ブックタイトル縁19号

概要

縁19号

about share issuance systems, an important aspect of business.ENISHI: The mock project included the entire business process; from procurement, planning and marketing,to account settlement. Where did you sell the products?Oyadomari: We avoided school festivals, an internal sales channel popularly used for similar mock businessprojects, and instead accessed real-world channels, specifically, local shopping district events. Studentsvisited a host of shopping districts in Minato Ward to persuade representatives from the local shop ownersassociations to let them sell products at their events. Teachers communicated with the ward government toask for support. Thank to those efforts, the school has maintained friendly relationships with partner districtsup to today. Several years ago, students began to sell products from the Tohoku region in their booth at theannual Kakashi Matsuri (scarecrow festival) event, aiming to help reconstruction efforts for the areas affectedby the 2011 earthquake disaster.ENISHI: Students learn about business through these activities outside school by selling products andbuilding booths.Oyadomari: I believe that these links to the real world are important. Engagement with the world outsidethe school is the key.I have focused on product planning and marketing, which inevitably involves major IP issues, including ideacreation, company logos and brand mascots, which made me recognize the significance of understandingthese issues. While teaching research project classes during my four years at Shiba Commercial High School,I felt the need to learn more about IP education and began to attend a relevant seminar, which was veryuseful. I found the textbooks and other materials provided in the seminar could be applied to my lessonplans. I also attended workshops included in the seminar to develop IP instructors. I began to think aboutpreparing class plans utilizing the knowledge and books I got from the seminar. That's how I began to incorporateIP education into my class curriculum. This initiative was also inspired by our unique class, the foundingof a mock business.ENISHI: Among the four major IP-related topics, namely, patents, design, trademarks and copyright, whichdo you think should come first in terms of being introduced in class?Oyadomari: I think trademarks are the best starter. Students are relatively familiar with company andproduct logos. From this topic, I progressed to a range of related topics from idea creation to patents andutility models. This was followed by discussion on IP registration systems.ENISHI: Didn't the students shrink away from learning about systems?Oyadomari: If you tell them they can't learn about business without it, they accept it and study it. Sincethey know that most high schoolers aren't studying IP, they recognize that they are ahead of the game. Soather than shrinking away, they throw themselves into it.ENISHI: A popular misconception that scares people away is that since intellectual property is a legalconcept, it must be difficult to understand. You are challenging this preconception by presenting it from abusiness point of view.40 ENISHI IP Friends Connections August 2018 No.19