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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.
Pełny tekst źródłaRoÌsa, GunnarsdoÌttir. "Innovation education : defining the phenomenon". Thesis, University of Leeds, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273264.
Pełny tekst źródłaUhl, Allison K. "Understanding Innovation in Art Education". Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1587998333171341.
Pełny tekst źródłaJack, A. W. "Managing innovation in teacher education institutes". Thesis, University of Manchester, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577515.
Pełny tekst źródłaErsson, Amanda. "Future of Education : KTH Innovation Center". Thesis, KTH, Arkitektur, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-146874.
Pełny tekst źródłaDetta 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.
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.
Pełny tekst źródłaInnovation 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.
Duong, Hoang Duc. "On Education, Open Innovation and Economic Growth". Doctoral thesis, Universitat Autònoma de Barcelona, 2020. http://hdl.handle.net/10803/671084.
Pełny tekst źródłaLa 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.
Wyke, Rebecca Martha C. "Teaching creativity and innovation in higher education". Thesis, University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592900.
Pełny tekst źródłaA 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.
Channing, Jill. "Generating Innovation Through Failure". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4876.
Pełny tekst źródłaMallon, 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.
Pełny tekst źródłaThorsteinsson, G., H. Denton, T. Page i E. Yokoyama. "Innovation Education within the Technology Curriculum in Iceland". 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2005. http://hdl.handle.net/2237/12014.
Pełny tekst źródłaStrauch, Kerry Elizabeth, i Ks_kes@ozemail com au. "Capturing innovation : entrepreneurial activity within an education organisation". RMIT University. Industry, Professional and Adult Training, 2005. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091028.095450.
Pełny tekst źródłaIvanova, Olga. "Management education for innovation: developing a study course to improve innovation capacity of MBA students". Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/400019.
Pełny tekst źródłaFor years, since the time the innovative capacity became the focus of attention, science and technology have been placed in the heart of it. However, more recently the calls to recognize that business and management are critical enablers of innovation have started taking place in the discussions on innovation (Institute for Competitiveness and Prosperity, 2009; Bloom, Dorgan, Dowdy, & Van Reenen, 2007; Camelo, Fernández, & Martínez, 2006; Carneiro, 2000; Giannopoulou, 2011; Catalin & Catalina, 2015). In this context, business schools – educational establishments responsible for educating competent managers – must be viewed as important, if not critical, to the innovation process. The most well-known graduate program of business schools – Masters of Business Administration (MBA) – has to become a kind of professional training that encourages, nurtures and develops innovation potential. This will directly impact the innovation process in the workplace by means of MBA graduates’ capacity to manage and articulate the process of innovation in their companies and organizations. This PhD Thesis puts together the results of previous studies on business innovation and management education and identifies the main features of MBA programs designed for innovation. Thereafter the teaching methodologies which help to increase the innovation potential are reviewed with the purpose to design a unique MBA course aiming to improve the innovation capacity of MBA students. The validated MBA study course methodologically adjusted to innovation is delivered in a business school within a real classroom setting and is assessed by applying a mixed methods research methodology with the main focus of the study being placed on participatory action research. The research conducted within the scope of this study is characterized by several main conclusions. First, the literature review conducted sheds light to the current state of management education, and particularly, MBA, emphasizing the criticism business schools face nowadays, and determines how business schools can bring more value to the society by engaging with innovation; Secondly, the concept of management education for innovation was established in the course of the research and the teaching methodologies which enhance innovation were selected; Thirdly, the MBA course designed and delivered in this study proved to be an effective educational intervention for improving the MBA students’ innovation capacity and can be applied in the future with the purpose to promote innovation and the effect innovation has on the economies and the societies. The positive results obtained in this study mean that today business schools can start to revisit their objectives and vision as they relate to innovation as well as to evaluate their ongoing and potential contribution to innovation with the purpose to educate more innovative business leaders.
Dalton, Thomas H. "Innovative opportunity and school culture : a study of curriculum innovation in two secondary schools". Thesis, University of Leicester, 1985. http://hdl.handle.net/2381/35633.
Pełny tekst źródłaSangster, Alan. "Changing practice in accounting education : experimentation, innovation, and encouragement". Thesis, University of South Wales, 2008. https://pure.southwales.ac.uk/en/studentthesis/changing-practice-in-accounting-education(9efdcc45-b99f-4d5d-8f4e-dc81be1186eb).html.
Pełny tekst źródłaSwitzer, Laura J. "Identifying Catalysts for Sustained Innovation of Inclusion Teachers". Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2980.
Pełny tekst źródłaJónsdóttir, Svanborg R. "Two sides of the same coin : Innovation education and entrepreneurship education in Iceland". 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2008. http://hdl.handle.net/2237/12149.
Pełny tekst źródłaStein, Jordan. "The Path to Innovation and Efficiency in Higher Education". Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/763.
Pełny tekst źródłaSahai, Esha T. "Women, innovation, entrepreneurship : essays on designing and improving education". Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/105316.
Pełny tekst źródłaCataloged from PDF version of thesis.
Includes bibliographical references (pages 69-76).
Entrepreneurship and Entrepreneur are not gender-neutral concepts.[1] In the United States, men are twice as likely to be involved in entrepreneurship than women. Women have founded or led only 11% of venture capital backed US firms. Moreover, women-led firms have received only 7% of venture capital.[2] Clearly, there is a serious dearth of women in entrepreneurship. Research has shown that education can have an impact on gender segregation of aspirations, and that it acts as a barrier for women to move into historically male-dominated roles with higher earning potential. In higher education, gender segregation results in a variety of disciplines including entrepreneurship.[3] In this thesis, we examine the problem and recommend solutions to improve entrepreneurship and innovation education and entrepreneurial opportunities for women. We look at Science, Technology, Engineering, Mathematics (STEM) programs focused on increasing participation of women in STEM and map them to entrepreneurship. Furthermore, we discuss the programs and resources available to women entrepreneurs. We recommend designing new programs and investing in resources for women innovators and entrepreneurs.
by Esha T. Sahai.
S.M. in Engineering and Management
Akopian, T. V., i T. V. Anpilohova. "Pedagogical innovation of teaching foreign languages in higher education". Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18492.
Pełny tekst źródłaMaldonado-Mariscal, Martha Karina. "Subsystems of Social Innovation in Brazil: The Society of São Paulo as a New Actor in the Education System and Innovation". Doctoral thesis, Humboldt-Universität zu Berlin, 2017. http://dx.doi.org/10.18452/18568.
Pełny tekst źródłaNew methods, new organizations or new forms of thinking are all forms of innovation. Despite the increased spending on education in Brazil from 2005 onwards, social innovations have only spread in the country in the form of community participation and non-governmental organization’s initiatives for education. This study investigates to what extent innovations in education in Brazil respond to omissions on the part of the state and the drivers that foster innovation at a local level. Particular attention is devoted to the role of teachers in social innovation. Through a historical approach this study observes the relationship between social innovation and major radical changes, social movements and reforms in Brazil. Drawing on semi-structured interviews and focus groups, two case studies in São Paulo were analysed: one in a school in the urban periphery of the city and an NGO in the city centre. The findings suggest that innovations introduce new rules and practices, creating a subsystem which modifies local relations of power. The NGO established new relations between schools, private actors, NGOs and local government and worked with social networks through education and art. The school implemented a new model that brought the school and community together to solve common problems of insecurity and education. Social innovations embrace the most urgent needs in a community, which are not limited to one field. This research contributes to sociology and political science for a better understanding of social innovations and community participation, specifically in the Brazilian context.
Lazenby, Karen. "Technology and educational innovation a case study of the virtual campus of the University of Pretoria /". Diss., Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-03172003-094954/.
Pełny tekst źródłaBaines, Susan. "Technological innovation and social innovation : women's disadvantage and the 'Technologisation' of home-based distance learning". Thesis, University of Newcastle Upon Tyne, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332815.
Pełny tekst źródłaWheadon, Jacob D. "Development and Initial Validation of an Innovation Assessment". BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3326.
Pełny tekst źródłaSchuler, Margaret Louise. "The effects of innovation and change on centres of athletic development". Thesis, Queensland University of Technology, 1995.
Znajdź pełny tekst źródłaYessayan, Suzanne. "A study of adaptation to technological innovation in higher education /". The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487687959965456.
Pełny tekst źródłaWen, Ming-Lee. "Critical thinking and innovation in primary school education in Taiwan". Thesis, Online version, 1992. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.284944.
Pełny tekst źródłaLatif, Mohammad. "Innovation in university education : a case study of Brunel University". Thesis, University of Cambridge, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292836.
Pełny tekst źródłaLin, Chih-Cheng. "Analysis of the e-learning innovation process in higher education". Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11788/.
Pełny tekst źródłaDongol, D. B. "Radicalization of science education in Nepal : Development of an innovation". Thesis, University of Nottingham, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234585.
Pełny tekst źródłaSeale, Jane Katherine. "Microcomputers in adult special education : the management of an innovation". Thesis, Keele University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317601.
Pełny tekst źródłaCrew, John. "Stimulating innovation in small education action zones : reality or rhetoric?" Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10020791/.
Pełny tekst źródłaWinslett, Gregory Michael. "Resistance : re-imagining innovation in higher education teaching and learning". Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/32086/1/Gregory_Winslett_Thesis.pdf.
Pełny tekst źródłaMallett, Christopher. "A study of postsecondary competency-based education practices in the context of disruptive innovation theory". Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10142057.
Pełny tekst źródłaThe American public’s interests are well-served by a strong, effective postsecondary education system. And yet the industry’s predominant learning and service paradigm, one that credentials learning by measuring student’s time on task and that treats all learners largely the same from a pacing and a requirements perspective is inconsistent with the realities, circumstances, and expectations of 21st century students. Competency-based education, with its emphasis on the attainment of mastery through the measurement of learning, not time, and its focus on operational efficiency and effectiveness, has the potential to evolve and shape the postsecondary education industry by introducing simplicity, convenience, accessibility, and affordability where complication and high cost are the status quo.
The purpose of this qualitative, exploratory study was to understand and describe the competency-based education practices of American higher education institutions within the context of Christensen’s theory of disruptive innovation. The practices and programs of eight institutions that offer accredited, competency-based certificate and degree programs were examined. An exploratory, qualitative review of publically available artifacts that describe the competency-based approaches employed by these eight institutions provided the primary data for this study. Prominent industry reports on competency-based education published from September 2014 through January 2016 were examined and are described. The researcher ’s professional responsibilities and observations while engaged in the design and delivery of competency-based programming also informed this study.
Specific characteristics, practices, and two distinct methods for the delivery of competency-based education were identified and are described. Consistent mission, tuition, and student demographic realities were found to exist among the examined institutions and are discussed. Variable findings related to program design practices, the nature of assessment, the role of faculty, and provider-specific outcomes emerged and are also presented. The current state of the practice was found to be consistent with Christensen’s theory of disruptive innovation. The practice was further found to be workforce aligned but only minimally deployed within the postsecondary education industry. Characteristics of examined programs were found to be non-distinct. Program evaluation criteria and outcomes were determined to be unclear at this time.
Watson, Charles Edward. "Self-efficacy, the Innovation-Decision Process, and Faculty in Higher Education: Implications for Faculty Development". Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26751.
Pełny tekst źródłaPh. D.
Walsh, Margaret A. "Principal leadership and the Colorado Innovation Schools Act of 2008". Thesis, University of Northern Colorado, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589418.
Pełny tekst źródłaThe purpose of this phenomenological study was to explore the experiences and perceptions of principals whose schools were granted innovation status in accordance with the Colorado Innovation Schools Act of 2008 (CISA). The CISA created a statewide system that allowed individual schools and entire districts to increase autonomy and flexibility in areas such as staffing, scheduling, educational programming, and resource allocation.
The data were collected from interviews with principals and a rural superintendent and from an examination of the School Innovation Plans. Data were refined into common themes, and a rich narrative was created. The conclusions indicated that successful principals of innovation schools understand the change process, focus on instructional leadership, promote a positive school culture, require autonomy, implement exemplary leadership strategies and qualities, and tailor innovation plans to the needs of the school. The conclusions also indicated that successful superintendents tailor innovation plans to the needs of the district.
This research is important because education reform in the United States is in need of school reform models that result in increased academic achievement. The implications for positive change are that schools given the autonomy and flexibility to operate may have the potential to increase academic achievement. In addition, the CISA model has the potential to be replicated for application in other states. The experiences and perceptions of principals of innovation schools provided a window into the leadership role principals have in implementing the Colorado Innovations Schools Act of 2008.
Sikoyo, Leah Namarome. "Primary teachers' recontextualization of a curriculum innovation in Uganda". Doctoral thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/8219.
Pełny tekst źródłaThis study constructs an account of teachers' recontextualizations of the 'problem solving approach', a pedagogic approach prescribed for teaching primary school science by Uganda's official curriculum. It describes how sixteen teachers, located in eight primary schools, interpret and enact the pedagogic prescriptions of the problem solving approach. The study further explores the extent to which school contexts in which the teachers work influence their recontextualizing processes. The conceptual and analytical framework for the study draws on Basil Bernstein's theory of pedagogic discourse, extended with concepts from Paul Dowling's social activity.
Pack, Robert Harold. "Charter schools: Innovation, autonomy, and decision-making". Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/288954.
Pełny tekst źródłaEdwards, Thomas Grover. "Looking for Change in Teaching Practice in a Mathematics Curriculum Innovation Project: Three Case Studies". The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1395853446.
Pełny tekst źródłaWarren, Ashley N. "Disrupting the Connotation of Response to Innovation at the Secondary Level Through Design Thinking". Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1561990253714983.
Pełny tekst źródłaReagan, James L. "Predicting disruptive innovation| Which factors determine success?" Thesis, Shenandoah University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680894.
Pełny tekst źródłaDisruptive Innovation theory explains how industry entrants can defeat established firms and quickly gain a significant share of their key markets, in spite of the fact that incumbents tend to be significantly more experienced and better resourced. The theory has been criticized for being underspecified: whilst the general mechanics of the phenomenon of disruptive innovation are clear, it has not been established which individual variables are essential to the process and which ones are merely ancillary. As a consequence, to date it has not been possible to build a predictive model on the basis of the theory managers can use to assess the disruptive potential of their own and their competitors' innovation projects. In this research project the predictive power of each of the main variables that are mentioned in the literature has been assessed on the basis of a qualitative analysis of five real world case studies. Only variables for which information can be collected using publicly available data before disruption happens have been retained. By clarifying the detail of disruptive innovation theory, this study has been able to address a key issue in the debate, namely, whether products that are more expensive and more complex than the market standard can ever be classified as 'disruptive innovations' or whether they should always be regarded as 'high-end anomalies'. In this study two distinct disruptive innovation strategies have been identified based on the current phase of the product life cycle, the current focus of mainstream demand and the market segments first targeted when coming to market. The first strategy entails growing an existing market by moving the focus of demand on to a secondary market driver as soon as customers begin to lose their willingness to pay a premium for upgrades in the performance areas they historically used to value. Early on in the product life cycle, disruptors can conquer the mainstream market 'from above' with products that are different and more reliable or more convenient but not simpler or cheaper. The second strategy creates a new separate market by offering a radically new type of additional functionality. Over time the new market replaces the old market. These products are likely to be expensive because of their small production run and difficult to use because they are the first models of their kind. High-end customers constitute a natural foothold market for these products as they are wealthy and highly skilled.
Hosken, Christopher. "Creating the conditions for entrepreneurial learning within an inclusive and scalable African business education ecosystem". Master's thesis, Faculty of Commerce, 2020. http://hdl.handle.net/11427/32331.
Pełny tekst źródłaShiwaku, Koichi. "Towards innovation in school disaster education : case research in Kathmandu, Nepal". 京都大学 (Kyoto University), 2007. http://hdl.handle.net/2433/137105.
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新制・課程博士
博士(地球環境学)
甲第13423号
地環博第34号
新制||地環||6(附属図書館)
UT51-2007-Q824
京都大学大学院地球環境学舎地球環境学専攻
(主査)准教授 ショウ ラジブ, 教授 嘉門 雅史, 教授 小林 正美, 教授 岡田 憲夫
学位規則第4条第1項該当
Davis, Julie Margaret, i n/a. "Innovation Through Action Research in Environmental Education: From Project to Praxis". Griffith University. Australian School of Environmental Studies, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040618.110511.
Pełny tekst źródłaBattle, Sandra. "A study of curriculum innovation in district nurse education and training". Thesis, University of Surrey, 1989. http://epubs.surrey.ac.uk/2143/.
Pełny tekst źródłaGhani, Zainal. "Curricular decision-making in the diffusion of education innovation in Malaysia". Thesis, University of Southampton, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.237062.
Pełny tekst źródłaHodson, Peter. "Implementing an innovation in a higher education institution : evidence of institutionalisation?" Thesis, University of Bristol, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288309.
Pełny tekst źródłaDavis, Julie M. "Innovation through action research in environmental education : from project to praxis". Thesis, Griffith University, 2003. https://eprints.qut.edu.au/67230/2/67230.pdf.
Pełny tekst źródłaDavis, Julie Margaret. "Innovation Through Action Research in Environmental Education: From Project to Praxis". Thesis, Griffith University, 2003. http://hdl.handle.net/10072/366052.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Australian School of Environmental Studies
Full Text
Petersen, Matthew. "Leading and Learning From Innovation at Teach for America". Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645014.
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