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Article
Publication date: 6 July 2015

Ángel Fidalgo-Blanco, María Luisa Sein-Echaluce and Francisco García-Peñalvo

The purpose of this paper is to introduce the development of a knowledge management system. It allows the creation of new knowledge, its consolidation, distribution and…

1119

Abstract

Purpose

The purpose of this paper is to introduce the development of a knowledge management system. It allows the creation of new knowledge, its consolidation, distribution and combination in the field of educational innovation, in such a way that the knowledge is transferred from individuals to the organisation and from the organisation to individuals. To achieve this, the knowledge spirals of Nonaka are integrated. The epistemological spiral is used to obtain the ontologies that feed the ontological spiral.

Design/methodology/approach

More than 600 university teachers participated in the research and the development of the management system, in which more than 400 educational innovation experiences and 1,100 authors have been included.

Findings

The epistemological spiral is used to obtain the ontologies that feed the ontological spiral. The result is a double spiral that allows the contribution of a conceptual model and the development of an innovative tool that enables and automates the effective management of knowledge in educational innovation.

Practical implications

A repository about educational innovation best practices and experiences is available.

Social implications

The presented model for the sustainability and evolution for an educational innovation best practices repositories has a huge impact for education innovation recognition in the professional development of university teachers. On the other hand, it is way of sharing best practices of educational innovation all over the world.

Originality/value

The major contribution of this research work is based on the way that the knowledge is transferred from individuals to the organisation and from the organisation to individuals. The classification schema and the proposed indicators are based on the elicitation of more than 600 experts and the study of a corpus of more than 400 educational innovation experiences that involve 1,100 university teachers approximately.

Article
Publication date: 20 December 2007

Manon Haartsen‐Geven and Jacobijn Sandberg

The purpose of the paper is to provide insight in the critical factors involved in creating an optimum in developing technology for educational innovation, for each…

Abstract

Purpose

The purpose of the paper is to provide insight in the critical factors involved in creating an optimum in developing technology for educational innovation, for each stakeholder, in any relevant context and at any time.

Design/methodology/approach

From literature review, four diagrams were constructed to contain the critical factors involved in creating an optimum in developing technology for educational innovation in different “views”. These four diagrams, as a theoretical instrument for analysis, was then reshaped into a practical instrument for analysis, in the form of an online questionnaire, and tested with five different projects in three different schools.

Findings

The critical factors can be ordered by stakeholder, by context and by time. Each ordering provides a different view on the development process. Using the different views for different cases, more insight is provided and more guidelines for improvement can be found.

Research limitations/implications

The practical instrument needs improvement to be more easy to use for teachers and students. Future research is also needed to test both the practical instrument as well as the theoretical instrument further, to be able to refine them where needed.

Practical implications

A very insightful instrument to analyse the success factors of developing of technology for educational innovation for the different stakeholders, in different context and at different times in the process.

Originality/value

This paper combines an overview of the critical success factors of developing of technology for educational innovation with different views of these factors, to provide more insight in the process.

Details

Interactive Technology and Smart Education, vol. 4 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 3 August 2022

Damla Ayduğ and Esmahan Ağaoğlu

The purpose of this study is to examine the mediation role of intentional organizational forgetting in the relationship between organizational learning and innovation

Abstract

Purpose

The purpose of this study is to examine the mediation role of intentional organizational forgetting in the relationship between organizational learning and innovation management according to faculty members’ opinions.

Design/methodology/approach

Research was designed as a relational survey model. The population of the study consisted of faculty members who work at X University, Y University and Z University during 2019–2020 academic year. The sample consisted of 524 faculty members who were selected by using stratified sample technique from the population. Data of the study was collected with organizational learning scale, organizational forgetting scale and innovation management scale. In the analysis of the research data, descriptive statistics, correlation analysis, structural equation modeling and bootstrapping method were applied.

Findings

According to the results of the study, it was found statistically meaningful and positive relationships between organizational learning, innovation management and intentional forgetting in higher education institutions with respect to faculty members’ opinions. Moreover, according to the results of structural equation modeling, it was found that intentional forgetting had a partial mediating effect in the relationship between organizational learning and innovation management. Finally, according to the results of bootstrapping analysis, indirect effects were found to be significant.

Originality/value

Based on research results, it may be recommended for practitioners that higher education institutions implement both organizational learning processes and intentional forgetting processes effectively at the same time to become a more innovative organization.

Details

Journal of Workplace Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 26 July 2011

Josephine H. Lappia

The purpose of the study is to produce design guidelines based on insights from both practice and theory that will enable teachers and educational developers to execute…

Abstract

Purpose

The purpose of the study is to produce design guidelines based on insights from both practice and theory that will enable teachers and educational developers to execute the design, implementation and evaluation of their work‐related learning arrangements with stakeholders involved.

Design/methodology/approach

The first study reported in this paper can be characterised as an exploratory design study. The second and third study can be described as design‐oriented research.

Findings

The case studies showed that to realize work related learning arrangements mutual understanding between stakeholders is needed to decide what has to be learned by the students and to create learning situations that have a high similarity with real working situations.

Research limitations/implications

The ultimate evaluation question whether students indeed show high levels of learning outcomes on the levels of the framework when they followed work‐related learning arrangements that are arranged according to the design guidelines, fall out of the scope of this paper.

Practical implications

Factors that influence the intended and implemented design of work related arrangements are derived from practical and theoretical insights. Design guidelines to influence these factors in a positive direction are formulated, based on these insights. For the expected learning outcomes a dynamic framework is developed.

Social implications

Work related learning arrangements are still rare in higher education and practical experience is generally only gained during short periods of internships. So the finding that learning by experience and social interaction and learning by theory and reflection should be combined in joint work related learning arrangements to obtain the most impact on the ability to transfer, will not immediately become custom.

Originality/value

Teachers, educational developers and stakeholders who are involved in developing the design, implementation and evaluation of their joint work‐related learning arrangements will find evidence based design guidelines and a framework to assess learning outcomes. The theoretical insights are based on a multidisciplinary combination of workplace learning theories, educational science and innovation management theory.

Article
Publication date: 1 March 1989

Gaynor Cohen

Consortia of schools and colleges are mechanisms which have provedsuccessful for managing TVEI programmes but which also offer LEAs andinstitutions a framework for coping…

Abstract

Consortia of schools and colleges are mechanisms which have proved successful for managing TVEI programmes but which also offer LEAs and institutions a framework for coping with wider educational changes. If consortia are to continue to have value both to their individual members and to their respective LEAs, then the latter need to take them into account when responding to the challenges posed by the ERA, both when reorganising the service and in programmes of staff development, to ensure that account is taken of the needs and characteristics of middle‐management roles which have grown in response to the demands of consortia management.

Details

International Journal of Educational Management, vol. 3 no. 3
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 3 October 2022

Elena-Mădălina Vătămănescu, Juan-Gabriel Cegarra-Navarro, Aurora Martínez-Martínez, Violeta-Mihaela Dincă and Dan-Cristian Dabija

The study sets out to explore the mediating role of intellectual capital (IC) dimensions (i.e. human, structural and relational) between scholars' affiliation to online…

Abstract

Purpose

The study sets out to explore the mediating role of intellectual capital (IC) dimensions (i.e. human, structural and relational) between scholars' affiliation to online academic networks and institutional knowledge capitalization. Online academic networks are tackled through the lens of knowledge networks which have been of primary importance for new relevant knowledge acquisition during the COVID-19 pandemic.

Design/methodology/approach

A questionnaire-based survey of 305 academics from 35 different countries was conducted from July to December 2021, employing a partial least squares structural equation modelling technique. The database was initially filtered to ensure the adequacy of the sample, and data were analyzed using the statistics software package SmartPLS 3.0.

Findings

Evidence was brought forward that the proposed conceptual model accounted for 52.5% of the variance in institutional knowledge capitalization, the structural and relational capital availed by knowledge networks exerting strong positive influence on the dependent variable.

Research limitations/implications

The study has both research and managerial implications in that it approaches a topical phenomenon, namely the capitalization of online academic networks in the COVID-19 context, which has dramatically altered the way that research and teaching are conducted worldwide.

Originality/value

The most important contribution of the paper resides in the comprehensive research model advanced which covers individual, organizational and network multifaced layers, starting with the personal and institutional motives to join a specialized network, continuing with the opportunities provided by knowledge networks in terms of intellectual capital harnessing, and ending with its influence on higher education organizations.

Details

Journal of Intellectual Capital, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1469-1930

Keywords

Article
Publication date: 6 July 2015

Philip Hallinger, Allan Walker and Gian Tu Trung

The purpose of this paper is to review both international and domestic (i.e. Vietnamese language) journal articles and graduate theses and dissertations on educational

Abstract

Purpose

The purpose of this paper is to review both international and domestic (i.e. Vietnamese language) journal articles and graduate theses and dissertations on educational leadership in Vietnam. The review addresses two specific goals: first, to describe and critically assess the nature of the formal knowledge base on principal leadership in Vietnam, second, to synthesize findings from the existing literature on principal leadership in Vietnam.

Design/methodology/approach

The paper employed a method for conducting systematic reviews of research. The authors conducted a detailed, exhaustive search for international and “local” papers from Vietnam, yielding 120 research sources. Information from these papers was extracted and evaluated prior to analysis. Data analysis included both quantitative description of the “review database” as well as critical synthesis of substantive findings.

Findings

The review supports and extends an earlier review which found that the practice of educational leadership in Vietnam remains largely “invisible” to the international community of scholars. The review also yielded a highly critical assessment of research perspectives and methods used in the “local” Vietnamese studies which comprised the bulk of the authors’ database. Synthesis of substantive findings highlighted the manner by which organizational, political, and socio-cultural forces in the Vietnamese context shapes the practice of school leadership.

Research limitations/implications

First, qualitative studies are recommended that seek to describe, in-depth, the enactment of leadership in the Vietnamese context. Second, broad-scale surveys of characteristics, attitudes, and beliefs of school leaders across Vietnam are warranted. Third, the authors encourage graduate students and scholars studying school leadership in Vietnam to undertake a new generation of theory-informed studies that connect with the global literature.

Practical implications

Due to the relatively weak nature of the existing knowledge base, the authors were unable to identify specific implications for leadership practice. However, practical implications are identified for developing the research capacity needed to improve research quality in Vietnam’s universities.

Originality/value

This review is the first systematic review of educational leadership and management conducted of the Vietnamese literature. Moreover, the authors suggest that the review is original in its comprehensive coverage of both the local and international literature on educational leadership in Vietnam.

Details

Journal of Educational Administration, vol. 53 no. 4
Type: Research Article
ISSN: 0957-8234

Keywords

Book part
Publication date: 28 September 2011

Youngkyun Baek is professor of educational technology at Boise State University, USA. He had been teaching since 1991 at Korea National University of Education…

Abstract

Youngkyun Baek is professor of educational technology at Boise State University, USA. He had been teaching since 1991 at Korea National University of Education. Previously, he worked at Korea Educational Development Institute. His research interests are on instructional games, simulation, and mobile devices in education. He has presented several papers at SITE, NECC, AERA, and OECD Expert Meeting on gaming and simulations. Recently, he published two books on educational games and wrote several book chapters. Now he is designing a social network game on global warming and doing a research on intrinsic motivational factors in instructional games.

Details

Transforming Virtual World Learning
Type: Book
ISBN: 978-1-78052-053-7

Article
Publication date: 9 May 2008

Scott Eacott

The purpose of this paper is to examine knowledge of strategy within the field of educational administration. It is intended to be the basis for future empirical research…

4822

Abstract

Purpose

The purpose of this paper is to examine knowledge of strategy within the field of educational administration. It is intended to be the basis for future empirical research and inquiry into strategy in education by suggesting alternate ways of defining and researching strategy.

Design/methodology/approach

The study examines the contemporary context of educational administration, the evolution of strategy as an educational construct, its definition and need within educational administration. Using this information the author identifies key conceptual and methodological issues in current research.

Findings

The paper finds that knowledge of strategy in education is incomplete and muddled because research and writing in the field have approached strategy from a narrow and conceptually flawed position.

Research limitations/implications

The advancement of knowledge in the area will only advance with alternate conceptualisations and methodological approaches.

Originality/value

Rather than merely review literature, this paper proposes a redefinition of strategy as an educational administration construct, focusing on key features not words and actions. The hope is that fellow scholars and practitioners will continue to question and focus on the key features of strategy and the issues that confront them.

Details

Journal of Educational Administration, vol. 46 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 10 July 2017

Chris Birch, Jessica Lichy, Gary Mulholland and Maher Kachour

In today’s global economy, high in talent but low in growth, the capability and skills mismatch between the output of universities and the demands of business has…

1096

Abstract

Purpose

In today’s global economy, high in talent but low in growth, the capability and skills mismatch between the output of universities and the demands of business has escalated to a worrying extent for graduates. Increasingly, university students are considering alternatives to a lifetime of employment, including their own start-up, and becoming an entrepreneur. The literature indicates a significant disconnect between the role and value of education and healthy enterprising economies, with many less-educated economies growing faster than more knowledgeable ones. Moreover, theory concerning the entrepreneurial pipeline and entrepreneurial ecosystems is applied to graduate entrepreneurial intentions and aspirations. The paper aims to discuss these issues.

Design/methodology/approach

Using a large-scale online quantitative survey, this study explores graduate “entrepreneurial intention” in the UK and France, taking into consideration personal, social and situational factors. The results point to a number of factors that contribute to entrepreneurial intention including social background, parental occupation, gender, subject of study and nationality. The study furthers the understanding of and contributes to the extant literature on graduate entrepreneurship. It provides an original insight into a topical and contemporary issue, raising a number of research questions for future study.

Findings

For too long, students have been educated to be employees, not entrepreneurs. The study points strongly to the fact that today’s students have both willingness and intention to become entrepreneurs. However, the range of pedagogical and curriculum content does not correspond with the ambition of those who wish to develop entrepreneurial skills. There is an urgent need for directors of higher education and pedagogues to rethink their education offer in order to create a generation of entrepreneurs for tomorrow’s business world. The challenge will be to integrate two key considerations: how to create a business idea and how to make it happen practically and theoretically. Clearly, change in the education product will necessitate change in the HE business model.

Research limitations/implications

The data set collected was extensive (c3500), with a focus on France and the UK. More business, engineering and technology students completed the survey than others. Further research is being undertaken to look at other countries (and continents) to test the value of extrapolation of findings. Initial results parallel those described in this paper.

Practical implications

Some things can be taught, others need nurturing. Entrepreneurship involves a complex set of processes which engender individual development, and are highly personalised. Higher Education Enterprise and Teaching and Learning Strategies need to be cognisant of this, and to develop innovative and appropriate curricula, including assessment, which reflects the importance of the process as much as that of the destination.

Social implications

The global economy, propelled by the push and pull of technology, is changing at a speed never before seen. This is having profound political, social and economic effects which necessitate fundamental change that we organise ourselves and our activities. Current models and modus operandi are proving increasingly unfit for purpose. Nurturing and encouraging agile mindsets, creativity, supporting the testing of new ideas and ways of doing things and adapting/adopting to innovation are all critical future employability factors. Our future prosperity and well-being will be dependent on creating new learning models.

Originality/value

This work builds on an extensive literature review coupled with original primary research. The authors originate from a variety of backgrounds and disciplines, and the result is a very challenging set of thoughts, comments and suggestions that are relevant to all higher education institutions, at policy, strategy and operational levels.

Details

Journal of Management Development, vol. 36 no. 6
Type: Research Article
ISSN: 0262-1711

Keywords

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