Search results

This chapter delves into sustainability-related competences in innovation management for further education as part of the European lifelong learning initiative. Despite extensive research in primary and secondary education, adult education often remains overlooked. Competence-based learning is a favored approach to integrating knowledge, skills, and attitudes across various domains. Through thematic analysis and deductive coding, the study examines 72 innovation management-related further education programs conducted in Baden-Württemberg, Germany, between June and December 2022. The findings unequivocally demonstrate the inclusion of sustainability competences in innovation-related further education. Notably, Strategic Competence emerges as the most prevalent, while Normative Competence appears least frequently. This research significantly advances the convergence of further education in innovation management, responsible management education, and competence-based learning, emphasizing the importance of sustainability competences in adult learning contexts. By shedding light on this underexplored domain, the study prompts further exploration and development of sustainable educational practices for lifelong learning.

The global COVID-19 epidemic has posed significant challenges to the development of innovation and entrepreneurship education in Chinese and foreign universities, and the application of artificial intelligence generated content (AIGC) technology has presented both opportunities and challenges to its development. The purpose of this study is to summarize advanced experiences and models of new engineering innovation and entrepreneurship education development in Chinese and foreign universities, as well as to analyze the influencing factors. Taking the sustainable development goals (SDGs) into account, this study qualitatively proposes enhancement paths and improvement suggestions based on the application of AIGC technology, providing a reference for promoting the sustainable development (SD) of innovation and entrepreneurship education in Chinese universities.

By using the qualitative comparative analysis (QCA), this paper studies the interaction mechanism between the influencing factors of innovation and entrepreneurship in universities under the background of SDGs. This paper selects 12 representative universities with different cultures and strengths. Meanwhile, this paper analyzes the content of 2,535 publications on innovation and entrepreneurship education and summarizes seven influencing factors as comparison criteria. Then, this paper codes, summarizes and uses configuration to assess the primary factors influencing the development of innovation and entrepreneurship in colleges and universities at home and abroad.

On the quality of new engineering innovation and entrepreneurship education, comprehensive, diverse influencing factors and upgrading paths are obtained. Furthermore, this research proposes that the SD of innovation and entrepreneurship education in universities should make effective use of “AI plus education” and actively construct practical and teaching platforms. Meanwhile, the ChatGPT is being used to strengthen the innovation and entrepreneurship curricular system and talent training mode. The research also makes recommendations for improving teachers’ ability to acquire intelligent tools and promotes three-way teaching modalities of “teacher-AI-student” by taking into account the influence of various aspects.

This research uses the QCA research method, which analyzes not only influencing factors on the SD of innovation and entrepreneurship education but also explores the interaction mechanisms among factors. Furthermore, the research incorporates SDGs and AIGC technology application scenarios into the field of domestic innovation and entrepreneurship education, which will be helpful in SDGs of innovation and entrepreneurship education on both theoretical and practical levels.

Based on imprinting theory and episodic future thinking, this paper aims to study how CEOs’ attributes and experiences inform innovation in tourism and hospitality businesses. It also explores ways to quantify innovation in this sector.

The authors quantitatively analysed innovation in tourism and hospitality using extensive data from companies’ annual reports. They further adopted multivariate regression to test how CEOs’ experience affects enterprise innovation.

Results demonstrate that CEOs’ academic education and rich work experience can promote corporate innovation. The authors also identified a mediating role of the tone of narrative disclosure in annual reports between CEOs’ academic education and corporate innovation. The imprinting effects of career experience and educational experience appear both independent and interactive.

CEOs are more inclined to engage in corporate innovation when influenced by the combined imprinting effects of strategic management training and work experience. Additionally, leaders should consider how communication styles indirectly influence innovation activities.

This paper introduces an integrated perspective that blends imprinting theory and episodic future thinking to bridge knowledge gaps regarding the interaction of CEOs’ past experiences. This work enhances understanding of how CEOs’ imprinted experiences, together with their capacity for envisioning future scenarios, can drive corporate innovation.

In the face of pressing global challenges, the role of educational institutions in fostering responsible management practices has never been more crucial. Drawing on the preceding chapters, this concluding contribution explores the nexus of innovation and social impact within the realm of responsible management education (RME), offering a synthesis of perspectives and strategies for driving positive change at micro-, meso-, and macro level. The authors argue that the frequent inertia of higher education institutions must be overcome with urgent action in reshaping curricula, teaching methodologies, and institutional policies to foster sustainable development and effect positive social impact. The chapter emphasizes the role of innovation in education and the development and diffusion of responsible business practices as a means to catalyze systemic change.

Higher education institutions like Effat University play a critical role in realizing the ambitious goals of Saudi Arabia’s Vision 2030, which emphasizes adaptability, agility, and sustainability in the educational sector. With the higher education landscape undergoing rapid transformation globally, institutions are compelled to rethink curricula and align more closely with the changing needs of students, industry, and the government. Effat University, situated at the confluence of Saudi Arabia’s Vision 2030 and the global Sustainable Development Goals (SDGs), shows adaptability, agility, and sustainability in the higher education sector. At the heart of Effat’s mission lies the IQRA core values, anchoring its academic and administrative endeavors and fostering graduates who are holistic, ethically grounded, and attuned to global challenges. This book chapter investigates Effat University’s distinctive approach, fortified by innovative initiatives, transformative leadership, expansive research activities, and the unwavering IQRA principles, as it positions itself to further the goals of Vision 2030 and the SDGs. Effat’s research, diverse in its scope and impact, ranges from cutting-edge technological advancements to interdisciplinary collaborations that address both local and global challenges.

Using a mixed-method approach and drawing from internal data and insights from the university’s archives the chapter underscores Effat University’s commitment to innovation, interdisciplinary education, research excellence, international collaborations, and sustainable practices, all harmonized by the guiding IQRA values. These concerted efforts resonate deeply with Vision 2030 and the SDGs, setting the stage for sustained academic excellence and solid foundation for future academic and societal progress.

This chapter highlights the key areas for the leadership and innovation research agenda in 2035. This agenda will direct researchers’ focus to the core transversal skills that individuals must have amidst the shift toward a greener and digitalized economy. Such skills include leadership, management, creativity, communication, and adaptability. The role of macro governmental policies and micro organizational policies is of great significance to ensure the implementation (if any) of these changes and of core to the research agenda. This chapter will also guide researchers to the challenges at the higher education level that need to be addressed to ensure the balance between the skills and knowledge acquired by workers through education and the needs of businesses in order to increase productivity and innovation.

The purpose of this study is to gain a better understanding of the conditions and motivations that influence teachers to adopt innovations.

Using Diffusion of Innovation theory (Rogers, 2003) and Self-Determination theory (Ryan and Deci, 2017), data from two surveys (n = 568; n = 108) and qualitative follow-up interviews of Early Adopter teachers (n = 16) were triangulated to discern relationships among their identification as Early Adopters, satisfaction of their basic psychological needs (BPN) and their implementation of an educational innovation.

Early Adopters had a positive and statistically significant relationship with the implementation of the innovation. Satisfaction of teachers’ BPN had the largest impact on innovation.

The findings are preliminary and based on a small sample size of teachers. Reliability of the measure of BPN was not as high as the standard, but it did have the largest impact on implementation. Additional studies should explore the connections among Early Adopter teacher motivation, leadership and the satisfaction of their BPN.

School leaders should leverage the influence of Early Adopters to support innovation, and they should provide additional time, training and resources to supports teachers’ BPN.

This study examines how to identify and support Early Adopter teachers as enablers of change within schools. We know of no other studies that have used both Diffusion of Innovation theory and Self-Determination theory to understand the motivations of Early Adopter teachers.

The main objective of this paper is to analyze how leadership unity (LU) within universities affects the innovativeness of faculty, with a focus on the potential moderating role of strategic sensitivity (SS).

The conceptual model of this research shows that SS and LU of the university impact the faculty's innovativeness. Meantime, the moderating effect of SS is assessed. A 49-item questionnaire was administered to 350 respondents who were managers and faculties of the university. The hierarchical regression technique was used for analyzing data and testing hypotheses.

The findings support both a curvilinear relationship based on a concave upward pattern and a linear relationship between LU in the university and the innovativeness of faculty. In addition, the university's SS positively influences the faculty's innovativeness. SS negatively moderates the curvilinear relationship between LU and faculty's innovativeness, i.e. the U-shaped effect exists only when the level of SS is high.

The results of this study shed new light on the relationships between LU and SS with innovativeness in the higher education landscape. It underlines the importance of SS as a moderator in the relationship between LU and innovativeness. This study was conducted in a developing country under sanctions with an Eastern culture, Iran. Thus, it is recommended that the conceptual framework of this study be tested in different countries with cultural diversity to generalize its findings.

Administrators of universities need to recognize that creating unity and cohesion among managers of various levels of the university is crucial. They should also be aware that responses to external changes can lead to new opportunities for the university. Embracing transformation within the organizational strategies of the university will have a significant influence on competition, politics, and internal operations.

This research contributes to the academic discussions on the importance of LU and SS and also the moderation effect of SS in driving and promoting innovativeness in among faculties by providing empirical evidence. The results present valuable insights for scholars, practitioners and policymakers seeking to understand innovativeness among faculties in the higher education setting.

The purpose of this study is to explore learner-centered emerging technologies, methods of learning with artificial intelligence (AI), student engagement and concerns related to the assessment process at public and private universities in Bangladesh.

The study employed a qualitative research approach to investigate innovations in learning, student engagement and assessment concerns. Respondents were categorized into three clusters: Cluster-A comprised students from various academic levels, Cluster-B included faculty members with online teaching experience and Cluster-C consisted of information and communication technology (ICT) experts from university information technology (IT) departments. Qualitative data were collected via in-depth interviews.

The research findings indicate the widespread acceptance and utilization of learner-centered technologies, with online and hybrid learning offering flexibility, accessibility, self-paced learning and better student engagement opportunities. While AI platforms like ChatGPT and Gemini are valued for clarifying theoretical concepts, concerns exist regarding their ethical use, particularly in completing assignments. The assessment process faces challenges related to online exams, with concerns over cheating prompting calls for AI-supported solutions. However, there is a gap between commitment and action in regulating unethical AI usage, highlighting the need for clearer guidance and investment in technological solutions for an effective assessment process.

Limitations of this study include the inability to quantify the satisfaction level with the emergence of learner-centered technologies, which could be better explained through a quantitative study.

This study’s originality and value stem from its thorough investigation of innovations in learner-centered education considering the emergence of AI and student engagement, uniquely focusing on the perspective of a developing country.