A general framework for cultivating innovations in higher education curriculum

Bajada, Christopher; Kandlbinder, Peter; Trayler, Rowan

doi:10.1080/07294360.2019.1572715

Cited by 29 publications

(17 citation statements)

References 12 publications

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“…Future studies could enrich the framework by exploring its pertinency to other levels of innovations (e.g., program innovations), to cases that do not involve financial support for innovation and to other institutions and contexts. Cross-institutional studies could also help to map the possible influence of situational factors on the use of the framework to embed educational innovations (e.g., Bajada et al, 2019).…”

Section: Study Limitations and Recommendations For Future Researchmentioning

confidence: 99%

“…The deployment of funding opportunities is considered to be a relevant resource supporting educational innovations (Anakin et al, 2018). In response to the developments outlined above and to gain insights about innovation in higher education, researchers have investigated specific facets of educational innovations, including contextual factors that affect innovation processes in higher education (Bajada et al, 2019); possible characteristics of the innovators and reasons for innovating education (Hasanefendic, 2017); innovative pedagogical modalities for co-shaping curricular elements (Bovill & Woolmer, 2019); authentic approaches to teaching and learning, focusing on building the capacities of students to address problems in society (Iain & Congreve, 2020); evaluation of the implementation of educational innovations (Hum et al, 2015); and dissemination of the results of innovations (Gannaway et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Mapping course innovation in higher education: a multi-faceted analytical framework

Tassone

Biemans

Brok

et al. 2021

Higher Education Research & Development

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This paper presents a multi-faceted analytical Course Innovation Framework (CIF) that can help institutes of higher education analyze multiple aspects of course innovation. The CIF was constructed by integrating insights from literature, policy documentation and course-innovation practices at Wageningen University and Research in the Netherlands. The resulting CIF considers multiple stages of course innovationintended, implemented and attainedalong with multiple innovation processes organized into the following five clusters: Rationale for the Innovation; Nature of the Innovation; Innovation in Teaching and Learning; Evaluation and Dissemination Strategy; and Consistency and Reflection. University stakeholders experienced the CIF as usable and relevant. This study is intended to generate a multi-faceted understanding of course innovation and to provide university policy-makers and educators with inspiration or even guidance in their efforts to analyze, map and decide upon their course-innovation practices.

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Section: Study Limitations and Recommendations For Future Researchmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Mapping course innovation in higher education: a multi-faceted analytical framework

Tassone

Biemans

Brok

et al. 2021

Higher Education Research & Development

View full text Add to dashboard Cite

show abstract

“…The role of this agency is to examine and approve institutions of higher education in Australia in general and course building processes and internal certification programs in those institutions in particular. The designation of the agency is to define and maintain quality standards in the academic institutions and to integrate the various governmental priorities (Bajada et al, 2019).…”

Section: Australiamentioning

confidence: 99%

Effective Regulation of the Israeli Higher Education System in the Global and Neoliberal Era

Davidovitch¹,

Cohen²

2021

HES

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For over six decades Israel’s system of higher education has been managed by the Ministry of Education and the Council for Higher Education (CHE). During this period, significant transitions have occurred in the academic system throughout the world and in Israel, leaving their mark on research and teaching and on the related regulatory agencies. The purpose of the study is to examine the need for regulation of higher education in a capitalist world, with Israel serving as a case study. The study examines the CHE’s management of changes that occurred in the academic world and the overall considerations utilized by the pilots of this regulatory agency, which led to shaping policy from a perspective of time and with an eye to the challenges of the future, in comparison to supervisory agencies around the world. The research method is based on research literature addressing the system of higher education in Israel and elsewhere as well as on interviews with senior academics occupying key positions in the CHE in the past and present. The research findings indicate that the CHE has a bureaucratic image, a short-sighted policy, and that it reacts to events more than leading them, as opposed to its declared goal of promoting high standard, innovative, and accessible research and teaching processes to benefit the economy and society. The conclusion generated by the research findings is that implementation of a hybrid model suitable for the twenty first century, which combines liberalization and regulation, should be explored. This model will let institutions of higher education develop independently while reducing government supervision, and will allow the regulatory body to regulate their activity via incentives and restrictions, while identifying market failures that it will define. Such a regulatory body will include an array of academic experts from the field of higher education with proven experience in the fields of academic research and teaching, in order to separate the managing of Israel’s system of higher education from politics and bureaucracy.

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“…Pedagogical innovation relates to innovation in teaching and learning. Pedagogical innovation consists of changing the curricula and the way they are offered through the implementation of new methods for teaching and learning (Bajada et al, 2019). When innovative educational practices are being researched, the focus is often on digital technology.…”

Section: Pedagogical Innovation In Higher Educationmentioning

confidence: 99%

What do you mean by learning lab?

et al. 2021

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Digital and innovation competencies are nowadays highly required for students and faculty members in higher education institutions. We therefore need environments that incubate innovative learning scenarios to develop these competencies. We conducted a design-based research with the dual objective to develop learning labs in four universities and to document the design and implementation process and the addressed challenges. In this paper, we describe the concept of learning lab and the process of its setting up based on the experiments and observations conducted in the four learning labs in Lebanon, Egypt, Tunisia and Switzerland. A learning lab is defined as a physical, digital and human space for observation, experimentation and evaluation, to rethink and enrich learning and teaching attitudes and practices at the university. A learning lab is an incubator of pedagogical innovation and digital learning structured on three dimensions: spaces, activities and communities. We also identify the main challenges for the design and implementation of a learning lab. These challenges consist of the institutionnalisation of the learning lab and building, growing and nurturing a learning community.

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A general framework for cultivating innovations in higher education curriculum

Cited by 29 publications

References 12 publications

Mapping course innovation in higher education: a multi-faceted analytical framework

Mapping course innovation in higher education: a multi-faceted analytical framework

Effective Regulation of the Israeli Higher Education System in the Global and Neoliberal Era

What do you mean by learning lab?

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