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This chapter presents a model of innovation in the public elementary schooling system by drawing on ongoing work on an “Educational Innovations Bank” in India, which seeks to make available a freely accessible forum for innovative teachers and a grassroots innovations resource for administrators. How do some teachers in government elementary schools, working in contexts of socioeconomic and educational deprivation, achieve their educational goals in spite of facing the same constraints as thousands of other teachers? What lessons do they offer for policy reform? The answers draw on the social entrepreneurship and workplace innovation literature to first locate the incentive for innovation in the social value that socio-educationally entrepreneurial and innovative behavior of teachers creates. Next, an examination is presented of how this social value leads to learning for an identity of competence, which in turn provides an incentive for further educational innovation. Finally, the evidence is presented to argue for policy entrepreneurship and a formal framework to help in the diffusion, adoption, and adaptation of both the enabling innovations that result from socio-educational entrepreneurship and the in-school or in-class educational innovations. Such a “bottom-up,” peer-learning-based approach to innovations that also “improve” provides a unique way of visualizing educational reform in resource-constrained public educational systems.

Innovation and entrepreneurship are regarded as the key drivers to steer the engine of economic development in any nation. As a result, to understand the context and process of innovation and entrepreneurship there has been a steady rise in scientific literature and empirical studies. The purpose of this paper is to study the trends and progress of academic research on innovation and entrepreneurship in India by identifying the key articles, journals, authors and institutions.

Scientometric methods especially bibliometrics is used, for measuring the maturity of this research field in the country. The paper studies the research landscape in innovation and entrepreneurship in India by doing a bibliometric analysis using data from publications indexed in the Scopus database from the year 2000 to 2018. The study takes a multidisciplinary review of the literature in innovation and entrepreneurship research in India and could be used as a reference for future studies in this theme.

The study finds an increase in the scholarly studies in innovation and entrepreneurship in India in the last decade. It was also found that a large number of publications were joint-authored and collaborations between Indian and foreign universities is happening. The paper also highlights the authorship patterns, top journals and the most cited papers.

A major limitation of this study is that it has considered publications which are indexed in Scopus. This paper has contributed by highlighting the growth of studies in the field of innovation and entrepreneurship in the Indian context. The results can be used by future studies in this area as a starting point to highlight the nature of this research area.

The study attempts to present a trend analysis of published literature on innovation and entrepreneurship in India.

This study aims to understand of the role that teacher entrepreneurial behavior plays in developing teacher professional capital. The extant concepts around school leadership mostly encompass the transformative and instructional roles of school leaders in managing, mobilizing and supporting teachers for student achievement. However, school leadership has not focused strongly on promoting innovation and risk-taking for schools in a knowledge economy. As a timely promising response to the increasingly demanding and competitive school context, teacher entrepreneurial behaviour (TEB), which emphasizes teachers' willingness to take risks and be daring, has started to gain recognition in the school leadership literature, yet a nuanced understanding of TEB's potential impacts on schools is lacking.

Based on a combined consideration of institutionalized recognition and expert judgement, this study identified three innovative entrepreneurial teachers/teacher groups that had won the most competitive teaching award in Hong Kong. Employing a multiple-site case study design, this study conducted semi-structured interviews with 23 informants and collected supplementary school documents and records.

This study found that TEB enables the implementation of innovation and promotes cross-subject alignment. It cultivates trusting and coherent relationships among teachers. Teachers with TEB scaled up innovation among other teachers. Furthermore, entrepreneurial teachers enhance school attractiveness by creating competitive advantages.

This analysis showed that TEB enables formal and informal school leaders to bring forth critical school outcomes. This study elaborates how TEB enhances teachers' professional capital through building trusting and coherent relationships. It also adds to the research on school innovation by demonstrating that TEB fosters teachers' capacity for bottom-up innovation in the community.

This study investigates teachers' perceptions of how school conditions influence their motivation for opportunity recognition. It uses discovery theory as a theoretical lens to understand the dynamics of entrepreneurial teachers' knowledge and alertness in responding to school conditions.

Using a multi-case study approach, in-depth interviews were conducted with participants in three schools highlighting similarities and differences in their conditions of empowering entrepreneurial teachers to discover opportunities.

The results indicate that four school conditions facilitate entrepreneurial teachers to discover opportunities, namely, a rigorous working environment, a trusting and opened culture, extensive communication networks and rewarding work conditions.

These findings further underscore the use of discovery theory in educational contexts showing that entrepreneurial teachers are in an active mode of searching for opportunities. Specific ways through which teachers can better recognize opportunities for school improvement are included.

The role of Teacher Innovative Behavior (TIB), in responding to systemic problems in educational systems and promoting “intrapreneurial” behavior has been recognized in recent times. A robust instrument that can help administrators and teacher educators gauge the levels of TIB among their teachers will facilitate the promotion of innovative behavior.

This study tested a multidimensional innovative behavior inventory (IBI), innovation support inventory (ISI) and innovation output (IO) in a developing nation (India) context with public school teachers (n = 34,754), for reliability, validity, measurement invariance and structural invariance across caste, gender and subject groups.

The IBI, ISI and IO showed good reliability and validity along with full measurement invariance at configural, metric and scalar levels. With respect to the structural parameters, the inventories exhibited invariance of factor variance and covariance, but not of factor means.

Teacher innovative behavior (TIB) is seen by developing country education administrators as a tool to address difficult problems. With better measurement, it will be possible to identify teachers who need training in creativity and entrepreneurial behavior, teachers who might have developed innovative practices that could be used for teacher development, and ways of promoting competition among teachers.

The study validates inventories, which were earlier tested in non-educational domains, for use with public school teachers of a developing country across gender, caste and subject groups.

Sustainable development is an issue of high relevance for all countries and universities play a fundamental role in promoting the participation of society members in achieving this objective. This study aims to conduct an open laboratory of social innovation (OPENLAB_SI) inside a university with society stakeholders, as a research and innovation tool that facilitates addressing the complexity of social problems through the principles of openness, experimentation, inclusion, diversity, participation and collaboration. The aim was to encompass innovation with the active participation of citizens in processes of experimentation, exchange and creativity to impact their social reality through collective designs for more sustainable futures done by and for communities.

This paper presents a case study conducted during an OPENLAB_SI, which applied innovative, socio-educational strategies intending to promote the social appropriation of renewable energies to help the sustainable development of urban, rural and marginalized areas. In our open lab, a total of 67 participants attended, including university students from various public and private institutions of higher education. Also, civil organizations participated, as well as consultants, teachers, government representatives and university professors. Experts from various disciplines who work in businesses, foundations, universities and government spoke on the topics that were addressed.

Among the notable principal findings is the collaborative work done voluntarily by all the participants who, instead of working with a proposal designed beforehand by one group or another, recognized that an OPENLAB_SI leads to the creation of links between society, academia, business and government.

In the OPENLAB_SI through the exchange of experiences and best practices, aimed at more robust networking and improvement in the acquisition of scientific and technological skills and abilities, the participants became actively involved in the generation of collective knowledge. The main contribution of this paper is to present an open laboratory into the social innovation space that can be replicated such a living lab model in other contexts to contribute to pursuit the sustainable development goals with education for sustainable development as a key catalyst for transformation.

The growing recognition of the role of teacher innovative behavior in educational improvement has led to more systematic assessment of teacher-driven innovations, usually through expert panels. Innovative peer-teachers may be more closely aligned with the correlates of teacher innovative behavior than experts, and hence their participation in such panels might make the process more robust. Hence, the authors ask, “Do expert and peer assessments relate to individual-related correlates of innovative teacher behavior differently?”

Innovations of 347 teachers in India were assessed by an expert panel and a peer-teacher panel using the consensual technique of rating innovations. Structural equation modeling was used to study the relationships of the ratings with the innovative teachers' self-reported creative self-efficacy, intrinsic motivation, learning orientation and proactive personality.

Expert ratings were significantly related to creative self-efficacy beliefs (β = 0.53, p < 0.05), whereas peer ratings were not. Peer ratings were significantly related to learning orientation (β = 0.19, p < 0.05), whereas expert ratings were not. Also, expert ratings were found to be indirectly associated with teachers' proactive personality and intrinsic motivation via creative self-efficacy beliefs; peer ratings were not associated with proactive personality.

The paper, through a robust methodology that relates expert and peer assessments with individual-related correlates of innovative behavior, makes a case for educational innovation managers to consider mixed panels of experts and innovative teacher-peers to make the assessment process more robust.

The purpose of this paper is to empirically test the relationship between the empowering structure and the employees’ innovative behavior and the role of psychological empowerment in mediating this link.

Structural equation modeling was used to analyze data from 401 female primary school teachers in India. Prior to the main study, the scales were tested on a sample of 288 teachers. While psychological empowerment and structural empowerment were based on the self-reporting by the teachers, the innovative behavior of the teacher was assessed by two to three colleagues for each teacher.

The results confirmed that structural empowerment leads to innovative behavior and psychological empowerment and partially mediates the relationship between structural empowerment and innovative behavior.

Promising ideas die down because of lack of proper resource support and a free flow of information exchange despite employees’ willingness to carry out innovative tasks. Psychological empowerment affects creative intention in the workplace and can play a critical role for employees at their workplace.

In the context of development at the teacher and school levels, it is imperative to address both the psyche of the individual and the existing structure in schools.

This study makes two critical contributions. One, it emphasizes the importance of structural empowerment in ensuring innovative behavior of employees. Two, it also brings forward the importance of psychological empowerment in the relationship between structural empowerment and innovative behavior.

The purpose of this paper is to systematically review the literature on entrepreneurship education (EE) in the Asia Pacific spanning a ten-year publishing period. The results of previous EE research are summarily analyzed and the key themes are critically addressed.

This paper presents a systematic literature review of EE articles published from 2007 to 2016 in peer-reviewed, English-speaking journals that are available on the Scopus database. Frequency, bibliometrical data, and research content of the literature review are analyzed.

Research in this area is experiencing a steady growth, and a small percentage of scholars or countries in the Asia Pacific are found to make significant contributions to a body of knowledge on EE. The findings also show that the majority of studies lack theoretical legitimacy on the definition of EE and its underpinning theories; however, some articles consider an institutional or contextual perspective on EE, present individual-centered pedagogy in a traditional educational context, or indicate the intertwined connections between EE initiatives and economic growth. Thus, the findings manifest EE research in the Asia Pacific as relatively limited across research agenda, viewpoints, and levels.

Based on the discussion on key themes, a multi-faceted and multi-tier perspective and a longitudinal study are suggested to provide broader and deeper understanding of the complexities in EE provision and its role in the relationship with national entrepreneurship. Thus, the gap between Western/Asian research contexts and enabling a common evolving body of knowledge can be bridged.

This study provides valuable insights that can aid educators and policymakers to establish and improve EE design and operations. This study would benefit EE systems in countries of the Asia Pacific region and should improve their practical outcomes. The relevance of integrating functional, personality, and behavioral views into EE development seems difficult but is suitable for EE advancements, thereby boosting the acceptance of entrepreneurship in society and subsequently impacting the economic development of a country.

This study is the first literature review on EE research in the Asia Pacific; it provides a summary analysis of the current state of EE and future directions in theory and practice.