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The purpose of this paper is to identify the teaching innovations that have been implemented in higher education institutions in Asia and the perspectives of educators on them.

Semi-structured interviews were conducted with 28 educators who were affiliated with 23 higher education institutions in ten Asian countries/regions. The interviews covered information about the teaching innovations of the participants’ institutions, the characteristics of the innovative practices and the participants’ views on them. The relationships between the characteristics of institutions and their teaching innovations were also examined.

The results showed that the teaching innovations included two main categories, namely, those which involved the use of advanced technologies and those which did not. The innovations that involved the use of advanced technologies were mainly from larger institutions, while the other category was mainly from smaller ones and had been practised for less than 1.5 years. Differences were also identified between the two categories in terms of the aims and importance of innovations, innovative features, the evaluation of innovations and improvements needed for them.

The results highlighted that technology is only one of the many aspects of teaching innovations, which is different from the view prevailing in the literature. They also suggested that differences in the scale of institutions (in terms of number of students) possibly influences the kind of teaching innovations adopted.

Education institutions persist by transforming leadership skills to manage their knowledge resources efficiently as well as enhance the lecturer’s teaching and learning innovation capabilities. Therefore, the purpose of this study is to investigate whether knowledge management plays a role of mediator between transformational leadership and teaching and learning innovation in teacher education.

A cross-sectional survey design was used to collect the primary data from 359 teacher educators across Malaysia. Self-administered questionnaires were distributed to all the samples, and the collected data was analysed using structural equation modelling approach.

The data analysis indicated that knowledge management did not play the role of a mediator in this study because the direct effect of transformational leadership on teaching and learning innovation was stronger than the indirect effect of transformational leadership through knowledge management.

From the aspect of implications on the practice, it was suggested that all lecturers and head of departments attend clinical training and workshops on knowledge management to further understand the knowledge management processes that could enhance the quality of teaching in teacher education institutes.

This study is perhaps the first study to investigate the role of knowledge management as a mediator between transformational leadership and teaching and learning innovation in teacher education.

Universities, when collaborating with industry, are generally assumed to be the motors for innovation. Inspired by a case on a university’s collaboration with small- and medium-sized enterprises (SMEs) in a regional strategic network (RSN), this paper aims to put forth how the university makes important contributions through transferring knowledge on innovation processes that is a teaching role, rather than sees itself as the party producing innovations. This paper describes and discusses the university’s teaching role and its consequences in university-industry collaborations for innovation.

Empirically, the paper departs from a mid-Swedish RSN where nine SMEs started to work with a university. Interviews with representatives of the nine SMEs participating in the innovation project, along with university and RSN representatives, comprise the main data source. The paper analyzes the university’s teaching role and the consequences of it.

Findings point at how the SMEs developed structured innovation processes, improved their market intelligence and increased their efficiency in providing new solutions. The university facilitated knowledge, while the SMEs responded through creating knowledge both on how to innovate and in terms of innovations.

The teaching role, which would mean that the university stays with one of its core functions, indicates a need to rethink university-industry collaboration related to expectations and role division. Moving from producing innovations to facilitating knowledge on how to innovate, would, for universities, mean that they minimize those conflicts emerging from their various roles and indicate that the production of innovation is placed at those devoted to run and grow businesses.

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).

This chapter describes the transition of a nursery school to a laboratory school. Dissatisfaction on the part of populations involved with the nursery school led to an extensive self-study, the results of which indicated several forms of discontinuity. The program was restructured through initiating structural changes and articulating missions congruent with those of traditional laboratory schools. Actions specific to educating and training students, conducting scientific inquiry and research, and implementing best practice and educational innovation also were taken in order to address the new missions and achieve higher levels of continuity. Throughout the chapter the difficulty and necessity of linking theory and research with practice and innovation are highlighted.

The purpose of this paper is to discuss three case studies reflecting areas of innovation and creativity which CETL funding made possible through a work‐based learning CETL. CETL sponsored evaluations of funded projects and teaching initiatives informed further curriculum developments.

Using a case study approach the paper explores the experiences of three different projects and the impact upon staff and students in a CETL for work‐based learning. Three case studies are used, the first describing progression from a Performing Arts Diploma to a degree, facilitated by the use of learning technologies and social networking; the second considers the impact upon experienced professionals and stakeholders involved in a new Doctorate programme by Public Works. The third case study demonstrates the importance of rewarding investment in and evaluation of learning approaches, assisted by learning technology, with the resultant development of a model which facilitates reflective learning from work activities. Case studies were focused on teaching and learning practice.

These were all programme developments which arose from practitioners and impacted upon academic practice and curriculum development. They impacted upon future learning initiatives thus demonstrating that the CETL investment impacted a wide range of learning activities at different academic levels. Dissemination of impact beyond the original project was evident through qualitative feedback and practitioner practice.

This was more of an analytical exploration of funded innovations in teaching and learning than formal research and therefore is not presented as traditional research. However, a case for case study approach in included, but data methods not explored.

The CETL funding of teaching and learning innovations impacted upon work‐based learning and the student learning experience within several schools across the university. These innovations have become significant for future WBL curriculum developments within the University. It is also evidenced that additional funding for five years of the CETL project enabled projects to grow and develop over a period of time. Therefore the indications are that sustained funding and evaluations at development points contribute to embedding and enhancing academic curriculum innovations.

This paper highlights the importance of long‐term investment in teaching and learning initiatives and the impact that such investment can have over a period of time, particularly in relation to CETL funding, of which the long‐term effects on teaching and learning in HE are as yet unknown.

Interdisciplinary approaches to climate change teaching are well justified and arise from the complexity of climate change challenges and the integrated problem-solving responses they demand. These approaches require academic teachers to collaborate across disciplines. Yet, the fragmentation typical of universities impedes collaborative teaching practice. This paper aims to report on the outcomes of a distributed leadership project in four Australian universities aimed at enhancing interdisciplinary climate change teaching.

Communities of teaching practice were established at four Australian universities with participants drawn from a wide range of disciplines. The establishment and operation of these communities relied on a distributed leadership methodology which facilitates acts of initiative, innovation, vision and courage through group interaction rather than through designated hierarchical roles.

Each community of practice found the distributed leadership approach overcame barriers to interdisciplinary climate change teaching. Cultivating distributed leadership enabled community members to engage in peer-led professional learning, collaborative curriculum and pedagogical development, and to facilitate wider institutional change. The detailed outcomes achieved by each community were tailored to their specific institutional context. They included the transformation of climate change curriculum, professional development in interdisciplinary pedagogy, innovation in student-led learning activities, and participation in institutional decision-making related to curriculum reform.

Collaborative, non-traditional leadership practices have attracted little attention in research about sustainability education in university curricula. This paper demonstrates that the distributed leadership model for sustainability education reported here is effective in building capacity for interdisciplinary climate change teaching within disciplines. The model is flexible enough for a variety of institutional settings.

The purpose of this paper is to analyse the presence of the sustainable development goals (SDGs) proposed by the UN (2015) in university degrees within the fields of education, humanities and environmental sciences (ES) at Andalusian public institutions (Spain).

This paper shows an empirical analysis from a mixed methodological model on a total of 99 syllabi and training programs from nine different universities. The collection of information has been carried out through a rubric specifically designed within the framework of this body of research.

The results show that the syllabus of the subjects in the faculties of education includes the SDGs related to the social aspect of sustainability, with special focus on SDG4, SDG5, SDG10, SDG16 and SDG17, whereas others like SDG6 and SDG7 are less represented. SDGs are present in the majority of syllabus of the subjects analysed. It is certainly a positive finding which shows predisposition and a high interest on by the teachers involved. However, this is not enough as there is still a long way to go until achieving a thorough and complete incorporation of the principles of sustainability.

This research sheds light on the changes and transformations that the discourse linked to sustainability is generating in the university syllabi. Taking the SDG as a framework this paper highlights the most original aspects: a replicable methodology that allows diagnosing the level of curricular greening of the university syllabi is provided to other contexts the innovative value of connecting teaching with local and global environmental problems in their physical-chemical social and economic dimensions is shown and it has been possible to compare the difficulties of some universities in addressing compliance with the SDGs and curricular sustainability from a systemic and integrative perspective that will lead to methodological transformation and pedagogical renewal.

This study aims to propose a service-dominant logic (S-DL)-informed framework for teaching innovation in the context of human–computer interaction (HCI) education involving large industrial projects.

This study combines S-DL from the field of marketing with experiential and constructivist learning to enable value co-creation as the primary method of connecting diverse actors within the service ecology. The approach aligns with the current conceptualization of central university activities as a triad of research, education and innovation.

The teaching framework based on the S-DL enabled ongoing improvements to the course (a project-based, bachelor’s-level HCI course in the computer science department), easier management of stakeholders and learning experiences through students’ participation in real-life projects. The framework also helped to provide an understanding of how value co-creation works and brought a new dimension to HCI education.

The proposed framework and the authors’ experience described herein, along with examples of projects, can be helpful to educators designing and improving project-based HCI courses. It can also be useful for partner companies and organizations to realize the potential benefits of collaboration with universities. Decision-makers in industry and academia can benefit from these findings when discussing approaches to addressing sustainability issues.

While HCI has successfully contributed to innovation, HCI education has made only moderate efforts to include innovation as part of the curriculum. The proposed framework considers multiple service ecosystem actors and covers a broader set of co-created values for the involved partners and society than just learning benefits.

Higher education has recently experienced an advancement in teaching and learning methods. Academics are experimenting with innovative techniques in using e-learning due to the global pandemic which has given a new dimension to classroom teaching. Hybrid teaching is becoming the new norm for classroom teaching which includes both face-to-face and online modes. Smart gadgets and technology are being used to design classroom delivery, assessment, and evaluation of students. The use of innovative teaching and learning methods becomes crucial to motivate and teach a spirit of learning. The development in the information and communication technologies (ICTs) sector has led to knowledge-intensive, interdependent and internationalized societies exploring and experimenting with opportunities for the design and delivery of education. ICTs are opening up new horizons to facilitate the exchange of creativity and intercultural dialogue. This book volume highlights case studies and innovative teaching methods used by academics across the globe. It talks about how teaching staff should stimulate students’ active engagement in their own learning processes leading to transformative student learning. It discusses the in-class approach of implementing high-quality project-based learning activities that integrate learning in an authentic real-world manner. Chapters are dedicated to experiential learning which encourages critical thinking and creative problem-solving skills in students which is the essence of innovative teaching-learning methods. Academics are applying these methods to ensure that the student learning process is free flowing and stimulates students toward role-playing and mastering problem-based learning.