But this article also quoted a long-time Adjunct professor who recognizes the potential power of a learning-based social networking site. “Imagine economics students at Stanford, Marist, Peking University and the University of Paris logging in outside their courses to study together and maybe even work on team projects,” the professor said at the time. “This could be the “study group” of the 21st century. Despite these constraints, Bayh-Dole was generally considered a success. The legislation encouraged a significant transfer of technology from universities to the public by the private sector, which generated a net benefit to the public. Race Hero was created in 2006, one of a series of websites that allowed students to publish and download instructional sheets, worksheets, essays, previous exams and other course materials. Among its distinctive characteristics, the materials were all related to specific courses. Students pay a monthly or annual fee for downloading material — fees may be limited or waived if they download content themselves to the marketplace. It is also one of many places on the Internet where students can pay for help with private lessons. We can tailor this course to the needs of your organization and deliver to your location and/or online. But for now, “there is a very serious gap between these things, and in my experience, American faculties are largely naïve and aware of the huge problem that technology creates for contract fraud and file sharing.” Race Hero made news in last week`s economic and technology publications by becoming the newest education technology company, which has seen its value soar by more than a billion dollars. This section examines a very different problem from the evaluation of Race Hero: has the company become, in the eyes of faculty members, a valued player in the learning ecosystem? Have concerns about copyright and fraud dissipated? The main concern on the academic side was that the combination of commercialization and academic research would encourage university researchers to abandon their primary knowledge research objective and focus solely on promising technologies on the commercial side.
Universities believed that corporate funds would “dirty” the institution`s hands. Although technology and intellectual property rights protection have recently increased sharply and technology transfer agreements are commonplace, the concept of technology transfer is not new. Technology transfer between universities and industry has existed in the United States since at least the 1920s, when some universities were marketing their discoveries. Technology transfers became interesting in the late 1940s, when the Manhattan Project demonstrated the value of university research for national defense. An influential 1945 report to the President, “Science — The Endless Frontier,” argued that university research could serve as a catalyst for economic expansion by increasing the amount of technology available to industry.