Educators and managers were asked in an independent survey conducted by Core Edge Image & Charisma Institute, “Do you think that students entering the job market would have an advantage if they have created articles, blogs, books, videos, and etc…that tackles an industry problem?” Over 96% of respondents felt that students with intellectual property had a better chance of getting the best jobs over students who didn’t possess any intellectual property.
This sparked the question of the need for students to create intellectual property that demonstrates their ability to critically think, make decisions, and solve complex problems in a competitive workforce.
In this article, Edward Brown, M.S., inventor of the IBAR Critical Thinking Method, will answer frequently asked questions by educators and managers on the role of intellectual property for gaining influence in the marketplace.
Q: When you speak of students influencing the marketplace, what do you mean?
Brown: I am referring to the ability of students to build a body of work that shows that they have identified, researched, analyzed, and synthesized problems and recommended solutions within an industry. By creating a body of work before being hired by a company demonstrates senior management level thinking on the part of students that make them more attractive and marketable to hiring managers.
Q: With the advent of social media, aren’t students building a body of work based on the videos, comments, and images that they post?
Brown: Yes, those elements can be considered intellectual property if it is an original creation. However, such self-expression does not exhibit the type of information valuable to specific industries. Social media is just that-media. It allows average individuals to create their own ecosystem of broadcasting (blogs, websites, podcasts, and videos). By focusing on random self-expression, students are wasting an opportunity to build authority websites, white papers, Q&A videos, and podcasts that say to employers, “I have looked at your industry…and I have solutions to long-standing problems.” Such a bold proclamation isn’t being announced by the average student currently.
Q: Why aren’t educators insisting that students leave high school or college with a comprehensive body of work that reflects scholarship?
Brown: My guess is that it never comes to mind. Not at the individual teacher-level nor the state and federal levels. People who seek educational reform in public schools really don’t know how to go about manifesting viable reform pragmatically. For instance, countless studies suggest that corporate managers complain about a skills gap in college graduates lacking critical thinking, decision-making, and problem solving skills. However, skills such as critical thinking has to lead somewhere. An educator can’t teach critical thinking for critical thinking sake. Specialized skills have to lead to a viable outcome.
Q: What is a viable outcome from critical thinking?
Brown: My answer is intellectual property. There three components to the process. First, a student learns a critical thinking method that diagnoses industry problems that produces recommended solutions. Second, the student creates intellectual property from these recommended solutions. Finally, the student uses social media to share their intellectual property.
This is the basic diagram…
Q: What are the benefits of this model?
Brown: A student produces intellectual property that solves critical problems, demonstrates student value to hiring managers, and helps contribute to society as a legacy building initiative.
Additionally, intellectual property creation leads to higher paying jobs and a better quality of life. For students, it’s the best of all worlds-influence, more money, and entrepreneurial opportunities.