Asia has a much different view of IP than does the "western world." I learned about this in the early 1980s.
My dad was the chief engineer at Caterpillar for the 943, 953,963, and 973 track-type loaders. Design work started in August 1973 (!) - 51 years ago.
These were the world's first track-type loader with a rear-mounted engine, and "Z-bar" linkage.
Here is the link to the design patent:
https://patentimages.storage.googleapis.com/4a/df/37/a525412962ccbb/USD251845.pdf
Serial number 1 came off the line in the early 1980s - it takes a while to design, test, redesign, ramp up for manufacturing (Caterpillar built a new manufacturing facility for these), train factory workers, market, creates a parts cache, and deliver product. Not easy work, but financially and personally rewarding.
In the early mid-1980s, Komatsu introduced their version. Wow! That didn't take long. Caterpillar, of course, bought a few for engineering evaluations.
Cosmetically, a few differences. Functionally, the same. Materials, at that time, weren't as good (steel, hoses, seals, etc.). The Komatsu final drives bolted DIRECTLY onto the Caterpillar - same fittings, same bolt patterns, the whole 9 yards. Take the final drive apart? Same layout, gear ratios, interchangeable parts. That's why it didn't take long. Blatant copy.
There was really nothing Caterpillar could do to protect its IP. What they could do is continue to develop the system, bolster after-sale support, parts availability, and compete on total life cost, not just purchase price. Quality, long service life mattered 45 years ago. They fought back with what they had.
These machines continue in their original format, but with changes you'd expect in 51 years of constant evolution. You can still find 40-year-old machines in service, and you can still buy parts.
After ~8 years of manufacturing in the US (Iowa), production was moved to France. Economic conditions/protections were more favorable in Europe, and for machines needed in the US, it was cheaper to ship from France than to manufacture here.
For a while, quality mattered to those of us in the U.S. Now, it's price. It seems more important to have MORE stuff than GOOD stuff. Personally, I want less stuff, of higher quality. Now that I am in my mid 60s, I look at what I've accumulated, and it is essentially books, motorcycle T-shirts, bicycles, motorcycles, and tools. Having stuff never made me happy. Doing stuff does make me happy. When I'm gone, my kids will easily be able to take what they want and sell the rest. (Younger daughter is also an engineer, and has her eyes on the motorcycles, mill, lathe, and tools. Good for her.) Nothing really to clean out.
You make real money by making things. Shuffling money isn't real money. Stock prices / market capitalization valuations are far from reality, yet those are the metrics which now seem to matter most. (Tesla, I am looking at you.)
As the U.S. cedes its engineering and manufacturing capabilities to countries elsewhere, our standard of living is going to continue to drop. Part of this cessation is the lack of quality education available, starting in grade school, and continuing through university. We've lost our ability and desire to compete. Why isn't early childhood education a realistic option in public schools here? Why can't teachers afford to live in the communities where they teach? This is a HUGE problem here - from grades schools through university.
I taught engineering at for 7 years - I had to quit. The administration is now
selling degrees, not making students earn them. We've lowered expectations. Curricula don't keep up with employer needs, and students are no longer held to rigorous standards. 15% of students graduate here with a 4.0 grade point. I graduated 41 years ago with my B.S. and no one in my class graduated with a 4.0. Labs have been replaced with simulation- it's cheaper that way. It's a problem though, because students don't learn how to troubleshoot. Why did the experiment / design fail? They have NO idea. The 4.0 is meaningless outside of academia.
Education quality no longer matters; the new metric is "retention." Pass students regardless of performance, and keep the tuition funds rolling in. I was told that I can't have students working in my home shop because "that will become expected behavior of all faculty." When the engineering dean told students that they didn't have to finish their work and that they were going to pass their capstone course, I signed off.
Sorry for the rant. I worry about are future - the failing of the educational system is a harbinger for our future. It's not pretty.
