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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 education is…

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

Keywords

Book part
Publication date: 26 April 2022

Anahita 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

Governance and Management in Higher Education
Type: Book
ISBN: 978-1-80043-728-9

Keywords

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 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

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

Keywords

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

Keywords

Article
Publication date: 29 December 2023

Foster B. Roberts, Milorad M. Novicevic and John H. Humphreys

The purpose of this study is to present ANTi-microhistory of social innovation in education within Robert Owen’s communal experiment at New Harmony, Indiana. The authors zoom out…

Abstract

Purpose

The purpose of this study is to present ANTi-microhistory of social innovation in education within Robert Owen’s communal experiment at New Harmony, Indiana. The authors zoom out in the historical context of social innovation before zooming into the New Harmony case.

Design/methodology/approach

The authors used ANTi-microhistory approach to unpack the controversy around social innovation using the five-step procedure recently proposed by Mills et al. (2022), a version of the five-step procedure originally proposed by Tureta et al. (2021).

Findings

The authors found that the educational leaders of the New Harmony community preceded proponents of innovation, such as Drucker (1957) and Fairweather (1967), who viewed education as a form of social innovation.

Originality/value

The authors contribute to the history of social innovation in education by exploring the New Harmony community’s education society to uncover the enactment of sustainable social innovation and the origin story of humanistic management education.

Details

Journal of Management History, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1751-1348

Keywords

Article
Publication date: 16 June 2023

Xin Feng, Xu Wang and Mengxia Qi

In the era of the digital economy, higher demands are placed on versatile talents, and the cultivation of students with innovative and entrepreneurial abilities has become an…

Abstract

Purpose

In the era of the digital economy, higher demands are placed on versatile talents, and the cultivation of students with innovative and entrepreneurial abilities has become an important issue for the further development of higher education, thus leading to extensive and in-depth research by many scholars. The study summarizes the characteristics and patterns of dual-innovation education at different stages of development, hoping to provide a systematic model for the development of dual-innovation education in China and make up for the shortcomings.

Design/methodology/approach

This paper uses Citespace software to visualize and analyze the relevant literature in CNKI and Web of Science databases from a bibliometric perspective, focusing on quantitative analysis in terms of article trends, topic clustering, keyword co-linear networks and topic time evolution, etc., to summarize and sort out the development of innovation and entrepreneurship education research at home and abroad.

Findings

The study found that the external characteristics of the literature published in the field of bi-innovation education in China and abroad are slightly different, mainly in that foreign publishers are more closely connected and have formed a more stable ecosystem. In terms of research hotspots, China is still in a critical period of reforming its curriculum and teaching model, and research on the integration of specialization and creative education is in full swing, while foreign countries focus more on the cultivation of students' entrepreneurial awareness and the enhancement of individual effectiveness. In terms of cutting-edge analysis, the main research directions in China are “creative education”, “new engineering”, “integration of industry and education” and “rural revitalization”.

Originality/value

Innovation and entrepreneurship education in China is still in its infancy, and most of the studies lack an overall overview and comparison of foreign studies. Based on the econometric analysis of domestic and foreign literature, this paper proposes a path for domestic innovation and entrepreneurship education reform that can make China's future education reform more effective.

Details

Library Hi Tech, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0737-8831

Keywords

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 use of…

1641

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

Keywords

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. 13 no. 3
Type: Research Article
ISSN: 1757-2223

Keywords

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 of…

4725

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

Keywords

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.

1333

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

Keywords

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