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An international study of technology enhanced learning-related strategies from the perspective of disruptive innovation

Michael Flavin (The Principal’s Office, King’s College London, London, UK)
Valentina Quintero (The Principal’s Office, King’s College London, London, UK)

Interactive Technology and Smart Education

ISSN: 1741-5659

Article publication date: 12 August 2020

Issue publication date: 22 September 2020

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Abstract

Purpose

The purpose of this study was to analyse institutional strategy documents relating to technology-enhanced learning.

Design/methodology/approach

In total, 84 documents were sampled from 71 leading higher education institutions (HEIs), identified through the Quacquarelli Symonds World University Rankings 2018. Qualitative content analysis with a directed approach was used to analyse the strategy documents. The specific theory used was disruptive innovation. The use of “innovation”, or variants thereof, was counted in each document. Ten case studies from the sample were used for content analysis.

Findings

Technology-enhanced learning-related strategy documents are conservative, advocating the more efficient use of existing technologies, or the incremental enhancement of existing technologies, but not transformation through technology.

Originality/value

By evaluating the extent to which selected institutional strategies engage with innovation in technology-enhanced learning, this study argues HEIs advocate sustaining innovation or efficiency innovation to a greater extent than disruptive innovation.

Keywords

Citation

Flavin, M. and Quintero, V. (2020), "An international study of technology enhanced learning-related strategies from the perspective of disruptive innovation", Interactive Technology and Smart Education, Vol. 17 No. 4, pp. 475-488. https://doi.org/10.1108/ITSE-11-2019-0077

Publisher

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Emerald Publishing Limited

Copyright © 2020, Emerald Publishing Limited

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