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1 – 10 of 768Managing educational innovation in higher education institutions is a complex process that requires specific strategies based on research and proven frameworks. The aim of this…
Abstract
Purpose
Managing educational innovation in higher education institutions is a complex process that requires specific strategies based on research and proven frameworks. The aim of this paper was to examine how Bolman and Deal’s (2003) theoretical framework can be used to analyse organisational change processes and to evaluate the progress and outcomes of an educational innovation initiative at a university in the Gulf. This educational innovation involved the use of iPads in curricular practices to enhance pedagogical strategies and student learning outcomes.
Design/methodology/approach
An ethnographic case study methodology was used to make an empirical inquiry that investigated data obtained from direct observations, informal interviews, holistic field notes and documents to better understand a contemporary phenomenon within its real-life context.
Findings
A critical analysis of this iPad initiative suggested that the main areas of leading and managing this innovation, through Bolman and Deal’s framework, were effectively centred around the human resources, structural and political frames but were less affected by the symbolic frame.
Originality/value
The authors provide suggestions, based on their experiences as faculty members and academic administrators, on how such innovations can be effectively led and managed. In addition, a new cross-cultural model is proposed for managing future educational innovations in higher education, particularly in the Gulf region. This new model could also be used to effectively evaluate the implementation and management of other educational changes such as those precipitated by the COVID-19 pandemic.
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Silvia Iacuzzi, Andrea Garlatti, Paolo Fedele and Alessandro Lombrano
This paper aims to set out the case for integrated reporting (IR) and its potential to lead to change in the public sector by examining it in practice and analyzing the challenges…
Abstract
Purpose
This paper aims to set out the case for integrated reporting (IR) and its potential to lead to change in the public sector by examining it in practice and analyzing the challenges associated with its implementation.
Design/methodology/approach
The paper investigates the role of IR in the public sector through the development of a theoretical framework applied to a case study focused on the University of Udine in Italy.
Findings
IR can be considered more as an incremental than a groundbreaking transformation of existing arrangements and approaches. The analysis revealed that the vagueness, complexity and intrinsic discrepancy between the IR concept and its operationalization brought the University of Udine to challenge and debate the IR approach and ultimately, to reconceptualize and implement its own version that better fitted its strategic aims, its intended audience and its status as a public entity.
Research limitations/implications
The application of the findings to other contexts should be further investigated, while the analytical framework should be applied to different settings and could be enriched to add knowledge and sharpen the paradigms of integrated thinking and value co-creation. Moreover, the interviews focused on people directly involved in the preparation of the integrated report, excluding other stakeholders. Further research could explore their perceptions of IR and focus on their understanding of the IR as well as the value co-creation process.
Practical implications
The findings provide decision makers with insights about how IR can be promoted to enhance its impact on value co-creation. The key processes to be considered for a public organization are integrated thinking and value co-creation, while the key aspects to be investigated in an integrated report for the public sector are materiality and stakeholder engagement. Yet, the IR framework is missing indications on how to account for stakeholders' inputs, outputs and outcomes in a value co-creation process, which is fundamental in a public service logic.
Originality/value
The results shed further light on two fundamental phenomena in the public sector, namely, integrated thinking and value co-creation. The paper also answers the call for more empirical research on IR's rhetoric and practice and on its concrete role in the value creation process.
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Daniel Trabucchi, Tommaso Buganza, Paola Bellis, Silvia Magnanini, Joseph Press, Roberto Verganti and Federico Paolo Zasa
To overcome change management challenges, organizations often rely on stories as means of communication. Storytelling has emerged as a leading change management tool to influence…
Abstract
Purpose
To overcome change management challenges, organizations often rely on stories as means of communication. Storytelling has emerged as a leading change management tool to influence and bring people on sharing knowledge. Nevertheless, this study aims to suggest stories of change as a more effective tool that helps people in taking action toward transformation processes.
Design/methodology/approach
The authors apply design science research to develop and evaluate how writing a prospective story engages organizational actors in the transformation process. The authors test the story-making artifact in a field study with five companies and 115 employees who participated in 75 workshops.
Findings
Using the findings to discuss the role of story-making in facilitating the emergence of new behaviors in transformation processes, the authors link story-making with the opportunity to make change happen through knowledge dissemination rather than merely understanding it.
Research limitations/implications
The authors illustrate the role of iterations, peers and self-criticism that help story-makers embrace sensemaking, developing a shared knowledge based that influence individual actions.
Practical implications
The authors propose the story-making approach that organizations can follow to nurture change to make transformation happen through knowledge cocreation.
Originality/value
The research explores story-making as an individual act of writing prospective stories to facilitate the emergence of new behaviors through shared knowledge.
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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…
Abstract
Purpose
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.
Design/methodology/approach
The paper is based on a literature survey and author research.
Findings
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.
Practical implications
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.
Social implications
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/value
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.
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Joop Koppenjan, Arie van Sluis, Frans-Bauke van der Meer, Ben Kuipers and Kees van Paridon
The purpose of this paper is to identify critical success factors for the management of complex change processes in fire service organizations and to apply these in a case study…
Abstract
Purpose
The purpose of this paper is to identify critical success factors for the management of complex change processes in fire service organizations and to apply these in a case study of the Rotterdam-Rijnmond fire service.
Design/methodology/approach
The paper provides review of literature on organizational change, case study of the Rotterdam-Rijnmond fire service supported by the analysis of policy documents and 30 semi-structured interviews with key persons.
Findings
Combining different theoretical approaches helps to get a more complete picture of important issues and dilemma’s in the management of change processes – which is a first step in the successful implementation of changes – whereas other approaches tend to emphasize only some and overlook others. Applied in a case study, this approach revealed serious weaknesses in the management of change within the Rotterdam-Rijnmond fire service and offered practical guides for solutions.
Originality/value
This paper combines insights from different theoretical approaches into a more integrated perspective that aims to be helpful as a practical tool for designing and implementing complex changes in fire service organizations.
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Anne Sliwka, Britta Klopsch, Janina Beigel and Lin Tung
This research aims to explore leadership approaches that foster deeper learning and facilitate the transition from traditional schooling to a model aligned with the demands of the…
Abstract
Purpose
This research aims to explore leadership approaches that foster deeper learning and facilitate the transition from traditional schooling to a model aligned with the demands of the post-industrial digital knowledge society.
Design/methodology/approach
Employing a mixed-methods approach, the authors conducted surveys among school principals within a network of schools embracing deeper learning based on ten distinct but interlocking criteria that define this particular model of deeper learning. Through in-depth follow-up interviews with school leaders, the authors investigated the factors and obstacles that support sustainable implementation and scalability of deeper learning, with a specific focus on the role of transformational leadership.
Findings
During the implementation of transformative practices like deeper learning, school leaders demonstrate diverse perspectives on the necessary changes for their successful integration. Leaders inclined toward a “transactional” leadership style concentrate on changes within individual classrooms. Conversely, leaders exemplifying “transformational leadership” possess a broader vision and address systemic factors such as teacher collaboration, assessment regulations and the effective utilization of time and space within schools. To achieve widespread adoption of deeper learning across schools and the education system, it is essential to recruit more transformational leaders for formal leadership positions and reorient leadership training toward transformational approaches.
Practical implications
The deeper learning model developed for this intervention encompasses a four-stage process: Teachers initially collaborate in small teams to co-design interdisciplinary, deeper learning units. The actual units consist of three sequences: knowledge acquisition, where students gain knowledge through direct instruction supplemented by personalized learning on digital platforms; team-based co-creative and co-constructive tasks facilitated by teachers once students have acquired a solid knowledge base and the completion of authentic tasks, products or performances in sequence III. While small groups of intrinsically motivated teachers have successfully implemented the model, achieving broader scalability and dissemination across schools requires significant “transformational leadership” to challenge traditional norms regarding teacher collaboration, assessment practices and the efficient use of time and space in schools.
Originality/value
This paper presents a structured model of deeper learning based on ten distinct but interlocking quality criteria tested within a network of 26 schools. The model has demonstrated transformative effects on participating schools, albeit primarily observed in smaller substructures of large secondary schools. Teachers who previously worked independently have begun to collaboratively design learning experiences, resulting in “hybrid” classrooms where physical and digital spaces merge and extend to include maker spaces and out-of-school learning environments. Traditional summative assessments have been replaced by various forms of embedded formative assessment. However, these innovations are currently driven by small groups of intrinsically motivated teachers. The research provides insights into the type of school leadership necessary for comprehensive scaling and system-wide dissemination of deeper learning.
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The purpose of this paper is twofold: to identify and map contemporary research on advanced technology implementations for problem-solving purposes in the manufacturing industry…
Abstract
Purpose
The purpose of this paper is twofold: to identify and map contemporary research on advanced technology implementations for problem-solving purposes in the manufacturing industry, and to further understand the organizational learning possibilities of advanced technology problem-solving in the manufacturing industry.
Design/methodology/approach
This paper outlines a scoping review of contemporary research on the subject. The findings of the review are discussed in the light of theories of contradicting learning logics.
Findings
This paper shows that contemporary research on the subject is characterized by technological determinism and strong solution-focus. A discussion on the manufacturing industries’ contextual reasons for this in relation to contradicting learning logics shows that a Mode-2 problem-solving approach could facilitate further learning and expand knowledge on advanced technology problem-solving in the manufacturing industry. A research agenda with six propositions is provided.
Originality/value
The introduction of advanced technology implies complex effects on the manufacturing industry in general, while previous research shows a clear focus on technological aspects of this transformation. This paper provides value by providing novel knowledge on the relationship between advanced technology, problem-solving and organizational learning in the manufacturing industry.
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This paper reports on one segment of a research project which investigates what faculty members perceive to be acting as barriers in their attempts to integrate [information and…
Abstract
This paper reports on one segment of a research project which investigates what faculty members perceive to be acting as barriers in their attempts to integrate [information and communication] technology into their teaching at a laptop university. A web-based questionnaire was used to collect information from 69/288 (24%) faculty members from a small U.A.E. university. From the data gathered, patterns and associations emerged from which the researcher is able provide recommendations as to what type of interventions and programs could be provided to increase current levels of teaching with technology.
Jorge Martins and Miguel Baptista Nunes
The purpose of this paper is to present the results of an exploratory study that investigates Portuguese academics’ conceptions concerning the temporal properties of e-learning…
Abstract
Purpose
The purpose of this paper is to present the results of an exploratory study that investigates Portuguese academics’ conceptions concerning the temporal properties of e-learning, in the context of traditional Higher Education Institutions.
Design/methodology/approach
Grounded Theory methodology was used to systematically analyse data collected in semi-structured interviews with 62 academics. Data analysis followed the constant comparative method and its three-staged coding approach: open, axial and selective coding. Data collection and analysis developed until theoretical saturation was reached.
Findings
Emergent academics’ conceptions concerning the temporal properties of e-learning indicate the existence of unregulated and unaccounted for dynamics, which are a direct consequence of transitioning from campus-based lecturing to teaching online using the affordances of virtual learning environments. This transition produces disruptions to established workload metrics and work patterns, as well as conflicts with dominant modes of instructional delivery that are not synchronised with the demands of online interaction and immediacy.
Originality/value
This paper is valuable to e-learning strategists and administrators. An understanding of the temporal properties of e-learning as perceived by academics provides actionable knowledge that is directly applicable to the design of suitable work arrangements, normative frameworks and e-learning practices that address perceived time-related barriers. To mitigate the time-related conflicts and disruptions identified in the study the authors suggest the establishment of university-wide norms of virtual presence and the implementation of temporal protocols to sustain the productive engagement between instructors and learners.
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Luís Irgang, Magnus Holmén, Fábio Gama and Petra Svedberg
Facilitation activities support implementation of evidence-based interventions within healthcare organizations. Few studies have attempted to understand how facilitation…
Abstract
Purpose
Facilitation activities support implementation of evidence-based interventions within healthcare organizations. Few studies have attempted to understand how facilitation activities are performed to promote the uptake of evidence-based interventions in hospitals from resource-poor countries during crises such as pandemics. This paper aims to explore facilitation activities by infection prevention and control (IPC) professionals in 16 hospitals from 9 states in Brazil during the COVID-19 pandemic.
Design/methodology/approach
Primary and secondary data were collected between March and December 2020. Semi-structured interviews were conducted with 21 IPC professionals in Brazilian hospitals during the COVID-19 pandemic. Public and internal documents were used for data triangulation. The data were analyzed through thematic analysis technique.
Findings
Building on the change response theory, this study explores the facilitation activities from the cognitive, behavioral and affective aspects. The facilitation activities are grouped in three overarching dimensions: (1) creating and sustaining legitimacy to continuous and rapid changes, (2) fostering capabilities for continuous changes and (3) accelerating individual commitment.
Practical implications
During crises such as pandemics, facilitation activities by IPC professionals need to embrace all the cognitive, behavioral and affective aspects to stimulate positive attitudes of frontline workers toward continuous and urgent changes.
Originality/value
This study provides unique and timely empirical evidence on the facilitation activities that support the implementation of evidence-based interventions by IPC professionals during crises in hospitals in a resource-poor country.
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