Validating an individual innovation competence assessment tool for university–industry collaboration

Hero, Laura-Maija; Pitkäjärvi, Marianne; Matinheikki-Kokko, Kaija

doi:10.1177/09504222211017447

Cited by 7 publications

(4 citation statements)

References 69 publications

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“…In this concluding section, we want to highlight another promising avenue for our further work: collaboration between workplace partners and tertiary institutions to advance development of capability for workplace innovation in their complementary contexts. Previous co-operative ventures between academic and workplace contexts have produced valuable insights on specifying and assessing innovative behaviours [Penttilä & Lyytinen 2015] and innovation competencies [Hero et al 2021].…”

Section: Collaborating With Workplaces To Develop Innovation Capabilitymentioning

confidence: 99%

Leveraging a Diverse Collaboration in Tertiary Education to Develop Capability for Workplace Innovation

Carey,

Baregheh,

Nobis

et al. 2023

EJWI

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Recent developments in tertiary education are demonstrating teaching and learning methods to develop students’ capability for employee-led Workplace Innovation. In this article, we describe an international collaboration to develop shared learning resources and activities in workplace innovation for adaptation in diverse tertiary education contexts. We are intentionally seeking out additional collaborating institutions that differ in mission, size, location and student demographics, to leverage our team’s diversity and encourage innovation. When shared learning resources and activities are to be used in a diverse contexts, some core principles underlying instructional success must also be shared in order to ensure adaptations do not remove key properties. We outline four instructional principles underlying the learning design and illustrate how these principles are applied in our current learning resources. We then describe some of the ways that these shared resources have been adapted for different tertiary education environments. We also discuss some of the benefits emerging from the collaboration, including how the inclusion of new resources targeting specific work domains and the transfer of new teaching and learning ideas across contexts. We conclude by describing some of the ways we are also collaborating with workplace partners, to ensure that our graduates have the capabilities needed to contribute to workplace innovation practice and to help advance the workplace innovation capability of their own employees.

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Section: Collaborating With Workplaces To Develop Innovation Capabilitymentioning

confidence: 99%

Leveraging a Diverse Collaboration in Tertiary Education to Develop Capability for Workplace Innovation

Carey,

Baregheh,

Nobis

et al. 2023

EJWI

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“…MDI ability refers to the comprehensive quality of a person to engage in interdisciplinary research activities (Lattuca et al, 2013; Zhang et al, 2020;). This ability is mainly reflected via two aspects—as achievements and potential (Hero et al, 2021). For individuals (students and researchers) on campus, MDI achievements include published papers, and participation in scientific research projects, and involvements in activities of different disciplines.…”

Section: Literaturementioning

confidence: 99%

Multidisciplinary Innovation Adaptability of Campus Spatial Organization: From a Network Perspective

Xia

Guo

et al. 2022

Sage Open

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Campus spatial organization has potential impact on the multidisciplinary innovation (MDI). This research aims to establish an evaluation theory and a method for MDI adaptability of campus spatial organization. Based on the literature review, it first proposes theoretical assumptions regarding the correlation among MDI abilities, social networks, and spatiotemporal behaviors of individuals on campus. Then, data on the three aspects mentioned above was collected through online survey which was conducted from February 4th to March 15th, 2020. A total of 524 valid responses were obtained from 572 undergraduates and graduates of various majors in Zijingang Campus (East) of Zhejiang University. The correlation mechanism of these aspects was empirically analyzed by structural equation model (SEM). By integrating individual data, the research generated three overall networks whose nodes are linked according to spatial proximity, behavior routine, and disciplinary connection, respectively. Furthermore, an evaluation method is proposed for MDI adaptability of the campus spatial organization, which is based on the comparison of the structural similarity of the nodes in different networks. Accordingly, the evaluation results were validated by expert ratings and user satisfaction. Finally, design strategies for the renovation of an innovative campus are discussed.

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“…Fostering students' innovation competencies and equipping them with the skills necessary to navigate real-world challenges are paramount [1,2]. This study, guided by a design and development research (DDR) approach, sets out to address this need by designing and developing a groundbreaking Design thinking chemistry module.…”

Section: Introductionmentioning

confidence: 99%

Design and Development Research (DDR) Approach in Designing Design Thinking Chemistry Module to Empower Students' Innovation Competencies

Norliyana Md. Aris

2024

ARASET

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Design and evaluation processes to provide an empirical basis for producing instructional and non-instructional products, tools, and new or improved development models. This method uses various methods, including qualitative and quantitative techniques, and thoroughly examines the literature. The design and development of this chemistry module using design thinking to empower students' innovation competencies are described in this article. The main challenge for the teaching implementation process that is capable of mastering the skills of generating new ideas and solving problems in the real world is preparing teaching materials, consuming time, and putting pressure on the teacher. Teachers need more support resources to translate the expected teaching practices. This effort aims to generate a new perspective in education, especially chemistry education, in developing student innovation competence in secondary schools in Malaysia. Therefore, this study aims to discuss the design and development research (DDR) approach used to develop a design thinking chemistry module using a DDR approach. The researcher will go through three study phases and use several different research approaches in each phase. In the first phase, the researcher investigated the teachers' needs in their pedagogy used in teaching and students' innovation competencies. The second phase is the design and development phase, involving the consensus of twelve experts in various fields, such as chemistry/science, technology, engineering, and mathematics (STEM), curriculum development, module construction experts, and research and innovation planning experts. Consequently, the final phase is implementation and evaluation, focusing on determining the module's effectiveness in teaching and learning. Expert consensus is the primary input in developing modules in Malaysian chemistry education. Malaysian education needs to bring a different educational paradigm and teaching strategy, which includes the impact of teacher pedagogy through design thinking in the future. The conclusion of this article proposes a conceptual framework for the research to contribute to the advancement of design thinking and chemistry education.

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Validating an individual innovation competence assessment tool for university–industry collaboration

Cited by 7 publications

References 69 publications

Leveraging a Diverse Collaboration in Tertiary Education to Develop Capability for Workplace Innovation

Leveraging a Diverse Collaboration in Tertiary Education to Develop Capability for Workplace Innovation

Multidisciplinary Innovation Adaptability of Campus Spatial Organization: From a Network Perspective

Design and Development Research (DDR) Approach in Designing Design Thinking Chemistry Module to Empower Students' Innovation Competencies

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