Enabling And Sustaining Educational Innovation

This essay is a call for world-systems analysis of education. Increasingly, the field of comparative education is moving toward more sophisticated examinations of education in relationship to economic, political, and social forces. Studies of the ecology of educational institutions and processes, however, often fail to take into account an international context of transactions. To date, most macro studies of education have taken the nation-state as the basic unit of analysis.' An examination of the international forces impinging upon education systems is no less essential than an examination of the international economic order would be to an

In recent decades, different social innovations – such as lifelong learning, inclusion or Education for Sustainable Development – have had a huge impact on domestic education systems. In an increasingly globalized world, innovations diffuse across national borders. At the same time, diffusion processes seem to be highly influenced by public and private actors, e.g., international organizations (IOs) or non-governmental organizations (NGOs). Both state and non-state actors use social networks and digital communication platforms, such as Twitter, as channels for the diffusion of social innovations and practices. Inclusive education, which has become the main alternative to special schools for the schooling of children with disabilities, is a widely discussed innovation in education and, hence, represents a suitable case for the study of global diffusion processes and the involved actors. Thus, drawing on social network theory (SNT), the aim of this paper is to examine the structure of the Twitter communication network forming around the social innovation of inclusive education. Empirically, we use social network analysis (SNA) to map the communication network; identify central actors; and infer assumptions about the role of different actor groups. Our results show, for instance, that especially NGOs and IOs hold central positions in the network, which enables them to exert influence on the diffusion of innovative ideas. Overall, the findings of our study indicate how the online communication tool Twitter can play a crucial role for actors who seek to influence the global diffusion of social innovations in education and effect education policies, norms and systems at the global, national and regional levels as such.

About the Authors. International Educational Innovation and Public Sector Entrepreneurship. Subject Index. List of Contributors. Preface. International Perspectives on Education and Society. International Perspectives on Education and Society. Internationally Comparative Approaches to Innovation and Entrepreneurship in Education. Youth Entrepreneurship Education and Training for Poverty Alleviation: A Review of International Literature and Local Experiences. Socio-Educational Entrepreneurship Within the Public Sector: Leveraging Teacher-Driven Innovations for Improvement. Copyright page. Developing Innovation and Entrepreneurial Skills in Youth Through Mass Education: The example of ICT in the UAE. The Impact of Public Sector Entrepreneurship in International Education on Skilled Migration. Social Entrepreneurship and Information and Communication Technologies in Ecuador: Examples and Opportunities. What about Students' to the Right Education? An Entrepreneurial Attitude to Teaching and Learning. Entrepreneurs in Private Higher Education: A Case Study of Education Entrepreneurs in a Middle Income Economy. Promises and Challenges for Innovation and Entrepreneurship in Education.

Medical EducationVolume 53, Issue 11 p. 1135-1136 Really Good Stuff: Lessons learned through innovation in medical education Teaching root cause analysis through a collaborative case-based method Marie S Brubacher, Corresponding Author Marie S Brubacher mbrubacher@kumc.edu orcid.org/0000-0001-8373-4023 Correspondence: Marie S Brubacher, Department of Internal Medicine, Kansas University Medical Center, 3901 Rainbow Boulevard, Mail Stop 1020, Kansas City, Kansas 66160, USA. Tel: 00 1 203 215 0222; E-mail: mbrubacher@kumc.eduSearch for more papers by this authorZachary Lauer, Zachary LauerSearch for more papers by this authorLeigh M Eck, Leigh M Eck orcid.org/0000-0002-4628-2029 Search for more papers by this authorBecky Lowry, Becky LowrySearch for more papers by this author Marie S Brubacher, Corresponding Author Marie S Brubacher mbrubacher@kumc.edu orcid.org/0000-0001-8373-4023 Correspondence: Marie S Brubacher, Department of Internal Medicine, Kansas University Medical Center, 3901 Rainbow Boulevard, Mail Stop 1020, Kansas City, Kansas 66160, USA. Tel: 00 1 203 215 0222; E-mail: mbrubacher@kumc.eduSearch for more papers by this authorZachary Lauer, Zachary LauerSearch for more papers by this authorLeigh M Eck, Leigh M Eck orcid.org/0000-0002-4628-2029 Search for more papers by this authorBecky Lowry, Becky LowrySearch for more papers by this author First published: 24 October 2019 https://doi.org/10.1111/medu.13981Citations: 1Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume53, Issue11November 2019Pages 1135-1136 RelatedInformation

Many studies have examined how educational innovations in postgraduate medical education (PGME) impact on teaching and learning, but little is known about effects in the clinical workplace outside the strictly education-related domain. Insights into the full scope of effects may facilitate the implementation and acceptance of innovations because expectations can be made more realistic, and difficulties and pitfalls anticipated. Using workplace-based assessment (WBA) as a reference case, this study aimed to determine which types of effect are perceived by users of innovations in PGME. Focusing on WBA as a recent instance of innovation in PGME, we conducted semi-structured interviews to explore perceptions of the effects of WBA in a purposive sample of Dutch trainees and (lead) consultants in surgical and non-surgical specialties. Interviews conducted in 2011 with 17 participants were analysed thematically using template analysis. To support the exploration of effects outside the domain of education, the study design was informed by theory on the diffusion of innovations. Six domains of effects of WBA were identified: sentiments (affinity with the innovation and emotions); dealing with the innovation; specialty training; teaching and learning; workload and tasks, and patient care. Users' affinity with WBA partly determined its effects on teaching and learning. Organisational support and the match between the innovation and routine practice were considered important to minimise additional workload and ensure that WBA was used for relevant rather than easily assessable training activities. Dealing with WBA stimulated attention for specialty training and placed specialty training on the agenda of clinical departments. These outcomes are in line with theoretical notions regarding innovations in general and may be helpful in the implementation of other innovations in PGME. Given the substantial effects of innovations outside the strictly education-related domain, individuals designing and implementing innovations should consider all potential effects, including those identified in this study.

The Diffusion of Innovation in Education: Insights From a Digital Intervention in California High Schools

This longitudinal study explores the adoption process of new teaching methods in U.S. secondary education from 2010 to 2022, utilizing Rogers’ Innovation Diffusion Theory as a theoretical framework. The research investigates the dynamics of innovation diffusion by analyzing the roles of adopter categories, such as innovators, early adopters, early majority, late majority, and laggards. The study delves into factors influencing adoption, including the perceived relative advantage of innovations, compatibility with existing practices, and the impact of interpersonal networks. The findings contribute valuable insights into the nuanced landscape of educational innovation, emphasizing the pivotal role of early adopters and the applicability of Rogers’ theory in understanding the complex adoption process. The implications for educators, policymakers, and researchers are discussed, along with recommendations for future research in the field of innovation diffusion in secondary education.

Cloud computing has become an emerging IT platform for productive services and efficient use of innovation in higher education. The purpose of this research study is to investigate the factors that influence the adoption of cloud computing in Sub-Saharan Africa under Ethiopian higher education. These factors professed to influence the adoption of cloud computing built on the integrated framework of technology-organization-environment (TOE) framework, diffusion of innovation (DoI) theory, and sociocultural theory. In-depth interviews have been taken with the University of Gondar key professionals in Ethiopia to accomplish this research study. The results show that the organisational factors are more influential factors than the technological, environmental, and sociocultural factors to the adoption of cloud computing (CC) in the Ethiopian higher education (EHE) sector. This qualitative study aids researchers and practitioners in the field of IT technology cloud to employ these key factors suggestive to cloud computing adoption in the higher educational institutions.

Audiologists Join SLPs at Schools Conference

The higher education sector is viewed globally as a contributor to the advancement of society. This is in large part because the innovations that it produces can contribute to transformation of national and regional economies. In education specifically, the transformative power is often guided by government policies enacted at various levels in society. This chapter explores the nexus of higher education, policies, and innovation within the Southern African Development Community (SADC) region. National Information and Communication Technology (ICT) policies governing or impacting education are explored through the lens of Everett Rogers’ Diffusion of Innovations theory. The argument being promulgated, in this chapter, is that internal and external policies impact higher education systems and influence innovation. However, while at the basic education level, attention has been paid to the importance of ICT in schools, there appears to be very little in ways of policies guiding ICT implementation and use at universities in the countries missing a word here explore.

This article analyzes the assessment of the four development levels of the Digital Teaching Competence (DTC) to recognize the needs and formulation of challenges in training and educational innovation required in the pedagogical practices of university professors under the current context of the Covid-19 pandemic. The study used an empirical-analytical methodology with a non-experimental, transactional, descriptive design. The sample design was probabilistic, estimated with 95% confidence and 5% error among 252 teachers from various faculties of the University of La Guajira (Colombia). The selected instrument corresponded to the rubric's application to evaluate the university professor's digital teaching competence in Latin America. Among the study's significant results, we highlight that the rubric presented a high Cronbach's alpha reliability (α: 0.947). In the general assessment of DTC development, it was estimated that 78.2% of teachers are in the first two levels of DTC development assessment (Beginning and Middle). The evaluation rubric allows identifying challenges and opportunities that teacher training must address to advance the professional development of professors.

En los distintos espacios educativos es común hacer referencia a las metodologías innovadoras y a las metodologías tradicionales, máxime en el contexto actual en donde el flamante magisterio está siendo portavoz de cambios en las metodologías didácticas que desde antaño han estado bien enraizadas, particularmente, en la enseñanza de las ciencias sociales. Sin embargo, mientras la lucha entre lo innovador y lo tradicional se agudiza en los espacios de debates educativos, las prácticas pedagógicas tradicionales en el aula de clase permanecen inalterables y, por otra parte, los estudiantes –ahora al margen de los nuevos recursos que brinda la sociedad- aparcan expectantes por otras formas de aprender. A partir de esto, la presente investigación se propuso indagar la opinión del estudiantado acerca de las estrategias didácticas innovadoras y tradicionales, para ello se utilizó un diseño experimental exploratorio y se realizó una intervención didáctica de diez sesiones de clase, a fin de generar un espacio de reflexión entre el profesorado respecto a los retos de la innovación educativa.

Contents: Preface PART I: STRATEGIC ORGANIZATION AND INNOVATION 1. Learning and Innovation in Collaborative Innovation Networks Ben L. Kedia and Scott E. Mooty 2. Organizing for Complex Innovation Deborah Dougherty, Danielle D. Dunne and Emilio Delia 3. The (not so) Small Matter of Complexity for Innovation Rene Pellissier and Fernando Cardoso de Sousa PART II: CORPORATE LEADERSHIP AND INNOVATION 4. Commercializing, Catalyzing, or Cutting Innovation? The roles of Large Acquirers in US Global Competitiveness Douglas J. Miller and Joshua B. Sears 5. Conceptualizing the Climate for Innovation in Public and Nonprofit Organizations John C. Ronquillo 6. Information Asymmetry and Underpricing: The Impact of Innovation Strategy and Underwriter Mediation Tera L. Galloway, Douglas R. Miller, Sang Kyun Kim, Jonathan D. Arthurs and Sam Yul Cho 7. Who Leads Whom? Technological Leadership in Nanotechnology: Evidence from Patent Data Jeongsik Lee and Natarajan Balasubramanian PART III: INNOVATION CHALLENGES FACING THE USA 8. Innovating for Entrepreneurship - One State's Quest to Re-engage Christopher L. Levesque 9. Innovation in Education and US Competitiveness Sushil Vachani 10. Strengthening America's International Competitiveness through Innovation and Global Value Chains Vinod K. Jain and S. Raghunath 11. The Role of Managerial International Orientation on Product Innovation in Emerging Markets' Firms Mai Thi Thanh Thai and Ekaterina Turkina PART IV: APPROACHES TO THE PRACTICE AND APPLICATION OF INNOVATION 12. Essence of Marketing Innovations Subhash C. Jain and Kelly Aceto 13. Restoring America's Competitiveness through the Health Sector: Preliminary Findings from a Time-driven Activity-based Costing (TDABC) Study Ricky Leung 14. Innovation Policies and Industry Subsidies: China and the Global Solar Energy Industry Ravi Sarathy 15. The Effect of Interdependence and Human Resource Quality on the Value Generating Capabilities of an Organization Dustin Smith, Douglas R. Miller, Tera L. Galloway, Jonathan D. Arthurs and Jason Harkins Index

Elementary engineering education (EEE) is an educational innovation. Using Rogers’s innovation diffusion model, the Concerns-Based Adoption Model (CBAM), and Dreyfus’s skill acquisition model as its theoretical frameworks, this study investigated elementary teachers’ EEE adoption and EEE expertise development. Data of this study were collected through face-to-face interviews and open-ended online surveys conducted with 73 elementary teachers who received one-week EEE training from INSPIRE, the Institute for P-12 Engineering Research and Learning at Purdue University. An analytic induction approach was adopted in the analyses of the data. Based on the data analyses results, an evidence-based EEE adoption and expertise development framework was constructed to describe the process of EEE adoption and EEE expertise development and to capture individual elementary teachers’ differences in this process. This framework includes the four-staged EEE adoption dimension and the five-staged EEE expertise development dimension. This framework is able to reveal the ‘‘synchronic differences’’ and the ‘‘diachronic progression’’ in EEE adoption and EEE expertise development. While the ‘‘synchronic differences’’ indicate elementary teachers’ different standings in the EEE adoption and EEE expertise development stages at a given time, the ‘‘diachronic progression’’ indicates progress along the stages over time. This framework is proposed to be used by EEE professional development programs to conceptualize, assess, and track their teacher learners’ standings and progress in EEE adoption and EEE expertise development for the purpose of program improvement and the purpose of providing teacher learners with effective and on-going support.

This study explores how transformational leadership and educational innovation influence team success through stakeholder collaboration at St. Paul School, Sunter Jakarta. Using a quantitative research design with data from 110 respondents analyzed through PLS-SEM, the study reveals that transformational leadership does not directly enhance team success but exerts a significant indirect effect through stakeholder collaboration, indicating full mediation. Conversely, educational innovation demonstrates both direct and indirect positive effects on team success, suggesting partial mediation. These findings emphasize that leadership vision and innovation must be supported by strong collaborative engagement among teachers, parents, alumni, and the school foundation to achieve sustainable improvement. Theoretically, the results validate the integration of Transformational Leadership Theory, Innovation Diffusion Theory, and Stakeholder Theory, showing that collaborative synergy serves as the key mechanism driving school transformation and collective performance.