Search results
1 – 10 of over 92000Anahita Baregheh, Thomas Carey and Gina O’Connor
As a sector, higher education is at the low end of innovation rankings. The challenges we face – demographic, technological, political, and pedagogical – will require sustained…
Abstract
As a sector, higher education is at the low end of innovation rankings. The challenges we face – demographic, technological, political, and pedagogical – will require sustained innovation at a strategic level. Recent research with mature companies has identified exemplars in strategic innovation (e.g., O’Connor, Corbett, & Peters, 2018). This work explores whether – and how – higher education institutions might adapt insights from the corporate sector for strategic innovation in teaching and learning.
The introductory section provides an overview of the nature of strategic innovation (and why it is hard to sustain), strategic issues facing higher education, and the status and challenges of sustaining strategic innovation for teaching. The next two sections describe insights from research with corporate exemplars of sustaining strategic innovation. Each section uses a scenario from higher education as a proof-of-concept test to explore the application of the corporate sector insights for strategic innovation in higher education teaching and learning.
The final section of the chapter discusses the planned next steps to prototype and test adaptation of these corporate sector insights with institutional innovation leaders in higher education, as well as additional potential sources of insights (from other research in the corporate sector and from strategic innovation in the public sector).
Details
Keywords
Fernanda Edileuza Riccomini, Claudia Brito Silva Cirani, Carolina Corrêa de Carvalho and José Eduardo Storopoli
The purpose of this paper is to characterize the trends for educational innovation in higher education in Brazil, constructing a conceptual model of innovation trends in the…
Abstract
Purpose
The purpose of this paper is to characterize the trends for educational innovation in higher education in Brazil, constructing a conceptual model of innovation trends in the sector.
Design/methodology/approach
A preliminary profile online was done with 76 experts in university education, and 17 were contacted for in-depth perceptions. The analysis of the content was made of all material and, as a result, the critical analysis of the results, which culminated in the development of a conceptual model and characterization of trends, dimensions and subdimensions to innovation in higher education.
Findings
The dimension universal design of accessibility and learning had major considerations, contributing to implementation of new innovative practices for higher education. Some subdimensions emerged, namely, governance, risk management, curricular extension and affirmative policies.
Research limitations/implications
The difficulty in performing the deepening of all dimensions involved in terms of plurality of specialties involved.
Practical implications
The use of the model and characterization of trends could serve as tools to support the strategic planning of HEI, and the trends allow planning innovation practices, favoring improvements of higher education institutions (HEI), students, employees and community to learning organization.
Social implications
The identification of trends for higher education, highlighting innovation indicators or successful practices, and the characterization of the dimensions and subdimensions trends, and undeniable contribution to measure the educational innovation in higher education.
Originality/value
Encourages researchers, in partnership with institutions, to develop scientific projects with other institutions and researchers, to meet interests not only of HEI as a whole but also of countries that prioritize education with quality, to reach the real educational objectives.
Details
Keywords
Odeh Al-Jayyousi, Adel Al-Alawi, Soud Al-Mahamid and Afaf Bugawa
The aim of this chapter is to shed light on the perspectives of organizational innovation in higher education in light of socio-economic transformations as articulated in Vision…
Abstract
The aim of this chapter is to shed light on the perspectives of organizational innovation in higher education in light of socio-economic transformations as articulated in Vision 2030 for Saudi Arabia. A case study evaluating strategic innovation at the Arabian Gulf University (AGU) in Bahrain was conducted using Balanced Score Cards. A questionnaire was designed to capture enablers and barriers in organizational innovation in higher education. The chapter concluded that institutional inertia, limited implementation and evaluation processes are the key impediments for organizational learning and knowledge management. The study recommends to incorporate organizational innovation to foster entrepreneurship, strategic innovation and learning at higher education institutions (HEI).
Details
Keywords
Fatemeh Narenji Thani, Ebrahim Mazari, Somaye Asadi and Maryam Mashayekhikhi
Considering innovation and its improvement as an essential strategy to enable organizations to continue their lives in the new competitive environment leads to a focus on…
Abstract
Purpose
Considering innovation and its improvement as an essential strategy to enable organizations to continue their lives in the new competitive environment leads to a focus on employees' self-development as a factor that affects human resource agility (HRA) and the tendency toward organizational innovation. Consequently, the purpose of the study was to explain the impact of self-development on the tendency toward organizational innovation with the role of the mediator, HRA in higher education institutions as one of the most important and vital organizations in any society.
Design/methodology/approach
The study was an applicable one with the quantitative approach using the descriptive–correlative method. The population consisted of 477 nonacademic employees of Kharazmi University among whom 214 ones were selected as the sample group, using a simple random sampling technique. Data were collected through the self-development, HRA and the tendency toward organizational innovation questionnaires and then analyzed using the structural equation modeling approach.
Findings
The study findings revealed a positive impact of self-development on the HRA (γ = 0/79) and HRA on the tendency toward organizational innovation (β = 0/6). Also, self-development with mediating HRA impacts the tendency toward organizational innovation (β = 0/58). Finally, self-development had no direct impact on the tendency toward organizational innovation.
Research limitations/implications
Taking the circumstances of doing this research into consideration, if there were the opportunity to do the research on the staffs of more than one university simultaneously and categorize the university staff into executives, managers and experts, more favorable results could be achieved. Also, considering group and organizational factors with the attention to the self-development approach and its factors would provide more awareness-training information on the higher education system in Iran. For future researches, both the individual and group factors are suggested to be surveyed and compared, to assess the weight and impact of these factors all together and to provide an adequate clarification of the role of the group and the organization. Finally, in future studies, it is also recommended that a qualitative approach be used to reach deeper clarifications on the aspects of these variables in the context of higher education.
Practical implications
These findings have major practical implications concerning the higher educational settings. The findings of this study must give significant and practical insights for policymakers of universities and other higher education stakeholders, as well as recommendations to the academic community for further research in this area. First, they should recognize that nonacademic staff members are professional employees who contribute to improving organizational innovation. Higher education must focus on designing and implementing successful mechanisms and a well-planned self-development program that can help and promote the self-development approach among all staff. If the above-mentioned programs are designed based on the employees' needs analysis, they will get trained in a way to enhance mental and behavioral flexibility. The programs with such an approach can result in the proactive, adaptive, resilient behavior and agility of HR.
Originality/value
The model for this study has integrated and prioritized the key innovation drivers that would help universities design, adopt and implement policies and practices that facilitate and encourage improvements and adaptation to a fast-paced environment. Furthermore, the convincing reason for the significance of the current research is that although several types of research have been carried out on each of these three variables in different contexts separately, very few studies, like this, have directly examined the correlation between these three variables among the non-academic staff in higher education institutes. So, given the importance of the issue and rare availability of evidence in this regard, the authors were intrigued to discover whether the self-development through the mediation of HRA could reinforce and strengthen the tendency toward organizational innovation and whether HRA could be an appropriate mediator of the relationship between self-development and the tendency toward organizational innovation among the nonacademic staff of Kharazmi University as one of the most prestigious and celebrated universities in Iran.
Details
Keywords
Rania Mohamed Samir Hussein and Maha Mourad
This paper aims to examine the factors that affect the adoption of technological innovations in a service industry, like the higher education industry. Specifically, the use of…
Abstract
Purpose
This paper aims to examine the factors that affect the adoption of technological innovations in a service industry, like the higher education industry. Specifically, the use of Web-based technology (WEBCT/blackboard) by faculty and administrators in universities in Egypt in the delivery of educational material and communication with students and peers is the focus of this study.
Design/methodology/approach
A distinctive business-to-business (B2B) model is developed drawing on Rogers’ innovation adoption model, the resource-based view of the firm, as well as theoretical and empirical foundations in previous innovation adoption literature. The model is testified drawing on the results of empirical work in the form of a large survey conducted on 200 faculty and administrators in two different universities in Egypt. Structural equation modeling is used to test the research model.
Findings
In addition to the attributes of the innovation, all university-based factors as well as one service provider factor, namely, need for interaction, were identified to have a significant influence on the adoption of technological innovations in the higher education industry.
Originality/value
This paper attempts to enhance current understanding of the adoption of innovations in an important industry like the higher education industry. Empirical results shed light on influential factors when adopting technological innovations by faculty and administrators in the higher education industry. This is the first empirical study of this type to be conducted in the Middle East.
Details
Keywords
Dorojatun Prihandono, Angga Pandu Wijaya, Bayu Wiratama, Andhi Wijayanto and Usep Suhud
This study responds to the need for further research to examine determinants that impact innovation creation in higher education institutions.
Abstract
Purpose
This study responds to the need for further research to examine determinants that impact innovation creation in higher education institutions.
Design/methodology/approach
The study is a quantitative analysis; it uses 133 responses derived from respondents from several universities in Indonesia. The data are analyzed by using SEM-PLS. In the analysis, after having the inner model, then, the outer model is calculated. The research establishes a 95% confidence interval and conducts 500 bootstraps.
Findings
The results of this study indicate, firstly, the business and university partnerships, entrepreneurship orientation, and information technology facilities significantly influence innovation creation; secondly, measuring the impact in universities will strengthen the business and university partnerships, entrepreneurship orientation, and information technology facilities on the innovation creation.
Research limitations/implications
This research implies that universities need to measure the impact and develop a proper measurement to enhance innovation through their relationship with their industrial partnerships and information technology facilities. However, the research has a limitation; the study is only conducted in state universities.
Practical implications
The research measures the impact of the university–business partnership, entrepreneurship orientation, and IT facility. These determinants' effectiveness needs a measurement scheme to improve the innovation creation outputs, quantity, and quality.
Originality/value
Universities have an essential role in developing entrepreneurship competence for students and staff by nurturing innovation creation. It will benefit the staff in managing tasks and the students after they graduate to create businesses. This study aims to provide an in-depth analysis of determinants that affect innovation creation in higher education institutions in Indonesia.
Details
Keywords
Richard Li‐Hua, John Wilson, Ghassan Aouad and Xiang Li
As globalization increasingly affects the university sector around the world, there is a great advantage being placed on those universities that can respond timely and flexibly…
Abstract
Purpose
As globalization increasingly affects the university sector around the world, there is a great advantage being placed on those universities that can respond timely and flexibly with appropriate innovation and internationalization strategies. The purpose of this paper is to review the literature of strategic aspects of innovation and internationalization in higher education. Based upon the premises of the Salford Prime Minister's Initiative 2 (PMI2) project, this paper aims to develop a theoretical framework which demonstrates how various objectives of innovation and internationalization can be translated and achieved in a learning organization context.
Design/methodology/approach
Theoretical analysis supported by empirical experiences. The paper explores the ideas and links between globalization and innovation/internationalization in higher education. The main concern of the paper is the implementation strategy of innovation and internationalization rather than the concepts and process of innovation and internationalization in higher education.
Findings
With examination of the impact of globalization upon higher education and strategic aspects of innovation and internationalization, this paper focuses on the implementation of innovation and internationalization and how to translate the overall institutional strategy into managed objectives. Organizational learning not only asserts and promotes organizational outcome and improved performance but also plays a significant role in achieving innovation and internationalization, e.g. staff engagement, staff motivation, empowerment, leadership and configuration. Furthermore, the paper identifies a number of strategic elements which are crucial to the successful implementation strategy of innovation and internationalization. The paper is based on the Salford PMI2 project and how various objectives were implemented which demonstrates the significance of collaboration in higher education between China and the UK.
Originality/value
Based on a comprehensive examination of the theoretical elements on innovation and internationalization and critical analysis of the Salford PMI2 project, adapting a typology of learning organizational framework, this study emphasizes the significance of incorporating both cultural and organizational learning factors. The paper develops a theoretical framework which enables policy makers and decision makers to make appropriate arrangements in designing international development strategy. Furthermore, the paper addresses the appropriateness and effectiveness of knowledge transfer, individual and organizational learning during the implementation of the internationalization strategy.
Details
Keywords
Luis E. Vila, Pedro J. Perez and Francisco G. Morillas
This paper aims to analyze the production function nexus between higher education practice and the development of innovation‐related competencies by university graduates in Spain…
Abstract
Purpose
This paper aims to analyze the production function nexus between higher education practice and the development of innovation‐related competencies by university graduates in Spain. The research hypothesis is the presence of statistically significant relationships between the development of innovational competencies and the modes of teaching and learning used in higher education practice.
Design/methodology/approach
The relationships are modeled through a set of stochastic frontier and variance component equations with the development of each competency as the dependent variable. The main explanatory variables capture the prevalence of diverse teaching/learning modes and the behavior of graduates during their studies. Controls for individual and study programs are also included. Data comes from the European graduate survey REFLEX and includes about 5,500 records.
Findings
Estimates show evidence of significant marginal effects of the teaching and learning modes and the development of specific competencies by graduates. Proactive methods in general, and problem‐based learning in particular, appear as the most effective classroom practices to develop the competencies required to innovate in the workplace.
Research limitations/implications
To guide the implementation of reforms in higher education, more must be learned about possible trade‐offs between the diverse types of resources involved and the outcomes obtained. Resources should be examined in terms of their relative costs and the results interpreted with regard to their value to individuals and society.
Originality/value
To the authors' knowledge, this is the first paper to explore quantitatively the influence of higher education practice on the development of the capabilities required to innovate in the workplace.
Details
Keywords
The purpose of this paper is to discuss gaps and key challenges facing higher education in Thailand with reference to the implementation of the policy of Thailand 4.0 adopted by…
Abstract
Purpose
The purpose of this paper is to discuss gaps and key challenges facing higher education in Thailand with reference to the implementation of the policy of Thailand 4.0 adopted by the Royal Thai Government.
Design/methodology/approach
In-depth interviews were conducted with Thai Government officials, university administrators and faculty members to formulate the concept of a creative society in Thailand. Documentary analysis of university policy documents was used to investigate the roles and practices of universities in fostering creativity and innovation. Questionnaire surveys were used to obtain views of university administrators and faculty members on the existing roles and practices of Thai university in promoting a creative society, and their level of expectation toward the roles and practices required to promote a creative society. Priority need index (PNI) and One-way ANOVA were used to identify the gaps and challenges of Thai higher education in promoting a creative society.
Findings
The concepts of the creative society found in this study were in lines with the goals of Thailand 4.0, which are to foster creativity, innovation, inclusivity, and sustainability. It was found that development of learning networks, public-private-community engagement, new mind-set and skill-set of lecturers and students, and new technology are required for a successful implementation of Thailand 4.0.
Research limitations/implications
Although the author has identified some progress in Thailand toward achieving the goals of Thailand 4.0, it is clear that key factors that contribute to the fostering of creativity and innovation require further investigation. These factors include socio-cultural factors, creative learning and teaching, mind-set and skill-set, new technology and learning networks, and public-private-community engagement.
Practical implications
The findings of this paper can be used to identify some of the key challenges of Thai higher education in achieving the aims of Thailand 4.0.
Social implications
The findings of this paper have demonstrated that successfully implementation of Thailand 4.0 requires both educational and cultural reform.
Originality/value
This research conducted by the author in 2013-2015 showed that some important reforms are being implemented to achieve some of the aims of Thailand 4.0.
Details