Input Growth (IG) and Total Factor Productivity Growth (TFPG) to Output Growth (OG). Further, the study focuses on determining the relative contributions of Technological Progress (TP) and Technical Efficiency Change (TEC) to TFPG and establishes the influence of firm specific managerial decision making and management efficiency variables on TEC and TP. The methodology follows a three-step approach in order to achieve the above objectives. The first step is to determine a potential stochastic production function using stochastic frontier production function model and measure firm-wise technical inefficiency levels. The second step is to measure the growth of TFP over two phases and to derive the components TEC and TP. The third step measures the influence of management decision variables on TEC and TP using a frontier approach model on a panel data. The contribution of labour to output was found to be higher than the contribution of capital in all four sub-sectors. However, capital contribution improved in phase 2 relative to phase 1 for computer hardware and other electronics sub-sectors. Computer hardware was the only sub-sector that experienced an improvement in returns to scale from constant returns to scale in phase 1 to increasing returns to scale in phase 2 of liberalisation. The Technological Progress (TP) and Technical Efficiency Change (TEC) that contributed to TFPG exhibited a contrasting relationship for all the four sub-sectors in the electronics industry: TEC declined when there was high TP while it improved when there was a decline in TP. This could be because Indian electronics firms generally focus on either technology imports/ develop indigenous technology to achieve TP or to assimilate the imported/ indigenous technology for better use. The lag in assimilation of imported/ developed technology could be a reason for the negative relation between TEC and TP. The communication equipment sub-sector had a balanced growth in terms of TEC and TP among the four sub-sectors. The computer hardware and the other electronics sub-sectors were worse performers in terms of TEC in period 2 relative to period 1 and so had been the electronics industry as a whole. The computer hardware sub-sector had the highest average OG in period 2 relative to period 1 among all the sub-sectors due to relatively high contribution of IG. Other electronics sub-sector had the highest average TP that compensated for the negative average TEC. On an average, percentage contribution of TP to TFPG was high for the electronics industry and its sub-sectors in period 2 relative to period 1. This is an indication that the sub-sectors of Indian electronics industry have strived and achieved steady technological progress in the period of economic liberalisation to cope with the intensifying competition internally as well as externally. The sample firms in the electronics industry were in favour of towards external acquisition of sophisticated technology, which explains the relatively high contribution of TP to the TFPG of the industry. However, this was not followed up with adequate in-house R&D in order to develop indigenous technology or to absorb imported technology as a result of which TEC for the sub-sectors and the whole industry suffered. Growth in Operating Margin (OMG) and Growth in Returns on Capital Employed (ROCEG) generate additional revenue that could be ploughed back into the firm for improvement of its existing indigenous technology or absorption of imported technology thereby leading to improvement in TE and TP. The positive influence of OMG as well as ROCEG on TEC and TP for all the sub-sectors is an indication of efficient management in these sub-sectors in utilizing assets and profits to generate earnings. However, the trend of operating margin and returns on capital employed had been declining for all the sub-sectors. Inventory management proved to be costly for TP as financial resources diverted to maintain inventory had an undesirable effect on their indigenious technology. Most of the sample firms in the electronics industry were found to have incurred R&D expenditure to derive tax incentives. As a result the resources got diverted away from other creative operational or skill improvement efforts to unproductive and wasteful R&D activities. Thus, R&D did not have the desirable influence on the components of TFPG. The present study showed that unplanned and ad hoc technology imports or even raw material imports was not conducive to the growth of both the components of TFPG. Older firms need to develop their technology or adequately import better and more sophisticated technology. This would enable older (more experienced) electronic firms to overcome the negative influence of age, reflected in our analysis. This is, however, applicable to only those segments of the electronics industry where firms preferred to serve lower end of the market as well as lower end of the technological spectrum (eg. Computer hardware and other electronics sub-sectors). Electronics industry like any other capital goods industry offers scope for vertical integration. Management of the firms in electronics industry should emphasize on vertical integration, expansion of scale of operations and should initiate R&D investments to build up R&D base, among others to improve TEC and TP. This would also help to check the decline in operating margin and returns from invested capital among the firms. Thus, improved managerial effectiveness and decision making do help in the form of generating thereby surpluses facilitating to achieve higher TP and even TEC. Regional and State governments should provide adequate policy support and appropriate industrial infrastructure to electronic firms which would in turn improve their managerial effectiveness and TFPG.

No description available.

This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of each group underwent a reversal over time as ALCAE's effectiveness began to diminish as a result of changes to the CAE sector and as member interest was transferred to other groups and organisations. Conversely, CAUL gradually became a more active group during the 1980s and early 1990s as a result of changes to higher education, the efforts of some university librarians, and changes in membership. This study is based principally on primary source material, with the story of ALCAE and CAUL being told through the use of a combination of original documentation (including minutes of meetings and correspondence) and interviews with members of each group and other key figures.