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After years of promoting gender equality and diversity, women in academia are still failing to break the glass ceiling. The gap is, however, getting smaller, and increasingly, there are many programs within universities that offer strategies to develop academic women into leaders who have a profound impact in their institutions, communities, and wider society. This chapter presents examples of strategies – such as mentoring and sponsorship (Hardiman), finding an authentic and moral voice (Howell), teaching as an international academic (Mateo-Babiano), and leadership (Mahat) – through stories from women academics who are currently navigating the complex world of academia. These stories and strategies provide opportunities for other women to reflect about how they invest in themselves and transform the way they lead, influence, and innovate in challenging academic contexts.

This paper (published in two consecutive issues of On the Horizon) aims to contextualize research on games for learning by describing the current drivers of innovation in learning technologies situated within broader trends in open educational publishing.

The paper begins with an overview of changes, driven largely by technology in educational technology and publishing. Using massively open online courseware as an example, it describes how these factors are aligning to challenge the status quo. Next, it provides a brief discussion of changes in higher education more generally, including changes in education as a marketplace, reductions to state funding for education and changes in the research enterprise, particularly the rapid growth of the scientific enterprise and leveling off of federal support.

The paper pivots to describe the most recent chapter of over 15 years of work within the Games + Learning + Society (GLS) Center, which has sought to create innovative models of learning, innovative models for funding and conducting research in light of these challenges, and innovative ways of engaging the public.

The assumption driving GLS (and this paper) is that rather than wait for these changes to happen to us, educational technologists can help drive the future by creating it. A good way to get the kinds of learning systems we want is to go about creating them and seeing what works. During this time, GLS developed and released over a dozen game-based learning titles, raised US$10,000,000s in grants and contracts, graduated over 30 doctoral students and post docs, spun out multiple companies, created materials in use by 10,000s (or more) students across the world, and helped build a nascent field of games and learning.

The paper pivots to describe the most recent chapter of over 15 years of work within the GLS Center, which has sought to create innovative models of learning, innovative models for funding and conducting research in light of these challenges and innovative ways of engaging the public.

To understand the partnership between clinicians and academics who come together to provide high-quality care alongside research and innovation, identifying challenges and productive conditions for innovation and collaboration across multi-disciplinary teams.

An explorative action research methodology was adopted. Semi-structured interviews were conducted with 15 clinical, academic and executive leads at a large metropolitan tertiary care hospital with an academic health services portfolio in the UK.

Clinical leaders recognise the division of limited resource, restrictive employment contracts and the divergent priorities of each organisation as challenges hindering the collaborative process and derailing innovation. Developing a culture of respect, valuing and investing in individuals and allowing time and space for interaction help facilitate successful innovation and collaboration. Successfully leading collaborative innovation requires a combination of kindness, conviction and empowerment, alongside the articulation of a vision and accountability.

Action research continues at this site, and further enquiry into the experiences, challenges and solutions of non-leaders when collaborating and innovating will be captured to present views across the organisation.

Clinical and academic collaboration and innovation are essential to the continued success of healthcare. To ensure hospitals can continue to facilitate this in increasingly challenging circumstances, they must ensure longevity and stability of teams, devote time and resource to research and innovation, nurture interpersonal skills and develop kind and empowering leaders.

This work uniquely focuses on a real-time collaborative and innovative development. By employing action research while this development was happening, we were able to access the real time views of those at the centre of that collaboration. We offer insight into the challenges and effective solutions that consultant-level clinical leaders encounter when attempting to innovate and collaborate in practice.

The purpose of this paper is to argue the case that libraries should use the lean startup method for developing, managing and launching radically innovative services or products.

Libraries need to innovate but do not have the management structure to handle the extreme uncertainty in implementing radical innovations. This paper examines the lean startup method for managing innovation, explores how it differs from traditional management tools, outlines the reasons for and barriers to innovation in libraries and highlights the new tools required to manage innovation. This paper also discusses the culture of innovation in libraries and how libraries innovate. The lean startup method is examined through the lens of a variety of innovation models.

The lean startup method for managing radical innovations is shown to be a sound alternative to traditional library management methods.

This paper is one of the few to examine a practical method for librarians to manage radical innovations in academic libraries.

The purpose of this paper to aim at exploring the links between employees’ perceptions of distributive, procedural and interactional justice on one hand and innovation climate and readiness to innovate on the other hand. The role of innovation climate in predicting readiness to innovate is also examined. Further, the study attempts to test the mediating role of innovation climate in justice-readiness to innovate relationship.

This paper aims at exploring the links between employees’ perceptions of distributive, procedural and interactional justice on one hand and innovation climate and readiness to innovate on the other hand. The role of innovation climate in predicting readiness to innovate is also examined. Further, the study attempts to test the mediating role of innovation climate in justice-readiness to innovate relationship.

The findings revealed that perception of justice played a key role in employees’ perception of innovation climate. Innovation climate was found to be positively and significantly related to readiness to innovate. Employees’ readiness to try new ways of doing things and question the existing habits of the work tended to show significant and positive relationship to organizational justice. Innovation climate played a significant yet a partial role in mediating the link between justice and readiness to innovate.

The sample represented only governmental sector and only one emirate of the UAE's seven emirates. The implications of the findings for researchers together with some future guidelines are discussed in the paper.

The paper provides practitioners with some advice about understanding and managing justice and innovation.

The paper is the first study in the UAE and the Middle East that examines the links between justice, innovation climate and readiness to innovate.

This study aims to explore how customer-perceived quality is affected by innovation in traditional products in the bread, bakery and pastry industry. The study assesses whether innovating traditional products is an effective strategy, especially in traditional industries.

This study followed a quantitative method of analysis. Data were gathered from a sample of 200 Italian bread consumers and analysed using a two-pronged correlation analysis, and two hypotheses were tested using Pearson’s correlation.

The results showed the negative relationship between customer-perceived quality and innovating traditional products in traditional industries embedded in closed contexts.

The study has several academic implications. First, by focusing on the traditional food industry, the study contributes to the theory by answering the call for research in this field; second, the findings contribute to the embeddedness construct and, third, to the studies of customer-perceived quality and to the literature on innovation.

The findings are particularly interesting for entrepreneurs and consultants in traditional industries who make decisions on whether it is better to innovate or to remain anchored to tradition.

The present study clarifies the shadowy side of innovation in traditional industries, such as the bread, bakery and pastry industry, and it reveals how tradition plays a meaningful role in those sectors.

To provide an in-depth survey and review of innovation in library and information services (LIS) and to identify future trends in innovative research and its practical application in the field.

An in-depth review and summation of relevant literature over the last twenty years, along with an analysis and summary of the other papers in the volume.

Innovation in library and information work varies between the evolutionary and the discontinuous. A taxonomy of innovatory approaches to development and provision in the sector is provided, along with a detailed listing of the key elements of successful and not-so-successful innovative practice.

The work is dependent on existing literature rather than direct empirical work. However, because it draws together all major aspects of the topic, it has the potential to be used as a springboard for further generic studies and also specific programmes of work.

The need for innovation in LIS will be ever more pressing. The present chapter provides a necessary and rigorous overview of the necessary elements required for success in this area. It will be useful as a reference tool for intending researchers in library and information provision in a wide range of environments.

Because the chapter brings together a substantial body of information on the topic of innovation, it provides a comprehensive study of major developments and likely future trends in the field.

The purpose of this study was to examine students’ innovation capability in virtual team projects from the COVID-19 pandemic era.

The researchers conducted an empirical study and the data were collected from a total of 308 participants engaging in virtual team projects. A structural equation modeling (SEM) was used to assess the relationship of the conceptual framework.

The findings showed that virtual team culture positively influenced propensity to innovate. Also, knowledge management and communication influenced propensity to innovate through the mediation of support for innovation.

Developing a strategy for propensity to innovate in any organization demands that project team members should be able to seamlessly communicate. Developing knowledge management, communication and support for innovation strategy in a virtual team may prepare an organization for permanently different post-pandemic events and the future turbulent business environment.

This study highlights innovation capability for the propensity to innovate, a topic that is not widely researched, especially in the context of virtual teams.

This chapter shares work carried out to use the discipline of Informing Science as a lens to carry out an analysis of the discipline of entrepreneurship. Focusing first at the level of the entrepreneurship discipline itself, recently advanced frameworks for practice-as-entrepreneurial-learning and for the scholarship of teaching and learning for entrepreneurship (SoTLE) are built upon using Gill’s work on academic informing systems to develop a framework that encourages viewing the entrepreneurship discipline as a system that informs entrepreneurial practice. While this may sound self-evident, we will explore how it implies something quite different from the teaching–research–scholarship paradigm to which most of us are accustomed.