The Master's Degree in Intellectual Property and New Technologies 100% ONLINE (#MPINT) is the first 100% ONLINE and annual master's degree in Latin America, which addresses the challenges posed by the regulation, management and analysis of intellectual property impacted by new technologies.
The 100% ONLINE Master's Degree in Intellectual Property and New Technologies (#MPINT) provides students with:
The Master's program aims to provide you with better training in intellectual property and responds to the need to understand, from a regional perspective and from Latin America, how New Technologies influence the development of Intellectual Property.
As the use of intangible assets and technology increasingly occupies the political and economic agenda, reality makes it necessary to thoroughly analyze intellectual property mechanisms in the region and train those who will promote sustainable development on the better and more efficient use of intangible assets in Latin America within this dynamic context.
In addition to a deep development of the theoretical foundations of the discipline, the 100% ONLINE Master's Degree in Intellectual Property and New Technologies (#MPINT) will also focus on the management and administration of Intellectual Property Rights within institutions, companies, associations, research institutes and State bodies in the Region.
The Master's program provides comprehensive training in Intellectual Property —patents, trademarks, copyright, contracts and licensing— and its link with innovation, public health and creative industries, with a focus on the strategic management and marketing of intangible assets.
Core Subjects
Programs
Complementary activities
You can take optional subjects, seminars or workshops at other universities or academic units of the Universidad Austral (up to 30% of the in-depth module), subject to approval and validation by the Faculty of Law.
Degree awarded: Master in Intellectual Property and New Technologies
100% online
The Master's program is 100% online , with classes on Wednesdays and Thursdays from 5:00 p.m. to 9:00 p.m. (GMT-3).
* 11 additional Thursdays from 13.00 to 21.00 (GMT-3) are added.
"The Master's in Intellectual Property was a life-changing experience, not only in terms of professional development, but also by opening doors for me professionally, allowing me to join a company like Biogénesis Bagó. The faculty is truly excellent, and the program covers all aspects of Intellectual Property. Although it's a law degree, its case-based methodology meant that someone with a technical background like myself could complete it without difficulty. Furthermore, having classmates from all over Latin America gave me a broader, continental perspective on the current state of Intellectual Property."
16th Promotion (2027-2028)
Start of the Master's Degree in Intellectual Property: April 2027
Location : 100% Online
Subjects :
The student must complete a total of 700 hours.*
Master's degree programs will have at least 700 clock hours, of which a minimum of 540 must be dedicated to courses, seminars and other activities of that nature, and the remainder may be assigned to the final project or other complementary activities.
The candidates come from two large groups of disciplines and places of work:
Graduates will develop skills to:
The 100% online Master's Degree in Intellectual Property and New Technologies (#MPINT) provides professionals in law, economics, engineering, biotechnology, business administration and other disciplines with a solid theoretical and practical training to achieve the best economic and social use of intangible assets, combining legal knowledge with tools of economics, innovation, management and negotiation.
Authorities
Academic Committee
Faculty
The Faculty of Law has an exhaustive and demanding Regulation of Master's and Specializations, which governs the life of the different actors in all its postgraduate programs: directors, professors, officials, students.
Click here to download it.
The teaching methodology of the Master's Degree in Intellectual Property is eminently practical and participatory , using the case method.
The aim is to build learning upon the participants' experiences , enabling them to learn from both previously provided material and their own perspectives, and to defend their resulting analysis. The goal is to develop a synthesis of the opinions of the professionals attending the course and, naturally, those of the instructor, who leads the class.
The teachers aim to involve as many participants as possible in the class, transforming it into a debate of diverse opinions and a collaborative search for a solution to the case. They also moderate participation, giving participants the floor, guiding their contributions, asking questions, organizing comments, and sharing their own experience and perspectives on the matter.
The classes end with a systematization of the conclusions reached during the study , even if these may be diverse and contradictory, and where appropriate, with the appropriate conceptual specification of the topic discussed.
To make the most of classes and academic time, students need to read and study the material and cases provided beforehand.
The Faculty has been a pioneer in Argentina and throughout the Spanish-speaking world in the use of active and participatory teaching methods , and especially the case method , both at the postgraduate level, where it began to use them in the area of Continental Law, and where it is applied in two-thirds of the classes, and at the undergraduate level, where it is one of the few Latin institutions that uses them intensively.
In light of the above, its faculty employs various versions of the Socratic method in legal education. Specifically, the case method utilizes a multitude of pedagogical approaches, all stemming from a common core that the Faculty itself developed and adapted to Continental Law based on the pedagogical methodologies used in American Law and Business Schools.
In this way, all the educational activities of the Faculty strive to put into practice the three principles postulated by Christopher C. Langdell, the Dean who revolutionized Harvard Law School and the entire American legal education, when in 1870 he began to teach with the case method:
1) that the student's efforts are parallel to those of the teacher;
2) that the study be designed in such a way as to obtain the greatest and most lasting benefits; and
3) that the classes are in such a way that it is better for the student to attend than to stay at home reading a textbook.
In light of the above, and assuming as an indispensable basis a deep knowledge of the theoretical aspects and the normative structure of the different legal institutions, the case method consists of analyzing judicial decisions and hypothetical situational cases, evaluating the different alternative solutions presented and making decisions about the best path to follow.
Therefore, the Faculty's legal teaching places strong emphasis on training students in legal reasoning, researching sources to make decisions, and in writing and expressing their arguments and ideas.
The case study methodology is demanding for both students and professors . Making the most of classes and academic time requires students to read and study the assigned materials and cases beforehand. For professors, the case study method is demanding because it requires careful preparation of the materials and cases, as well as active participation in the class.
In postgraduate programs, the usual approach begins with the professor dedicating a third of the session time to presenting and discussing with the students the fundamental theoretical principles of the legal institution under analysis, which all students have already studied from the course materials. The doctrine is addressed, but not "theoretically," rather through critical analysis, seeking foundations, reasons, applications, strengths, weaknesses, and areas for improvement.
After studying the material, the case method is introduced, occupying two-thirds of the session dedicated to each topic. This method aims to build learning upon the participants' existing knowledge and experience , allowing them to learn not only from previously provided material but also from the perspectives of other participants, rather than solely from the professor's input, as in a traditional lecture system.
Following the Roman idea that law arises from facts, the method demands that, in the face of a given factual situation, one investigates the principles that structure appropriate solutions to it, critically analyzing them to see which ones respond to what the circumstances need.
The debate on specific applications of the law and on concrete facts that require a solution also leads to everyone's involvement with the institutions under analysis. This is because the whole person is involved, with their intelligence and emotions, and it leads to a better understanding of legal principles by seeing them in operation, since the elements that have been analyzed and debated are not forgotten.
The case study typically consists of a court ruling or a situational narrative, usually based on real facts and circumstances. Other variations of the method include film clips, actual lawsuits and responses, out-of-court counseling scenarios, and so on.
Sometimes professors provide a whole catalog of preliminary questions for case analysis, and at other times they discuss it directly, leaving the student to face the problem alone, without previously outlined paths.
The case analysis is first done in small groups of five to eight people, and then discussed in a plenary session of the whole class , with approximately one hour dedicated to team discussion and one and a half hours to joint debate.
Teamwork is essential in the adaptation of the Anglo-Saxon case method carried out in the Faculty, since it allows exponentially multiplying the participation of everyone, and enriching itself enormously with the views of others, creating the habit of cooperative work, so necessary in the world of legal professions.
Both in teamwork and in the discussion session with the whole class, the teachers seek to involve as many participants as possible in the development of the teaching, transforming it, from questions, into a debate of diverse opinions on the factual and legal aspects of the situation under study and training them in the search for the best solution of the case.
The educational methodology based on studying theory and applying it to cases develops in postgraduate students. This fosters a strong critical legal mindset, enabling them to analyze a multitude of complex legal problems with scientific rigor and depth, and to resolve them naturally.
The case method, understood in this way, has proven to be an exceptional tool in practical training as a training in legal reasoning and argumentation , and has been applied with excellent results within the Faculty for almost twenty years, both at the postgraduate level, in our Master's and Specialization programs, and at the undergraduate level, in our Law degree.
Therefore, as all those who have done so can attest, having studied Law at the Universidad Austral es a unique and unforgettable experience, which leaves a profound mark and transforms, renewing and modifying the ways of approaching the legal phenomenon and professional activity.
Some of the outstanding skills that graduate students acquire at the Faculty through the constant application of analysis, group discussion, and decision-making inherent in the case method are the following:
Therefore, it is a source of pride that, after this training in legal thinking and mindset, almost all undergraduate and postgraduate graduates have managed to position themselves as expert lawyers in the areas of law they have chosen.
Indeed, as a logical result of the remarkable theoretical and practical training provided to students, the Faculty constantly receives job offers from law firms, companies, and public sector institutions.
Thus, they find themselves working in the country's leading studies, both in Buenos Aires and in the main capitals of the interior, in law firms and in important national and multinational companies and in relevant positions in the public administration and the judiciary, or abroad, usually in international law firms.
Through the personalized academic advising system, a smooth relationship with professors is guaranteed. Each participant is assigned a professor with whom they meet regularly to discuss their academic and professional progress. In these meetings, professional and personal matters that affect academic performance often arise and are addressed appropriately.
Furthermore, the personal advisor's opinion on the student's abilities and potential is crucial when analyzing candidates to meet the demands for qualified lawyers in our programs, which are frequently submitted to us by companies, law firms, and other institutions.
For this reason, personalized academic advising of students is an important aspect of the educational function carried out in our Faculty. The objective is to help students in every way that can contribute to improving their academic performance and their participation in university life.
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