Teaching Innovation Capacities in Undergraduate Leadership Courses: The Influence of a Short-Term Pedagogical Intervention

Abstract

This study explored the effectiveness of a short-term, low-cost experiential learning intervention on undergraduate students' development of innovation capacities. Data were collected from 90 students at a large Midwestern public institution across two randomly assigned conditions: those who received only a videobased innovation lecture and those who received the video-based lecture in addition to an in-class pedagogical intervention. Notably with respect to treatment validity, the instructor for the in-class pedagogical intervention was the same for all students. Results suggested that students who participated in the theoreticallyderived pedagogical exercise developed their innovation capacities to a greater degree than their peers in the group that did not receive the in-class reinforcement. Study importance and implications are discussed.

Types of Innovations in the Sphere of Higher Education

“…The big number of publications are devoted to the problems of organization the distance learning education process in non-standard, epidemiological and other force majeure conditions: in the publications of Grajek [23], and Hodges et al [24] the authors study the information, communication, organizational and pedagogical problems of organizing distance learning in periods of natural disasters and force majere conditions. Also, one of the noteworthy innovations is Active Learning Classes by Copridge et al [25], helping teachers and their students "to provide: teacher visibility and presence, better feedback and learning, and personal conversations and student dialogue" [25, p. 205].…”

Exploring the Impact of Individual and Social Antecedents on Teachers’ Teaching Innovation: Perspective of Goal-Oriented Behavior and Social Identity

“…Teaching quality ( Fauth et al, 2019 ) can be achieved through standard processes and routine training ( Ohly et al, 2006 ), but does not necessarily involve creative solutions. However, teaching innovation focuses on how to make students feel “pleasantly surprised” ( Mayhew et al, 2021 ), and highlights how to create new teaching approaches by getting rid of traditional ideas and existing procedures. This study aims to explore the impact mechanism of teachers’ teaching innovation.…”

Developing Innovators: A Longitudinal Analysis Over Four College Years

“…Despite benefits associated with developing innovators (Wagner, 2012), and the expansion of resources associated with achieving this outcome (e.g., Wyllie, 2018), limited attention has been paid to examining the longitudinal development of students as innovators across four years of undergraduate learning. Previous efforts have considered the measurement of innovation capacities (Selznick and Mayhew, 2018); their development during the first year of undergraduate study (Selznick and Mayhew, 2019); the associations between specific collegiate interventions and innovation capacities (Mayhew et al, 2012(Mayhew et al, , 2016(Mayhew et al, , 2019(Mayhew et al, , 2021; and the connection between students' innovation intentions and integrative learning (Selznick et al, 2021a). These studies have been limited by their time horizon, with research designs unable to address the influence of a longer undergraduate career on the development of innovation capacities.…”