The CASE Journal IM-Competing for New York’s Best Lobster Roll
Volume 6, Issue 2 (Spring 2010) 2
through public records (mostly electronic news coverage). The critical incident has been
tested in both principles of entrepreneurship and small business management courses.
Discussion questions:
a. What type of intellectual property interests may Rebecca have in her
restaurant? How are they held and how can they be protected? Give
specific examples under each type. For example a recipe: can it be
b. What are the employment issues that may apply to this critical incident
and the protecting of trade secrets?
c. What should be included in a legal checklist to protect the IP rights of a
restaurant owner/entrepreneur?
Pedagogy
Although this exercise can easily be altered to fit various approaches to teaching, we
recommend the following approach:
Preparation
Facilitate student learning by assigning chapters/readings on the topic prior to class
discussion. Since the case has been settled out of court, students can quickly identify the
recent settlement in the case without offering any reasoning or lessons learned.
Handout Preparation
We recommend that you create handouts of both Appendices A and B to distribute to the
students along with the critical incident. Pictures of the restaurants and the Google map
protected from reproduction, however we provided instructions on how to access them on the
internet.
In Class Team Preparation
1. Review various types of Intellectual Property (distribute Exhibit I)
3. Share handouts or show slides of Appendices A & B to the class.
4. Tell students that they must try to answer the discussion questions (and draw conclusion)
b. What are the employment issues that may apply to this critical incident
and the protecting of trade secrets?
restaurant owner/entrepreneur?
5. Instruct students to form groups charged with clarifying the legal premise of the case as it
Variations/Options
1. Assigned groups can take a position or role play for Rebecca or Ed.