특성화고등학교에서 양성할 지식재산 실무인력의 핵심 역량 요소에 관한 연구

Abstract

The purpose of this study is to discover factors of key competence of intellectual property personals based on the analysis of knowledge and function required to have as intellectual property personals, which are also available to educate at specialized vocational high school. Major findings of this study are as follows: First, the knowledge and function required to have as intellectual property personals which are also available to educate at specialized vocational high school are derived from three different areas. In particular, ‘work of production’ is derived from the area of creating intellectual property; ‘work of conducting drawing’ is derived from the area of protecting intellectual property; ‘work of crackdown on violation’ is derived from the area of making use of intellectual property. Additionally, as factors of key competence on the perspective of knowledge of intellectual property personals, knowledge related with ‘information search’, ‘production and technology’, ‘regulation related with intellectual property’, ‘terms in intellectual property’, ‘procedures of having intellectual property a right’, ‘laws related with intellectual property’, ‘scope of patent right’, ‘technique of paten analysis’, and ‘work of intellectual property’ are suggested. Also, as factors of key competence required on the perspective of function, function related with ‘information search’, ‘information collection’, ‘information analysis’, ‘information assessment’, ‘understanding products and technology’, ‘understanding patent’, ‘understanding work’, ‘conducting drawing’, ‘understanding drawing’, ‘understanding documents’, ‘communication’, and ‘interpersonal relation skill’ are suggested. The factors of key competence suggested in this study are fundamental data to educate intellectual property personals systematically. Thus, sustainable study should be conducted to have the factors developed as subjects at school for liaison with curriculum of specialized vocational high school. In accordance with shared characteristics of the knowledge and function, the suggested factors of key competence can be grouped to be developed into a subject, which can be later concluded as a subject which integrates theory and practice and also, a subject which focuses on practice. In conclusion, factors of key competence can be available to make concrete the scope of curriculum to educate intellectual property personals and can be used as basic data to shape direction of personals education. Furthermore, they are expected to be utilized to establish accrediting system of intellectual property personals.