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Innovation is a complex process, based on interactive network learning and processes of trial and error on the shop floor. Small companies, such as in agriculture, are depending on external knowledge infrastructures for effective innovation. Within small companies, the entrepreneur has a pivotal role in the innovative process: the entrepreneur is the professional learner. Learning and innovation as major parts of entrepreneurship are central to this contribution. How do farmers learn and innovate within a market‐led, high‐tech agricultural sector and what should governmental policy look like to support and facilitate innovation, avoiding the pitfall of protectionism? Two case studies are presented: one on linear innovation policy and one on learning processes of farmers. Innovative learning is balancing between the chaos of uncertainty and the old grooves of experience. Knowing how to escape this paradox forms the core competence of innovative entrepreneurship.

The purpose of this study is to conduct a bibliometric analysis to discover the published information on the effects of e-learning technologies on innovative competency development of university librarians and smart library services.

This study is based on bibliometric research methodology. The data were retrieved from the leading database Web of Science to analyze the scholarly publications on the topic during 1965–2023. VOSviewer and Biblioshiny software were used to analyze the bibliometric data on the subject.

Results displayed that the topic of e-learning technologies in the domain of librarianship has been greatly used by several authors as a title to publish their research work. The dominance of countries such as the USA, China and the UK in research output reveals their leadership in advancing research and innovation in the field of e-learning technologies for university libraries.

To the best of the authors’ knowledge, this is the first bibliometric study that has been conducted to measure the productivity of literature at the international level on the effects of e-learning technologies on innovative competency development of university librarians and smart library services.

This study aimed to identify the university librarians’ readiness to adopt artificial intelligence (AI) for innovative learning experiences and smart library services.

Quantitative research design followed by a survey method was applied. Data were collected from 174 professional librarians of 58 university libraries in Punjab province, Pakistan.

The findings of the study revealed that the adoption of AI enhances innovative learning. The results displayed that AI adoption assists librarians in the provision of smart library services to end users.

The study has offered practical recommendations in light of the evidence-based data for the efficient adoption and sustainability of AI applications in university libraries for innovative learning and smart library services. It contributes to the theoretical understanding by expanding the existing knowledge base. It offers managerial insights and has a societal impact. The study has provided a framework based on the empirical findings for efficiently adopting AI tools in academic settings for the provision of innovative learning experiences and sustainable smart library services.

This study aims to explore the impact of knowledge management (KM) on the development of an innovative culture in learning organizations from emerging economies.

A quantitative study using a survey was carried out, achieving a pooled cross-sectional sample of 10,567 workers, made up of 69 larger Chilean companies.

Results were analyzed using the exploratory factor analysis and multilevel regression analysis techniques. The findings provide insights into the positive and significant effect of KM – as acquisition, dissemination and responsiveness to knowledge – on innovative culture.

The findings suggest that managers become more successful in their overall innovative efforts when implementing routines of knowledge or know-how practices that generate a learning culture characterized through discovery skills, creativity, empowerment and cooperation.

This is an original study that introduces valuable information on learning organizations in emerging markets, contrasting to traditional literature and frequently focusing on developed countries. This study explains the cultural change in learning organizations through KM’s role, which offers routinization of learning practices to facilitate an innovative culture.

In this study, the authors use the actor-network theory (ANT) as a theoretical framework to better understand constructing learning as part of the networking process to produce innovations. Focussing on the antecedents of innovation within three teams in an engineering company, the authors propose a framework to enhance understanding of the innovative processes. The authors apply ANT to examine how informal learning is distributed amongst human and non-human actors.

Based on 27 interviews in a large Australian engineering company, the authors' qualitative investigation shows that innovation can have very different antecedents. The authors mobilised ANT as the authors' vantage point to explore inanimate actors and their effect on social processes or, more specifically, networks and informal learning.

The authors propose a framework to better understand innovative processes by exploring the network aspects of non-human actors and their connection to learning. More specifically, findings contribute towards a more granulated understanding of how networks, learning and non-human actors contribute towards innovations in organisations.

This study has three significant implications for managers and organisations looking to improve their innovation processes. Firstly, fostering open communication is essential for developing successful innovation processes. Secondly, a close relationship with the customer and/or the final users has often been found to positively contribute to innovation processes. Finally, intrateam motivation is also critical when it comes to creating an environment that supports innovation processes.

Surprisingly, leadership, communication and motivation did not give the best innovative outcome as the authors expected. Challenging traditional theorisations, low teamwork spirit and high individual performance orientation were some of the powerful drivers of highly innovative teams.

The Covid-19 period has led to defining changes in the teaching process. Therefore, it is essential to explore how teachers have approached these changes, what experiences they have gained and what they have tried to change. This study aims to elucidate how innovative practices were applied in teaching – which was influenced by emergency remote teaching (ERT) – and better understand teachers' experiences related to these practices.

The phenomenology design, a qualitative research model, was executed in the current study. Phenomenological inquiry aims to interpret people's experiences about a specific concept designated as a phenomenon. Creswell (2020) classified two types of phenomenology: interpretive and descriptive. Interpretive phenomenology was employed in the current study as researchers collected data from individuals experiencing the phenomenon, collected and interpreted the data via excluding their own experiences.

As a result of the data interpretation, four themes related to experiences of innovative teaching practices during ERT were discovered: interpretation of innovative teaching, innovative teaching practices, needs related to innovative teaching and challenges to innovative teaching. The categories related to the interpretation of innovative teaching include positive and negative interpretation. The categories related to the second theme, innovative teaching practices, consist of characteristics of innovative teachers and innovative teaching practices employed. The categories related to the third theme, needs related to innovative teaching, are the need for guidance, training and technological infrastructure. The categories related to the fourth and final theme, challenges to innovative teaching, are barriers related to the teacher, barriers related to the learner and those related to the environment.

This study discovered that for teachers to practice innovative teaching, they must develop themselves, keep up-to-date and develop lifelong learning skills. Hung and Li (2017) reached a similar conclusion to the findings of this study: teachers' professional development is positively related to innovative teaching skills at a high level. The participating teachers stated that they had to rapidly improve their technological competency. It is thought that teachers developing their technological competencies will contribute to both ERT and face-to-face education at the end of the Pandemic.

This paper aims to examine employee-driven innovation (EDI) intertwined with learning, creating a new description combining these two concepts: employee-driven learning and innovation (EDLI). This paper provides insights into the nature of EDLI based on the existing theories and perspectives. It seeks to elaborate EDLI as an ongoing process in and through work.

The paper draws on Jaakkola’s (2020) guidance for structuring a conceptual article. The authors first describe the theoretical starting points related to EDI and then elaborate its relationship with learning at work, with the aim of structuring the key elements involved, drawing on and interpreting existing theory and knowledge.

In summary, advanced here are five premises for describing EDLI at work: (1) EDI and workplace learning are strongly intertwined phenomena, (2) learning in the EDI process occurs simultaneously at the intra-personal and inter-personal levels as a reciprocal process of adaptive and innovative learning, (3) innovations are only manifested in and are relevant to the specific cultural-historical and social context of particular enterprises, (4) the continuity of innovations and learning processes is enabled by participation and (5) triggers from outside the workplace, behind the innovation and the specific consequences (that transcend workplace boundaries) of the innovation anchor aspects of the process outside the workplace or work practice.

The paper advances a description and justification of EDLI. As such, it extends, connects and updates previously established theoretical models and explanations of this about EDIs. Based on the premises advanced here, the theoretical and practical contributions are discussed and the research gaps and needs for further research identified.

The purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system.

The paper is based on a literature survey and author research.

US education badly needs effective innovations of scale that can help produce the needed high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the learner, parents, community, society, and its culture. Technology applications need a solid theoretical foundation based on purposeful, systemic research, and a sound pedagogy. One of the critical areas of research and innovation can be cost and time efficiency of the learning.

Several practical recommendations stem out of this paper: how to create a base for large-scale innovations and their implementation; how to increase effectiveness of technology innovations in education, particularly online learning; how to raise time and cost efficiency of education.

Innovations in education are regarded, along with the education system, within the context of a societal supersystem demonstrating their interrelations and interdependencies at all levels. Raising the quality and scale of innovations in education will positively affect education itself and benefit the whole society.

Originality is in the systemic approach to education and educational innovations, in offering a comprehensive classification of innovations; in exposing the hurdles to innovations, in new arguments about effectiveness of technology applications, and in time efficiency of education.

The purpose of this study is to explore the role of employees’ underlying implicit person theories in the relationship with innovative work climate and proactive behaviour at work. First, the authors study how an employee’s implicit person theory (IPT), or the domain-general implicit belief about the development potential of people’s attributes, relates to learning goal orientation and proactive learning and entrepreneurial behaviour at work. Second, the authors investigate how employees’ perception of their work climate is associated with this IPT.

The authors set up an exploratory study relying on survey data from a sample of 498 professionally active Flemish adults and analysed a correlational path through SEM.

The authors found that holding an incremental IPT (i.e. believing in the development potential of people’s attributes) positively relates to proactive learning and entrepreneurial behaviour. Moreover, the authors found that employees working in an innovative work climate are more likely to hold an incremental IPT.

This study offers indications that IPT is a relevant explanatory variable in the relationship between innovative work climate on the one hand and learning goal orientation, learning work behaviour and entrepreneurial work behaviour on the other hand. As such, this study suggests that IPT is a promising concept that can be actively endorsed as a relevant underlying psychological process variable for fostering learning and entrepreneurial behaviour in organizations.

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.