2019
DOI: 10.1002/he.20348
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Developing Innovators: Preparing Twenty‐First Century Graduates for the Idea Economy

Abstract: This chapter introduces research literature, pedagogies, and experiences associated with developing undergraduate innovators through applied learning. Implications for practice and institutional policy are provided to support translating new ideas into educational realities.

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Cited by 9 publications
(8 citation statements)
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“…Instead, we tested this model to consider the association between these two latent constructs and their possibility for realization within the higher education context, as well as to consider their possible connections in the presence of student identities. Finally, we use this model as it is authentic to how educators and administrators in these spaces themselves speak about these phenomenon – that promoting integration is inexorably intertwined with innovation intentions (Heinrich et al, 2021 ), often especially for those (e.g., not White males studying business and engineering) who have been historically excluded from innovation-related narratives (e.g., Mayhew et al, 2012 ; Selznick, 2019 ).…”
Section: Methodsmentioning
confidence: 99%
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“…Instead, we tested this model to consider the association between these two latent constructs and their possibility for realization within the higher education context, as well as to consider their possible connections in the presence of student identities. Finally, we use this model as it is authentic to how educators and administrators in these spaces themselves speak about these phenomenon – that promoting integration is inexorably intertwined with innovation intentions (Heinrich et al, 2021 ), often especially for those (e.g., not White males studying business and engineering) who have been historically excluded from innovation-related narratives (e.g., Mayhew et al, 2012 ; Selznick, 2019 ).…”
Section: Methodsmentioning
confidence: 99%
“…Finally, beyond what and how students integrate, the literature makes clear that such demonstrations do not happen by accident; instead, fostering integrative learning requires intentional framing from faculty and institutions (Barber, 2020 ). Encouraging students to integrate can be the direct result of prioritizing connection and application across the curriculum (e.g., via forms of assessment such as capstone projects; see Finley & McNair, 2013 ; Kinzie, 2013 ), co-curriculum (e.g., via forms of active learning; see Barber, 2014 ; Youngerman & Culver, 2019 ), and outside-of-class connecting experiences (e.g., via community-based projects, Mayhew et al, 2012 ; Selznick, 2019 ).…”
Section: Conceptual and Literature Foundationsmentioning
confidence: 99%
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