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PurposeThe purpose of this paper is to present a conceptual stage model of education and innovation type. The model depicts the influence of education on innovation and the paper aims to discuss the implications of it for the national competitiveness of China.Design/methodology/approachThe paper presents a newly created conceptual stage model of education and innovation supported by observations and a literature review based on past and present innovation efforts in China.FindingsThe paper demonstrates the importance of linking creative education with radical innovation that is associated with higher value‐added economic activities. The findings of the empirical studies to date in China suggest that such a change will not be easy. There is a need to increase the propensity towards creative thought processes even if this is considered “undesirable behavior” both in the Chinese classroom and for the Chinese Communist party. Evidence suggests that without such creativity, self‐initiated radical innovation is not possible across a broader spectrum of the educational system, and that break‐through inventions in value‐added technology and design industries will be limited in China.Originality/valueThe model in the paper is designed to stimulate further research, initiate discussion and encourage action on driving creativity in Chinese educational policy and practices. The paper's analysis and findings will be of interest to managers and government policy makers in China that are charged with developing new programs to spur value‐added innovation. Researchers will find the ideas for further empirical research potentially valuable in helping them to design studies surrounding the phenomena of creativity, education and innovation practices.

There is a growing recognition among alignment researchers and IT professionals that "one size does not fit all." In this article, we provide an important extension of alignment research that shows three profiles linking IT to different business objectives. We address the need to identify the appropriate types of IT alignment by using a multi-method study including interviews and cases. Two dimensions define the three alignment profiles: internal IT-business integration and external market engagement. The technical resource profile calls for low levels of IT-business integration and IT-market engagement. The business enabler profile deploys IT in some business processes and begins engaging IT with customers and suppliers. The strategic weapon profile uses IT to mobilize and extend the enterprise, which requires extensive IT deployment, both internally and externally. Each profile differs in strategies, criteria, capabilities, and mental models. Importantly, IT decision-makers should not adopt stage-model thinking which assumes that technical resource profiles naturally progress up the chain. Rather, successful use of IT requires specifying the requisite alignment profile as an initial design decision so that appropriate levels of resource allocation and management involvement occur.