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Article
Publication date: 1 March 2021

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

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

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

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Article
Publication date: 29 January 2021

Jessica Paños-Castro and Arantza Arruti

The purpose of this study is to determine the differences and similarities between the terms entrepreneurship and innovation when they are implemented in teaching–learning…

Abstract

Purpose

The purpose of this study is to determine the differences and similarities between the terms entrepreneurship and innovation when they are implemented in teaching–learning processes involved in the education field and the main characteristics of entrepreneurial and innovative individuals.

Design/methodology/approach

A qualitative methodology was used. A total of 21 Spanish experts in entrepreneurship and/or innovation in education at different levels participated in in-depth structured interviews.

Findings

There seems to be some connection between entrepreneurship and innovation, as there are cases in which one involves the other. Although innovation is more related to the improvement of processes, products and services, entrepreneurship is linked to the creation and setting up of businesses. Educational entrepreneurship and innovation could be defined in the same way. Entrepreneurship education, in contrast to innovation education, encompasses innovation but goes beyond it. It includes curricula and long-lasting educational changes that are part of a more comprehensive organisational approach and educational plan, oriented to the accomplishment of teaching–learning outcomes. More characteristics were mentioned for entrepreneurs than for innovators.

Originality/value

This study is an initial attempt to explore ideas from experts in education that could facilitate the work of teachers and educational stakeholders in a crucial area, entrepreneurial and/or innovative education. Having an entrepreneurial attitude is essential for individuals in a globalised society to successfully meet the challenges of the 21st century.

Details

International Journal of Innovation Science, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1757-2223

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Book part
Publication date: 9 December 2016

Bethany Alden-Rivers

This chapter proposes a reconceptualization of undergraduate education to support the development of students as agents of positive social change. Social innovation

Abstract

Purpose

This chapter proposes a reconceptualization of undergraduate education to support the development of students as agents of positive social change. Social innovation education is put forward as a new pedagogy for the twenty-first century.

Methodology/approach

The chapter outlines a series of studies carried out at the University of Northampton between 2014 and 2015 to investigate social innovation education as a pedagogical design and practice for undergraduate curricula. Drawing on phenomenography, systematic literature review, and theory building, this chapter sets out conceptual, theoretical, and practical frameworks for designing and facilitating social innovation education.

Findings

Research findings include an ontology for understanding the concept of social innovation education, as well as a set of graduate attributes for designing learning for social change. A model of pedagogical praxis is proposed that supports the development of teaching and learning toward a more critical and socially impactful approach.

Originality/value

Despite some similarities to entrepreneurship and enterprise education, social innovation education is distinctive in its focus on social change-making with or without financial gain. Not only does this chapter present a set of abstract and practical tools for embedding social innovation in an undergraduate program, but also it provides a possible methodology for institutions who wish to embody particular principles within their curricular offerings.

Details

Innovation and Entrepreneurship in Education
Type: Book
ISBN: 978-1-78635-068-8

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Book part
Publication date: 4 October 2019

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

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

Management and Administration of Higher Education Institutions at Times of Change
Type: Book
ISBN: 978-1-78973-628-1

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Book part
Publication date: 1 January 2014

Alexander W. Wiseman

Evidence suggests that international comparison has become a ubiquitous component of educational innovation and entrepreneurship in spite of significant variation among…

Abstract

Evidence suggests that international comparison has become a ubiquitous component of educational innovation and entrepreneurship in spite of significant variation among educational contexts worldwide. This chapter provides an overview of educational innovation and public sector entrepreneurship from an internationally comparative perspective. The influence that the global shift from natural resource and industry-based economies to knowledge-based economies has had on the development of educational innovation and entrepreneurship is explained. Several examples of educational innovation and education-oriented public sector entrepreneurship highlight the discussion, which concludes with an examination of specific knowledge society issues related to educational entrepreneurship and its reciprocal effect on innovation.

Details

International Educational Innovation and Public Sector Entrepreneurship
Type: Book
ISBN: 978-1-78190-708-5

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Article
Publication date: 3 July 2020

Praveena Chandra, Martin Tomitsch and Maryanne Large

The capability to create and manage innovations is recognized as an important skill not only for entrepreneurial activities but also for the survival of organizations. The…

Abstract

Purpose

The capability to create and manage innovations is recognized as an important skill not only for entrepreneurial activities but also for the survival of organizations. The last few decades have seen a noticeable growth in innovation education programs across the world. Innovation education is on the cusp of moving from being an optional subject to becoming a part of the core curricula. Given these recent developments, it is timely to review scholarship on innovation education carried out to date. The purpose of this paper is to present a review of the literature on innovation education programs.

Design/methodology/approach

This article employs a systematic and reproducible thematic analysis of the literature.

Findings

The review finds innovation education to be an emerging field with multiple concepts and frameworks in need of consolidation. Additionally, there is a marked dominance of this subject in traditional domains such as engineering, business, medicine and little or no presence in nontraditional domains such as humanities or social sciences. Challenges remain in the field for the development of standardized effectiveness measurement techniques.

Originality/value

This article puts forward a case for considering scholarship on innovation education as a unique field on its own and examines previous work in this domain to understand the emerging frameworks, pedagogy, evaluations and definitions. By doing so, the article aims to offer guidance for the adoption of innovation education, as well as creating a foundation for further research in this area by highlighting the gaps in the existing literature.

Details

European Journal of Innovation Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1460-1060

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Article
Publication date: 8 July 2019

Christopher Lubienski and Laura Perry

Much justification for third sector involvement in education advances from the notion that attributes from business and non-profit fields could benefit state-run public…

Abstract

Purpose

Much justification for third sector involvement in education advances from the notion that attributes from business and non-profit fields could benefit state-run public schools. The purpose of this paper is to explore this issue by examining theoretical underpinnings and expectations for third sector participation in public education systems, particularly with respect to educational innovations and improvements, and the structural opportunities, incentives, and impediments for such innovation.

Design/methodology/approach

The question is how third sector participation shapes the rate, nature, and types of innovations in education as schools interact in response to competitive pressures. This conceptual analysis of the third sector examines the political-economic features and structures of the sector in fostering innovation, with reference to the US sector that was specifically positioned to enhance the innovative capacity of publicly funded education.

Findings

The analysis indicates that educational innovations are not necessarily more prevalent in or because of the third sector, and that there are obstacles to their creation and diffusion. Moreover, schools often respond to competitive incentives in ways unanticipated by policymakers, such as school marketing rather than instructional improvement, sometimes in ways detrimental to goals set out for public education, such as social sorting. In fact, instead of the third sector simply developing or incentivizing innovations, there is evidence that this sector has adopted innovations developed in the state sector.

Originality/value

The analysis suggests that a third sector based more on a professional, as opposed to a competitive, model may better facilitate the development of innovative capacity in education.

Details

Journal of Educational Administration, vol. 57 no. 4
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 30 June 2014

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…

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

Journal of Business & Industrial Marketing, vol. 29 no. 6
Type: Research Article
ISSN: 0885-8624

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Article
Publication date: 9 February 2015

Alex Maritz and Jerome Donovan

The purpose of this paper is to explore the synergies, similarities and differences between entrepreneurship and innovation education and training programs, with the aim…

Abstract

Purpose

The purpose of this paper is to explore the synergies, similarities and differences between entrepreneurship and innovation education and training programs, with the aim of challenging the context of such programs.

Design/methodology/approach

This study utilises an extensive review of extant literature in the fields of innovation, entrepreneurship and education. The literature, propositions and discussion are intended to provide a bridge between entrepreneurship and innovation education and training programs and seek to address the scientific legitimacy of these education and training disciplines as separate, yet integrated disciplines.

Findings

Identifies a need to reconsider the diversity and relationship between innovation and entrepreneurship education and training, primarily from contextual, theoretical, measurement, distinctiveness, content, pedagogical and typology points of view. The range of multiple teaching models and learning processes to embrace in various contexts.

Research limitations/implications

The propositions allow for the combination of teaching initiatives in a theory-driven framework and their applicability to specific entrepreneurship and innovation education and training situations.

Practical implications

The authors’ contribution identifies the synergies and differences between entrepreneurship education and training programs. The propositions highlight areas of contextualisation and practice-based view application, to adopt specific learning initiatives between constructs.

Originality/value

The authors address a gap in the literature regarding the delineation of entrepreneurship and innovation education and training, which has thus far remained sparsely addressed in the education and training literature. The authors provide a practice-based view of propositions, developed for future testing.

Details

Education + Training, vol. 57 no. 1
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 9 November 2015

Bethany Alden Rivers, Alejandro Armellini, Rachel Maxwell, Sue Allen and Chris Durkin

– The purpose of this paper is to propose a theoretical framework to support the embedding of social innovation education in existing academic programmes.

Abstract

Purpose

The purpose of this paper is to propose a theoretical framework to support the embedding of social innovation education in existing academic programmes.

Design/methodology/approach

By adopting Conole et al.’s (2004) methodological approach to reviewing, mapping and modelling learning theory, this study addresses four research questions: how can social innovation education be defined? Which learning theories best support social innovation education? How do such learning theories relate to existing models of learning in higher education? What implications does a social innovation pedagogy have for learning design?

Findings

Findings suggest that social innovation education is supported by a praxis that is grounded in critical learning theory, transformational learning theory and epistemological development. By extending Conole et al.’s (2004) model of learning theory, the present study proposes a “zone of pedagogical praxis for social innovation education” that supports learning design on a more critical plane.

Research limitations/implications

The proposed model of learning may be of interest to other universities as they work towards stronger thinkers and stronger communities.

Practical implications

Using a theory-informed model for learning design nurtures a pedagogical praxis and underpins the development of a practical toolkit for designing social innovation education.

Originality/value

The findings of this study will provide a point of reference for other higher education institutions as they look for guidance on embedding principles of social innovation into their curricula.

Details

Higher Education, Skills and Work-Based Learning, vol. 5 no. 4
Type: Research Article
ISSN: 2042-3896

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