Gotowe bibliografie tematyczne / Innovation in education

Gotowa bibliografia na temat „Innovation in education”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Innovation in education"

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Romanovskyi, Oleksandr O., Yuliia Yu Romanovska, Oleksandra O. Romanovska i Mokhamed El Makhdi. "Higher education innovatics: management of innovation in the sphere of higher education and science". Journal of Social transformation and Education 2, nr 2 (2.09.2021): 47–76. http://dx.doi.org/10.54480/jste.v2i2.37.

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The purpose of the article is the development of the concept and fundamentals of the innovatics of higher education, further development, and improvement of higher education innovatics, the definition of directions, and management of innovations in the field of higher education and science. Higher education innovatics, proposed by the authors, studies and summarizes theoretical issues and practices of implementing and managing innovation activities of higher educational institutions, scientific institutions, organizations and management bodies associated with the higher education system. This article analyzes innovative changes in the higher education system caused by the environment of academic capitalism. Among them: basic issues of the organizational theory of higher education innovatics; analysis of the direction and impact of innovation processes in the field of higher education and science on the objects and subjects of innovative transformations; the role of the state in the management of innovation activities in the field of higher education and science; types of innovations in the higher education system that can lead to innovative changes; innovations of economic and market type in higher education; innovations of organizational type in the higher education sphere; innovations of educational and pedagogical type in the system of higher education; means and tools for innovation management in education; problems of the forced or emergency distance learning, etc.Innovative activity in the field of higher education and science leads to serious innovative transformations both in the entire field of higher education and science, and in its subjects – universities, research institutes, and related organizations and institutions.
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Mamajanov, Ikramjon. "INNOVATION AND INNOVATIVE ACTIVITY IN EDUCATION". CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, nr 09 (30.09.2021): 101–5. http://dx.doi.org/10.37547/pedagogics-crjp-02-09-23.

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This article is focused on the meaning and content of innovation and innovative activity and the descriptions given to them by Uzbek scientists and scientists from foreign countries. Besides that the article comprises different opinions and approaches on the descriptions, attitudes articles given to “Innovation” and “Innovative activity” in the framework of the laws on “Innovative activity”, “Education” and “Science and scientific activity”.
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Mamajanov, Ikramjon. "INNOVATION AND INNOVATIVE ACTIVITY IN EDUCATION". CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, nr 09 (30.09.2021): 101–5. http://dx.doi.org/10.37547/pedagogics-crjp-02-09-23.

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This article is focused on the meaning and content of innovation and innovative activity and the descriptions given to them by Uzbek scientists and scientists from foreign countries. Besides that the article comprises different opinions and approaches on the descriptions, attitudes articles given to “Innovation” and “Innovative activity” in the framework of the laws on “Innovative activity”, “Education” and “Science and scientific activity”.
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Gushko, O. A. "DEFINITIONS "INNOVATION" AND "INNOVATIVE ACTIVITY" IN SCIENTIFIC LITERATURE". Educational Dimension 25 (23.06.2009): 191–99. http://dx.doi.org/10.31812/educdim.6920.

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In the field of education innovative activity is investigated by pedagogical innovatiks. A concept "innovation" in it is the major gnosiological reference point. The article is devoted to the problem of existence of different opinions as for the determination of the essence of such concepts as « innovations, enovations, «innovative activity»
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Krejci, P., i J. Sebestova. "Innovative Literacy Levels: Gender Age and Education Matters". Marketing and Management of Innovations, nr 4 (2019): 353–63. http://dx.doi.org/10.21272/mmi.2019.4-27.

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This paper presents the arguments and counterarguments within the scientific discussion on the issue of an innovation activity, which is very important for entrepreneurship and is considered a significant competitive advantage. However, there are factors such as education, age and gender that can influence innovation creation. The main purpose of the research is finding out how innovation creation is related to the gender, age and education of entrepreneurs in common entrepreneurship and social entrepreneurship. The systematic literature review has shown that innovative activity is supported by entrepreneurial competencies. The relevance of the decision of this scientific problem is that they are few studies focusing on that problem. Investigation of the topic of innovative activity in the paper is carried out in the following logical sequence: (1) literature review concerning on innovative activity, typology and modern trends in innovations (2) possibilities of competencies needed for innovations, (3) case study background, based on literature review and previous studies (4) presentation of key results concerning gender, which was found to have no significance regarding entrepreneurship. Methodological tools of the research methods were sociological survey, data analysis. As a result of the calculations, the main issues of innovative activities were detected. The main results were analysed using Cluster analysis and tests of statistical significance. The paper presents the results of an empirical analysis that shows the main gaps in the innovation classification when pure and combined innovation types are presented. The research empirically confirms and theoretically proves the necessity of doing the following steps: inform and educate entrepreneurs in the area of innovation, not only to support innovative activities financially. The findings have practical significance and the results of the research can be useful for public supporters and educational organizations how to work with entrepreneurs with innovative ideas. Keywords: competencies, determinants of innovations, innovations, literacy.
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Benabarre, Rosa, i Jordi Garreta-Bochaca. "¿Innovación bajo presión? Autoridades educativas, familias y profesionales e innovación educativa". Ehquidad Revista Internacional de Políticas de Bienestar y Trabajo Social, nr 16 (5.07.2021): 187–208. http://dx.doi.org/10.15257/ehquidad.2021.0019.

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INTRODUCTION. Educational innovation is experiencing in Catalonia (Spain) what has begun to be called a "third pedagogical spring" that is leading to a significant increase in schools that make changes at different levels. METHOD. In this context, taking as a reference classifications of types of educational innovation (innovations in the formative structure, pedagogical, process, teacher training and the educational chain), the article presents the analysis of questionnaire carried out on the whole of the population (N) of non-university educational centers of the Territorial Education Service of Lleida (Catalonia). The intention of the questionnaire, and of the research project, was to detect: the degree of innovation of the non-university educational centers as a whole (differentiating the different educational levels), the degree to which this innovation is sustainable over time, the reasons that lead to innovation and its degree of success. In summary, the RESULTS indicate that there really is an "innovative spring" (although some levels of education are higher than others) that can be generalized, as other studies indicate, to the whole of Catalonia. This spring focuses mainly on the implementation of pedagogical actions, formative structure and with the educational chain and is motivated by the interest of improving results, motivation, learning... of students. Although entering into DISCUSSION with other studies also responds to pressure from society and families for educational change.
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Hall, Andrew K., Carly Hagel, Teresa M. Chan, Brent Thoma, Aleisha Murnaghan i Farhan Bhanji. "The writer’s guide to education scholarship in emergency medicine: Education innovations (part 3)". CJEM 20, nr 3 (20.06.2017): 463–70. http://dx.doi.org/10.1017/cem.2017.28.

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AbstractObjectiveThe scholarly dissemination of innovative medical education practices helps broaden the reach of this type of work, allowing scholarship to have an impact beyond a single institution. There is little guidance in the literature for those seeking to publish program evaluation studies and innovation papers. This study aims to derive a set of evidence-based features of high-quality reports on innovations in emergency medicine (EM) education.MethodsWe conducted a scoping review and thematic analysis to determine quality markers for medical education innovation reports, with a focus on EM. A search of MEDLINE, EMBASE, ERIC, and Google Scholar was augmented by a hand search of relevant publication guidelines, guidelines for authors, and website submission portals from medical education and EM journals. Study investigators reviewed the selected articles, and a thematic analysis was conducted.ResultsOur search strategy identified 14 relevant articles from which 34 quality markers were extracted. These markers were grouped into seven important themes: goals and need for innovation, preparation, innovation development, innovation implementation, evaluation of innovation, evidence of reflective practice, and reporting and dissemination. In addition, multiple outlets for the publication of EM education innovations were identified and compiled.ConclusionThe publication and dissemination of innovations are critical for the EM education community and the training of health professionals. We anticipate that our list of innovation report quality markers will be used by EM education innovators to support the dissemination of novel educational practices.
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Kravchenko, Olena I., Dmytro S. Tymchuk, Tetiana H. Pavlych, Dmytro P. Kyslenko i Olena V. Lutsenko. "Educational Management of Innovative Pedagogical Process in Higher Education Institutions (HEIs)". International Journal of Higher Education 9, nr 7 (4.08.2020): 1. http://dx.doi.org/10.5430/ijhe.v9n7p1.

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The article proves that one of the objectives of the contemporary high school is developing the potential of all participants of the pedagogical process, giving them opportunities for revealing creative abilities. Such a change in the role of education in society has led to innovative processes. We distinguish the following elements of innovative activity in HEIs: the goal (increasing the efficiency of resource use in the HEIs), the content (the processes of creating and applying the innovations, including regular ones) and the product (the quality of training the graduates of the HEIs). We also identified the following types of innovation: organizational, processive and productive, which are the subjects of innovative activity in the HEIs. Under these circumstances, the planning and application of innovations are considered as the area of involving teachers into innovation activity. We specified the factors increasing the number of innovative activities: organizational and technological preparation of creating innovations is considered pre-innovation activity; the production of innovations depends on research and scientific work; the application of innovations includes the stages of implementation, design and dissemination. We distinguished contextual, educational, scientific and innovative processes and the process of strategic development of human potential. We identified the prospects of researching the innovative environment of HEIs as a condition for effective innovative activity of teachers. Generally, the structure of indirect management of the innovative process includes the main stages of the reflexive regulation of searching a new idea: the stages of criticism, conscious rethinking and normalization of the activity. The organizational structure of such management includes the following stages: diagnostic, regulatory, analytical and verification. Knowledge of the varieties of structures and their main stages is necessary to define the whole system of reflective management, because the innovation process consists of micro-innovation processes, which need to be adjusted in communication. We analysed the basic structural components of the authors’ technology of managing the innovation process at the department level as a structural part of НЕІs.
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Yakubova, D. E., i Zh Saparkyzy. "DEVELOPMENT OF THE INNOVATIVE POTENTIAL OF UNIVERSITY TEACHERS IN ADDITIONAL PROFESSIONAL EDUCATION". Bulletin of the Korkyt Ata Kyzylorda University 58, nr 3 (2021): 208–13. http://dx.doi.org/10.52081/bkaku.2021.v58.i3.089.

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The article considers the theoretical foundations of the creation and understanding of the effectiveness of the development of innovative potential of teachers of universities with a personal point of view. The result of the innovation process in education is the application of innovations in theory and practice. Innovation in the education system is the introduction of innovations for the purpose of education, the transformation of new approaches and practices and forms of education, the introduction and dissemination of new pedagogical systems, the creation, development and implementation of new school management technologies. to meet the new requirements. The concept of an innovative educational process as a system of primary values characterizes it as spiritual production, and its product is not only the acquisition of new knowledge and values, but also the disclosure of the true strengths and abilities of students. Innovations in education are based on socially significant values: people, life, work, home land. This is considered as an indispensable condition for creating an effective model for the development of innovation potential of teachers of universities at the expense of using innovations in additional professional education. The basic concept of "innovative potential of university teachers" is defined. The purpose of this article is to consider the theoretical aspects of the development of innovative potential of teachers in the system of additional professional education.
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Klyap, Marianna, i Mykhailo Klyap. "Innovative Directions of the Higher Education of Ukraine". Studia Universitatis „Vasile Goldis” Arad – Economics Series 26, nr 4 (1.11.2016): 54–66. http://dx.doi.org/10.1515/sues-2016-0019.

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Abstract The article clarifies the concept of “innovation”, including “educational innovation”, examines some innovative teaching methods in universities. The main approaches of implementation innovations in modern higher education of Ukraine are analysed. It also defines the differences between traditional and innovative teaching, discovers different variants of the classification of innovative teaching methods and formulates basic approaches to the selection of innovative didactic purpose in accordance with the classes, the advantages and disadvantages of the use of certain methods. It tightly describes actual interpretation of innovative study methods in the Ukrainian higher educational institutions, as well as the realization of the innovative aspects in the separate Ukrainian universities. The importance of innovation in the learning process of entering higher education of Ukraine into the European educational space is also being highlighted.
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Rozprawy doktorskie na temat "Innovation in education"

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Chunga, Bright Mwansa. "Evaluating educational innovations : a study of a Zambian upper primary schools' practical subjects education innovation". Thesis, University of Sussex, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333734.

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Rósa, Gunnarsdóttir. "Innovation education : defining the phenomenon". Thesis, University of Leeds, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273264.

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Uhl, Allison K. "Understanding Innovation in Art Education". Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1587998333171341.

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Jack, A. W. "Managing innovation in teacher education institutes". Thesis, University of Manchester, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577515.

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This thesis reports on organizational innovations which have been implemented in eleven teacher education institutions in the North West of England. Its purpose is to present a study of the character and relationship between the innovation phenomenon and environmental influences. Particular reference is made of the administrative structure in context. It was hypothesized that 1. organizational innovation will be extensively controlled if originally from outside the teacher education institution. If such innovation originates from within the institution it will be intensively controlled. 2. Organizational innovation will impact more intensively when under influence from outside the teacher education institution than if subjected to internal influence. 3. Organizational innovation will reveal intensive influence on the administrative structure if the climate within the teacher education institution is decisive. PROCEDURES An Innovation Evaluation Questionnaire (IEQ) developed by the researcher was used in conjunction with an Innovation Nature Measurement Instrument (INMI) to measure the data. The Staff Questionnaire and Interview Schedule were designed to collaborate the information with the Environmental Influence Measurement Instrument (EIMI). These instruments were used at various stages of a three-phased methodological configuration. A total of 71 administrative and managerial staff comprised the research sample in this study. Findings: The study revealed 1. a clear link between the innovation phenomenon and climatic conditions which existed within the administrative structure of teacher education. 2. The institutions have tended to be dominated by the external policies of change agents. In this connection the authority power of the DES appear to have been used to engender efficacy. 3. The study revealed a general trend to see organizational innovations as difficult to manage in the light of extensiv~ external control over them by change agents. CONCLUSIONS It was generally concluded that the character of organizational innovations is related to the level of administrative control ,subject to external dominance power and local managerial quality.
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Ersson, Amanda. "Future of Education : KTH Innovation Center". Thesis, KTH, Arkitektur, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-146874.

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This project is an investigation of how the increased use of mobile devices and virtual media informs the pedagogy of higher education and how we can promote interaction across institutional and discipline boundaries.  Through research of how students learn, the conditions and dynamics that best allows them to absorb knowledge, I have concretized a plan of action for KTH that informs practice, leadership and the physical environment. Communication in Education Creates Innovation: The Innovation Center.
Detta projekt är en undersökning av hur den ökade användningen av mobila enheter och virtuella medier informerar pedagogik i de högre utbildningarna samt hur vi kan främja samarbete mellan institutionella och över disciplinära gränser. Genom forskning om hur studenter lär sig, den dynamik och under vilka förutsättningar som bäst tillåter studenter att ta till sig kunskap, har jag konkretiserat en handlingsplan för KTH som informerar praktik, ledarskap och den fysiska miljön.
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Sweeney, Stacy L. "How innovative strategies can impact fiscal strength| Supporting a culture of innovation in small colleges". Thesis, University of Pennsylvania, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721074.

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Innovation in postsecondary education has become an important element of the landscape in order for institutions to remain competitive and, for some, as a means to survive (Selingo, 2013, p. 58). Small colleges and universities have experienced a more significant impact than most higher education institutions in attempting to remain competitive and promote innovation as they continue to deal with the aftermath of the 2001 and 2008 recessions and keep pace with the challenges of enrollment and finance. If small colleges are faced with the inability to create new and innovative delivery and business models, there is a danger that many of these small colleges will cease to exist (Crow, 2010; Rivard, 2013).

The primary purpose of this study was to explore how two small colleges adopted innovative strategies that maintained or improved their fiscal strength during a time when most small colleges were experiencing financial decline. How these innovative cultures have been supported at these small colleges, and their relation to the strategies employed, is also explored in this study. The overarching research question for this study was, “To what extent can small colleges develop a culture that supports innovation and positively influences the financial stability of the institutions?

The findings of this study include innovative strategies used at each institution to impact fiscal strength, and elements that have been established to support a culture of innovation in addition to the way in which innovation has improved the student experience. Ultimately, the examples of innovative strategies implemented at these institutions, such as responding to student and market demands, having an innovative mission and vision and ensuring innovative individuals are leading the institution, could turn into sustainable solutions for other small colleges that may be struggling with student enrollment and revenue decline. The elements of innovative cultures that were discovered in this study could be used as a “best practices” list for other small colleges in their quest to develop and sustain an innovative culture.

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Duong, Hoang Duc. "On Education, Open Innovation and Economic Growth". Doctoral thesis, Universitat Autònoma de Barcelona, 2020. http://hdl.handle.net/10803/671084.

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L'acumulació de capital humà i l'avenç tecnològic són uns dels principals motors del creixement econòmic. L'acumulació de capital humà genera creixement directament, ja que és un factor productiu. També contribueix a augmentar el progrés tecnològic i, per tant, augmentar la productivitat total dels factors, implicant una producció més eficient i un major creixement econòmic. A part de l'educació, el learning-by-doing (aprendre mitjançant la pràctica) també contribueix a l'acumulació de capital humà. De fet, l'aparició recent de la innovació oberta ha facilitat la difusió del coneixement i, per tant, ha promogut l'acumulació de capital humà. Aquesta tesi pretén analitzar com les polítiques públiques d'educació afecten l'acumulació de capital humà i com l'aparició dels béns oberts i la innovació oberta afecten a la competència en I+D i, per tant, al creixement econòmic. Al capítol 2, analitzem com, quan les persones s'han d'autofinançar la seva educació, les polítiques públiques (un fons públic de préstecs i la deduïbilitat diferida de les despeses d'educació) afecten al creixement en una economia de generacions successives on hi ha restriccions d'endeutament per a les persones. Mostrem que els préstecs públics afecten positivament al creixement de l'economia quan no hi ha restriccions d'endeutament, mentre que la deduïbilitat fiscal afecta al creixement depenent de la magnitud dels préstecs públics i de la deduïbilitat fiscal. Quan les persones tenen restriccions d'endeutament, els préstecs públics afecten positivament al creixement mentre que la deduïbilitat fiscal no afecta al creixement. Ambdues polítiques governamentals afecten a l’operativitat de la restricció d'endeutament i, per tant, poden canviar l'economia de no tenir restricció d'endeutament a sí tenir-ne, o viceversa. Al capítol 3, estudiem com els béns oberts afecten a l'economia a llarg termini. Modelitzem una economia amb béns oberts i privats on els individus han de destinar el seu temps a l'adquisició de capital humà, treballar al sector dels béns privats i desenvolupar béns oberts. Incorporem les característiques dels béns oberts al problema de maximització de l'individu i examinem com afecta al creixement econòmic la quantitat de temps que dediquen les persones a desenvolupar béns oberts en lloc de treballar al sector de béns privats o acumular capital humà. També examinem el problema del planificador social i la seva diferència amb l'assignació de mercat. El capítol 4 té com a objectiu estudiar com els diferents tipus d'activitats d'I+D (codi obert, imitació i I+D convencional) afecten a la innovació i, per tant, a l'economia a llarg termini. Modelitzem una economia amb béns estandarditzats i béns amb diferents nivells de qualitat on les persones tenen preferències no homotètiques i assignen el seu pressupost entre els béns estandarditzats i els béns amb diferents nivells de qualitat. Suposem un continu d'indústries amb un duopoli a cada indústria. Tant els líders de la indústria com els seguidors inverteixen en I+D. Els líders tecnològics inverteixen en I+D per obtenir més beneficis provinents de tenir més qualitat i per reduir el risc de ser copiats o superats pels seguidors o els nous entrants. Els seguidors inverteixen en I+D per aconseguir igualar la qualitat dels líders o per assolir el lideratge tecnològic. Incorporem les característiques de l'I+D convencional, la còpia i la innovació oberta en els problemes de maximització de les empreses que produeixen diferents nivells de qualitat i examinem com la innovació oberta afecta a les inversions en I+D de les empreses amb diferents nivells de qualitat i els seus efectes sobre el creixement econòmic.
La acumulación de capital humano y el avance tecnológico son importantes motores del crecimiento económico. La acumulación de capital humano puede generar directamente crecimiento al ser un factor productivo. A su vez, también puede contribuir a elevar el progreso tecnológico, mejorar la productividad total de los factores y, por lo tanto, permitir una producción más eficiente y así generar crecimiento económico. Aparte de la educación, el learning-by-doing (aprendizaje mediante la práctica) es otro factor importante en la acumulación de capital humano. De hecho, la reciente aparición de la innovación abierta ha facilitado el aumento de los intercambios de conocimiento y, por tanto, ha promovido la acumulación de capital humano. Junto con en análisis de cómo las políticas públicas educativas afectan la acumulación de capital humano, esta tesis tiene como objetivo estudiar cómo el surgimiento de bienes abiertos y la innovación abierta afectan la competencia en I+D y, por ende, el crecimiento económico. En el capítulo 2, analizamos cómo, cuando las personas se han de financiar la educación, las políticas públicas (un fondo público para préstamos y la deducción diferida de los gastos de educación) afectan el crecimiento en una economía de generaciones solapadas donde los individuos pueden tener restricciones de endeudamiento a la hora de decidir su inversión en capital humano. Mostramos que los préstamos públicos afectan positivamente al crecimiento económico cuando no hay restricciones de endeudamiento, mientras que la forma en que la desgravación fiscal afecta al crecimiento depende de la magnitud tanto de los préstamos públicos como de la desgravación fiscal. En una economía con restricciones de endeudamiento, los préstamos públicos afectan positivamente al crecimiento, mientras que la deducción de impuestos no afecta al crecimiento. Ambas políticas gubernamentales afectan a la operatividad de la restricción de endeudamiento y, por lo tanto, pueden hacer que la economía pase de estar bajo una restricción de endeudamiento a una que no, o viceversa. En el capítulo 3, estudiamos cómo los bienes abiertos afectan a la economía a largo plazo. Modelizamos una economía con bienes abiertos y privados donde los individuos deben dedicar su tiempo a la adquisición de capital humano, trabajar en el sector de bienes privados y desarrollar bienes abiertos. Examinamos cómo la cantidad de tiempo que las personas dedican a desarrollar bienes abiertos en lugar de trabajar en el sector de bienes privados o acumular capital humano afecta al crecimiento económico. También examinamos el problema del planificador social y su diferencia con la asignación del mercado. El capítulo 4 tiene como objetivo estudiar cómo los diferentes tipos de actividades de I+D (código abierto, imitación y I+D convencional) afectan a la innovación y la economía a largo plazo. Modelizamos una economía con bienes estandarizados y bienes con niveles de calidad diferente, donde las personas con preferencias no homotéticas tienen que destinar su presupuesto a bienes estandarizados y bienes con niveles de calidad diferente. Suponemos un continuo de industrias con un duopolio en cada industria. Los líderes tecnológicos invierten en I+D para obtener un mayor beneficio al vender productos de mayor calidad y, a la vez, para reducir el riesgo de ser copiados o superados por seguidores o nuevos participantes. Los seguidores invierten en I+D para alcanzar a los líderes o para obtener el liderazgo tecnológico. Incorporamos a las características del I+D convencional, la copia y la innovación abierta en los problemas de maximización de las empresas, donde suponemos que venden varios tipos de calidad a la vez. Nuestro objetivo es examinar cómo la innovación abierta afecta a las inversiones en I+D y, por ende, sus efectos sobre el crecimiento económico.
Human capital accumulation and technology advance are among the main engines of economic growth. Human capital accumulation can directly generate growth as it is a productive factor. It can also contribute to raising technical progress and technological progress, in turn, improves the total factor of productivity and hence allows for more efficient production and brings out economic growth. Apart from education, learning by doing also contributes to the accumulation of human capital. In fact, the recent emergence of open innovation has facilitated the increased flows of knowledge and, therefore, promoted the accumulation of human capital. Together with analyzing how public policies for education affect the accumulation of human capital, this thesis aims at studying how the emergence of open goods and open innovation affect R&D competition and, then, economic growth. In chapter 2, we analyze how public policies for self-financing education, public fund for loans and deferred deductibility of education expenses, affect growth in an overlapping generations economy where individuals can be borrowing-constrained on human capital investment. We show that public loans positively affect growth in the unconstrained economy, while how tax deductibility affects growth depends on the magnitude of both public loans and tax deductibility. In the borrowing-constrained economy, public loans positively affect growth, while tax deductibility does not affect growth. Both government policies affect the borrowing-constraint tightness and, therefore, can shift the economy from being borrowing-constrained to unconstrained or vice versa. In chapter 3, we study how open goods affect the economy in the long run. We model an economy with open and private goods where individuals have to allocate their time for human capital acquisition, working in the private goods sector and developing open goods. We incorporate the characteristics of open goods in the maximization problems and examine how the amount of time that individuals devote for developing open goods instead of working in the private goods sector or accumulating human capital affects economic growth. We also examine the social planner problem and its difference with the market allocation. Chapter 4 aims at studying how different types of R&D activities---open source, imitation and conventional R&D---affect innovation competition and, then, the economy in the long run. We model an economy with standardized goods and quality goods where individuals with non-homothetic preference have to allocate their budget for standardized goods and quality goods. There is a continuum of industries with duopoly production in each industry. Both industry leaders and followers invest in R&D. Technological leaders invest in R&D for higher profit of higher quality products and to reduce the risk of being copied or surpassed by followers or new entrants. Followers invests in R&D to catch up with the leaders or to gain the technological leadership. We incorporate the characteristics of conventional R&D, copying and open innovation in the maximization problems of multi-quality firms and aim at examining how open innovation affects R&D investments of firms with different technology levels and then its effects on economic growth.
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Wyke, Rebecca Martha C. "Teaching creativity and innovation in higher education". Thesis, University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592900.

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A principal goal of higher education is to prepare students for the real-world challenges they will encounter upon graduation in their everyday life, in their work and in society. While discipline specific content knowledge is an important component of a college education, a 2010 survey of employers conducted for the Association of American Colleges and Universities reflected the changing expectations of employers for recent college graduates. Approximately ninety percent of employers surveyed said college graduates entering the workplace need a broader set of skills than in the past in order to meet increasingly complex workplace challenges. Among the top four workplace skills in demand are creativity and innovation.

This study employs a qualitative phenomenological approach to examine a particular curricular program designed to impart creativity and to promote the generation of new ideas that lead to innovation. Through the use of student surveys and in-depth interviews with students and faculty who have participated in the program, the study offers a synthesized description of the student experience of the curriculum and the pedagogies used in the program. The study identifies the key benefits of the program for students; offers guidance on what kind of pedagogical approaches are necessary for faculty to successfully implement this kind of program; and addresses the challenges involved in advancing a curriculum for creativity and innovation that utilizes unconventional pedagogies.

What seems clear from the student experience is that the curricular program is effective in imparting the knowledge and skills to practice creativity and innovation. Also evident is that the constructivist learning environment and the pedagogies employed in teaching the program, including hands-on and collective learning, critical thinking and problem-based learning, and formative assessment, contribute to a feeling of confidence in the mastery of the skills and results in deep learning by the students. Through the experience, students are empowered with a creative capacity and an ability to innovate, as well as with skills in communication, collaboration, critical thinking and problem-solving. These are abilities that will prepare students for the complexities of rapidly changing world.

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Channing, Jill. "Generating Innovation Through Failure". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4876.

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Mallon, Philip. "Impact of innovation in science education on small rural secondary education". Thesis, University of Ulster, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241993.

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Książki na temat "Innovation in education"

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E, Larkley Jasmine, i Maynhard Viola B, red. Innovation in education. New York: Nova Science Publishers, 2008.

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Oskam, Jeroen A., Daphne M. Dekker i Karoline Wiegerink, red. Innovation in Hospitality Education. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-61379-6.

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Reeves, Margaret Grace. Nurse education management: Course innovation. Wolverhampton: University of Wolverhampton, 1993.

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M, Barzansky Barbara, i Grenholm Gary G, red. Innovation processes in medical education. New York: Praeger, 1988.

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Asia Pacific Conference on Education (2003 Singapore). Innovation and diversity in education. Singapore: McGraw-Hill, 2004.

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Păunescu, Carmen, Katri-Liis Lepik i Nicholas Spencer, red. Social Innovation in Higher Education. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84044-0.

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Galán, José Gómez. Innovation and ICT in Education. New York: River Publishers, 2022. http://dx.doi.org/10.1201/9781003338567.

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Sidorkin, Alexander M., i Mark K. Warford, red. Reforms and Innovation in Education. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60246-2.

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Gorham, Douglas, i Nnamdi Nwulu. Engineering Education through Social Innovation. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39006-8.

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Langer, Kati, Matthias Metzing i Detlef Wahl, red. Technology Education, Innovation, and Management. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-79875-7.

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Części książek na temat "Innovation in education"

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Anis, Mohab, Sarah Chawky i Aya Abdel Halim. "Education". W Mapping Innovation, 93–122. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93627-3_5.

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Sabelli, Nora H., i Christopher J. Harris. "The Role of Innovation in Scaling Up Educational Innovations". W Education Innovation Series, 13–30. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-537-2_2.

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Russo, Peter, i Susan Mueller. "Social Innovation Education". W Social Innovation, 171–81. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-36540-9_15.

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Erdal, Ivar John. "Education as innovation". W Media Management and Digital Transformation, 143–53. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429490187-12.

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Esque, Shelly, Martina Roth i Danny Arati. "Education as Social Innovation". W Social Innovation, 209–16. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-36540-9_18.

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Hwang, Gwo-Jen. "E-Learning and Innovative Education: Strategies for Adding Innovation and Value to Educational Research". W Education Innovation Series, 109–15. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6591-5_8.

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Deardorff, Darla K. "Theories of Cultural and Educational Exchange, Intercultural Competence, Conflict Resolution, and Peace Education". W Education Innovation Series, 23–38. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1547-3_2.

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Park, Elke. "Higher Education and Innovation". W Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship, 1115–27. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-15347-6_279.

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Rasmussen, Palle. "Education and Social Innovation". W Encyclopedia of Educational Innovation, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2262-4_162-1.

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Kuindersma, Henk. "Innovation of Religious Education". W On the Edge: (Auto)biography and Pedagogical Theories on Religious Education, 81–91. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-175-7_8.

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Streszczenia konferencji na temat "Innovation in education"

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Apaydin, Marina, i Christopher Bouri. "Innovation2: Innovative Course on Innovation Takes On the Lebanese Revolution". W Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11314.

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The purpose of this paper is to showcase the unique learning outcomes derived from an innovative course facing disruption from unforeseen political events. In spite of the tense events on the streets surrounding the university during the Lebanese revolution, which erupted in the middle of the semester, we were able not only to implement pre-planned innovative teaching methods to challenge student thinking and traditional higher education practices, but also leveraged the revolution context to introduce new topics and approaches to course delivery in the face of road closures and risks to students’ wellbeing. Strategic innovation management topics were complemented by the real time innovative strategies to continue education developed jointly by the course instructor and the students, resulting in an Innovation2 effect. Ultimately, the course learning outcomes were reinforced and broadened by embracing the continued uncertainty and relating to the ongoing situation day by day. As Lebanon and AUB enter its second semester of the political revolution, this paper aims to share lessons learned from both, the initial course innovative design, and its delivery in the crisis circumstances of the revolution in order to help faculty dealing with unstable educational context in Lebanon, Middle East and other challenging regions.
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van der Stappen, Esther, i Marlies van Steenbergen. "Value-Informed Innovation: Integrating Value-Sensitive Design and Evidence-Informed Practice in Education". W Digital Restructuring and Human (Re)action. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.fov.4.2022.16.

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Digital innovation in education – as in any other sector – is not only about developing and implementing novel ideas, but also about having these ideas effectively used as well as widely accepted and adopted, so that many students can benefit from innovations improving education. Effectiveness, transferability and scalability cannot be added afterwards; it must be integrated from the start in the design, development and implementation processes, as is proposed in the movement towards evidenceinformed practice (EIP). The impact an educational innovation has on the values of various stakeholders is often overlooked. Value Sensitive Design (VSD) is an approach to integrate values in technological design. In this paper we discuss how EIP and VSD may be combined into an integrated approach to digital innovation in education, which we call value-informed innovation. This approach not only considers educational effectiveness, but also incorporates the innovation’s impact on human values, its scalability and transferability to other contexts. We illustrate the integrated approach with an example case of an educational innovation involving digital peer feedback.
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D Fruehauf, Justin, i Frederick Gregg Kohun. "Innovation Education and Diffusion in the United States: Using Literature Derived Knowledge Maps to Develop Research Methodology Strategy". W InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2244.

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The idea of innovation, while not new, has taken on a whole new meaning in the 21st century. With his introduction of the ideas of disruptive innovations in the 1990s, Clayton Christensen has quickly become a leader in the field of innovation education. Christensen expanded his theory to encompass not only industry, but also healthcare and education. It is in this field of education that much work remains. Christensen proposes that innovative thinking can be learned. Indeed and entire field of innovation education and innovation curriculum now exist in a few US universities. It is the intent of this study to examine to use of knowledge maps of the literature of innovation education, as defined by Christensen, to establish a research methodology of how innovation is taught in US education systems, specifically comparing vocational programs (machining), and graduate programs in business and engineering. Clayton Christensen, innovation education, vocational, curriculum
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Logue, Pauline Anne. "Promoting Innovation and Creativity in Initial Teacher Technical Education in Ireland: A Case Study". W Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5595.

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The Galway-Mayo Institute of Technology (GMIT), Ireland, is a Higher Education (HE) provider of Initial Teacher Education (ITE).Graduates on its BSc (Hons) in Education (Design, Graphics and Construction) degree programme are qualified to teach technical subjects at second level. A defining element of delivery is the promotion of creativity and innovation in the classroom, by means of active, student-centred and design-led teaching and learning (T&L) strategies. This paper outlines a GMIT qualitative student-perspective pilot study, involving a total of 42 GMIT student teacher participants (n=42). The study aims to analyse the effectiveness of two selected platforms in the ITE programme: 1) presentation contributions by 14 student teachers at the GMIT ‘Creativity and Innovation in Teaching’ Conference (2016) (n=14), and 2) a textual analysis of student online forum critical reflection submissions (2016-2017) (n=28). The research confirms the effectiveness of both strategies in promoting a practice of innovation and creativity in the classroom, including evidence of the innovative educational technology classroom tools and increased student-centred, active learning and design-led strategies in T&L. Keywords: Creativity, Innovation, Educational Technology, Technical Education, Initial Teacher Education, Active teaching Strategies.
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García-Aranda, César, Agustin Molina-García, María del Carmen Morillo Balsera, Sandra Martínez-Cuevas, Encarnación Rodríguez Hurtado, Javier Pérez Rodríguez, Jorge Rodríguez-Chueca i in. "Creativity and Innovation Skills in University STEM Education: The CHET Project Approach". W Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11127.

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Creativity and innovation are crucial skills to face challenges in economy, environment and social context today, especially next decade with 2030 Agenda for Sustainable Development adopted by all United Nations Member States. European Higher Education System considers STEM studies play a key role to lead the global labor market and address our economic system towards more sustainability and equality model. Innovative educational projects developed at the Universidad Politécinca de Madrid have identified lack of students skills in creativity and innovation to apply challenge based-learning and others methodologies in classrooms. Hovewer Higher Education institutions need a whole approach to include creativity in university curricula (graduate and postgraduate programs), at the same time, professors claim support to embebed innovative methodologies in their subjects. CHET Project is designed as a solid strategy aimed at developing an innovative process to modernization of Higher Education System in Europe. Step by step, the project begins by defining the learning environment, then developing creativity techniques and tools, and finally validating methodologies and processes. All this supported by free access online platform.
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YANG, HONG. "RESEARCH ON WECHAT MORAL EDUCATION MODEL INNOVATION IN UNIVERSITIES". W 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35730.

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College students are in the active period of thinking and knowledge, and WeChat has a profound influence on them. At the same time, the moral education in colleges and universities is in the era of both challenges and opportunities. With the increasingly changing and frequent use of WeChat, moral education in colleges and universities is faced with new educational objects, educational environments and educational models. By analyzing the positive and negative effects of WeChat on college students and college moral education, this paper tries to put forward some suggestions on the strategy of using WeChat platform to conduct moral education for college students. The author hopes to provide inspiration for the innovation of moral education in colleges and universities in China and make a little contribution to the cause of moral education through the discussion of this paper.
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Hanff Jr., William A. "A Media Archeology of Education Innovation History and Pandemics". W 2nd Annual Faculty Senate Research Conference: Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.6.

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How do we as researchers and educators discern how past institutions of higher education responded to pandemics and other social stresses, and what practices we can adopt from them? Combining Jussi Parikka’s ideas of media archeology with the radical post-colonialism of Nonwestern Educational Traditions by Timothy Reagan, this research explores specific artifacts of western and nonwestern systems of education innovation at specific periods in history, how these institutions responded to crises and pandemics, and what this suggests to our contemporary post-literate networked system of higher education. The emerging field of Media Archeology suggests a literature review mash-up and remix to find under-represented historical ideas around pedagogy and higher education. The impacts of these education innovations are seen through the artifacts such as ‘open plan’ school architecture, educational broadcasting, and proto-internet distance learning classes. Each of these dyads of a western tradition of higher education contrasted with a non-western or resistance tradition of higher education has left artifacts and practices that have been able to escape intentional destruction or cultural appropriation into current western hegemonies. By standing outside the constraints and politics of corporate narratives, these artifacts can point the way toward reviving educational systems based on techniques and technologies that can address the systematic problems with higher education. This study of media, sociology, education, and history seeks to suggest workable practices for a post-COVID world, that resists hegemonic practices and corporatization of education and addresses new challenges in the future.
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Korn, J. "Innovation in engineering education". W IEE International Symposium Engineering Education: Innovations in Teaching, Learning and Assessment. IEE, 2001. http://dx.doi.org/10.1049/ic:20010069.

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Shi, Hongyan, Man Liu, Hu Chao i Lin Jiang. "Practice of Innovation Education". W 2016 2nd International Conference on Humanities and Social Science Research (ICHSSR 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ichssr-16.2016.116.

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Mylnikova, Larisa. "Innovation Culture and Education". W 2017 International Conference on Culture, Education and Financial Development of Modern Society (ICCESE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iccese-17.2017.19.

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Raporty organizacyjne na temat "Innovation in education"

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Biasi, Barbara, David Deming i Petra Moser. Education and Innovation. Cambridge, MA: National Bureau of Economic Research, marzec 2021. http://dx.doi.org/10.3386/w28544.

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Biasi, Barbara, i Song Ma. The Education-Innovation Gap. Cambridge, MA: National Bureau of Economic Research, marzec 2022. http://dx.doi.org/10.3386/w29853.

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van Puffelen, Emiel, i Caroline Vonk. Learning from education innovation using the 4tu.cee innovation map. Gothenburg, Sweden: Chalmers University of Technology, 2020. http://dx.doi.org/10.18174/532014.

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Chatterji, Aaron. Innovation and American K-12 Education. Cambridge, MA: National Bureau of Economic Research, czerwiec 2017. http://dx.doi.org/10.3386/w23531.

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Glied, Sherry, i Adriana Lleras-Muney. Health Inequality, Education and Medical Innovation. Cambridge, MA: National Bureau of Economic Research, czerwiec 2003. http://dx.doi.org/10.3386/w9738.

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van Puffelen, Emiel, i Nicolette Tauecchio. Future education Innovation at WUR : Requested topics for future education innovation at Wageningen University & Research. Wageningen: Wageningen University & Research, 2021. http://dx.doi.org/10.18174/541565.

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Baumol, William. Education for Innovation: Entrepreneurial Breakthroughs vs. Corporate Incremental Improvements. Cambridge, MA: National Bureau of Economic Research, czerwiec 2004. http://dx.doi.org/10.3386/w10578.

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Seybold, Patricia. Innovation in Education: School Children Improve their Families’ Livelihoods. Boston, MA: Patricia Seybold Group, listopad 2009. http://dx.doi.org/10.1571/bp11-25-09cc.

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Jeon, Sung-Hee, i R. Vincent Pohl. Medical Innovation, Education, and Labor Market Outcomes for Cancer Patients. W.E. Upjohn Institute, marzec 2019. http://dx.doi.org/10.17848/wp19-306.

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Huang, Zhangkai, Gordon Phillips, Jialun Yang i Yi Zhang. Education and Innovation: The Long Shadow of the Cultural Revolution. Cambridge, MA: National Bureau of Economic Research, maj 2020. http://dx.doi.org/10.3386/w27107.

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