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This research study explores the perceptions of the importance and meaning of innovation in education by qualified teachers. The authors deliberately selected geography teachers for the research because the extraordinary dynamics of changes and innovations the teacher has to deal with are significantly reflected, particularly in geography teaching.

The main aim of the research was to determine geography teachers' views on the importance, role and meaning of innovation in teaching. The research group consisted of 12 qualified teachers, and a semistructured interview was chosen as the research method. The research was conducted over six months, from October 2020 to March 2021.

This research confirmed the interest in introducing innovations into teaching by the teachers interviewed. Teachers mainly think of innovation as new ways of teaching that aim to revive and make teaching more attractive, to increase the motivation of all actors in the learning process. While teachers with more ample teaching experience connect innovations mainly with presentations, education games, and excursions, teachers-beginners and teachers with shorter teaching experience understand innovations mainly as the application of new trends in education, such as research projects and working with GIS and digital technologies. The research confirmed that lectures supported by presentations are the most frequently used teaching method for explaining the geography curriculum in primary and secondary schools. Presentations in which teachers focus on linking relationships and explaining connections more deeply replace existing textbooks and teaching texts for most teachers interviewed.

The number and qualifications of the teachers involved in the research.

Teachers see the quality of the school environment and the education system as the significant barriers to providing better geography education. They often come to innovations through their own study and activities and feel a significant lack of available materials for the practical application of innovations in teaching. They also perceive the support for creation by state authorities and educational institutions as insufficient. Most teachers interviewed would welcome regular training courses and vocational education on the appropriate introduction and use of innovations in the classrooms in the form of practical examples and developed methodologies.

The selection of teachers for the research was deliberate and included active teachers of both genders working in primary and secondary schools. The selected teachers had varying teaching experiences and studied different combinations of teaching subjects with geography.

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.

Due to the coronavirus 2019 (COVID-19) pandemic, primary and secondary schools worldwide are deploying online teaching/learning practices, fostering and thus innovation practices. The purpose of this study is to determine the degree to which practices reflecting educational innovation are implemented in the Greek public primary and secondary schools operating under conditions characterized by the COVID-19 pandemic. Determining the relationship among these educational innovation practices is also an aim of the present study.

A research study was conducted in the Greek public primary and secondary schools. 522 teachers fully completed a structured questionnaire. Descriptive statistics, exploratory factor analysis and structural equation modeling were applied to analyze the data.

The findings reveal that administration-related innovation practices, teaching-related innovation practices and online teaching/learning practices are implemented to some extent in primary and secondary schools in Greece, but there is still scope for continued development. The online teaching/learning practices set the foundations for further developing a culture of fully adopting other educational innovation practices in these schools to improve education.

Limited research concerning educational innovation practices has focused on primary and secondary schools. The need for more studies on teaching and learning innovations that have resulted from the COVID-19 crisis is highlighted by the literature. The results of this study support the fact that online teaching/learning implemented in primary and secondary schools is positively associated with administration-related and teaching-related innovation practices, concluding that this forced change in the educational process can act as a catalyst for more changes and innovative actions.

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.

COVID-19 impacted the tourism sector, and its ripple effect is equally evident in tourism academia at all levels. Since innovation in tourism pedagogy is considered an epicentre of quality education, this study proposes an integrated model to identify the degree of pedagogical innovation adapted by tourism educators. The model is an amalgamation of innovation indicators in teaching practices developed by Sigala (2021), a futurist model developed by Wassler and Fan (2021) and a model of innovation developed by Brooker and Joppe (2014).

The study is exploratory, and an online qualitative survey was used to collect data. Data were analysed using the Nvivo 12 software and three themes were drawn: Painters, Artists and Artisans.

The study found that the majority of the tourism educators are painters as they adopted minor changes in their pedagogy. They follow the conventional methods of teaching by incorporating ICT into their pedagogy. Whereas a smaller group of tourism educators introduced innovative tools to encourage and equip students with professional skills (artists/artisans).

The study suggests practical implications for tourism educators to embrace and innovate their pedagogy to become ‘artists/artisans’. The support of Higher Education Institutions (HEIs) and industry professionals are equally crucial for bringing innovation in tourism pedagogy and academia, in general, artisans.

Given that tourism education has scantly been discussed following the breakout of COVID-19 (Sigala, 2020), the study addresses that resurrection of tourism pedagogy through an integrated model.

To explain how technology will replace a great deal of human labor in knowledge markets using a theory of reasoned action applied to demand and theories of procedural rationality, cost structure and system dynamics applied to supply.

Two illustrative scenarios are presented. The first is a third-party Best Treatments site, and its effect on the expert advice pharmaceutical representatives provide doctors. The second scenario is an online higher education business course module with embedded AI.

Both scenarios demonstrate the advantages of online expertise and teaching platforms over the in-person alternative in variable and marginal cost, ease and convenience of use, quality conformance, scalability, knowledge reach and depth and most importantly, speed of evolutionary adaptability. Despite such overwhelming advantages, a number of reasons why the substitution might be slowed are presented, and some strategies firms might adopt are discussed. Opportunities for service scholars to confirm, challenge and extend the conclusions are presented throughout the paper.

Increasing cost structure and adaptability advantages of online technology and AI over in-person delivery of expertise and training services are demonstrated. It is also demonstrated that the innovation-imitation cycle is accelerating because of exogenous innovation in knowledge access and online influence networks and an endogenous effect where imitators accelerate their innovation that drives innovators to accelerate their innovation, which drives imitators to further accelerate their imitation.

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.