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Purpose: The purpose of this paper is to discuss the concept of a pedagogical strategy called innovation pedagogy and examine how it has been and will be developed. The paper is an overview of the latest development of the innovation pedagogy approach. It provides a discussion of the changes in innovation pedagogy and, more generally, in higher education, including the changes in educational aims and involving a sustainable future as the priority in all education. Design/methodology/approach: The research methodology is based on action research, participatory observation and on the experiences of the authors of the development process, which has taken place in one Finnish university of applied sciences during the past decade. Findings: The implementation of innovation pedagogy requires time, participation of the whole educational community and management commitment. The study describes the results of the development work and states that the educational goals require consideration of values, processes and structures. Research limitations/implications: Because of the case study setting and a specific cultural context, there are limitations to the generalizability of the findings. Originality/value: Focusing on the development of the concept of innovation pedagogy helps to understand how education development takes place gradually and how it can simultaneously aim to respond to the demands of a sustainable future. This study extends approaches on research in education and innovation pedagogy. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to describe and illuminate the ways in which Kwantlen Polytechnic University (KPU) – an urban, undergraduate institution with a strong focus on teaching, learning and related research and scholarship, and a substantial international student population – adapted to pandemic conditions in 2020 in an effort to meet community and pedagogical priorities, institutional/legal responsibilities and strategic goals. Design/methodology/approach: Three institutional leaders at KPU draw together their respective insights and experiences, reflecting on how governance, pedagogy and operations were impacted by COVID-19. Findings: After two years of continuous operation during the COVID-19 pandemic, and with the strong support of its learners and the faculty, KPU has undergone significant pedagogical and technological shifts to become a multi-modal university for study, teaching and administration. Research limitations/implications: This is a "practitioner paper" with a practical focus on institutional leadership and adaptation in a period of rapid adjustment. It is more of an accounting and reflection piece than a critical analysis. Practical implications: It offers post-secondary leaders' insights into ways in which institutional values and community needs inform policy-making, operations and innovation in education. Social implications: KPU's domestic and international student constituencies are complex and required unconventional post-secondary strategies regarding faculty autonomy and growth, de-colonization and inclusion. Originality/value: KPU has a distinctive mandate in British Columbia and its commitment to experiential learning – typically associated with hands-on education – presented unusual challenges for delivery. While research-and-teaching universities were tested by COVID-19, their tests were largely alike. KPU's experience illustrates what practical- and teaching-focused institutions confronted. [ABSTRACT FROM AUTHOR]

Purpose This paper (published in two consecutive issues of On the Horizon) aims to contextualize research on games for learning by describing the current drivers of innovation in learning technologies situated within broader trends in open educational publishing.Design/methodology/approach The paper begins with an overview of changes, driven largely by technology in educational technology and publishing. Using massively open online courseware as an example, it describes how these factors are aligning to challenge the status quo. Next, it provides a brief discussion of changes in higher education more generally, including changes in education as a marketplace, reductions to state funding for education and changes in the research enterprise, particularly the rapid growth of the scientific enterprise and leveling off of federal support.Findings The paper pivots to describe the most recent chapter of over 15 years of work within the Games + Learning + Society (GLS) Center, which has sought to create innovative models of learning, innovative models for funding and conducting research in light of these challenges, and innovative ways of engaging the public.Practical implications The assumption driving GLS (and this paper) is that rather than wait for these changes to happen to us, educational technologists can help drive the future by creating it. A good way to get the kinds of learning systems we want is to go about creating them and seeing what works. During this time, GLS developed and released over a dozen game-based learning titles, raised US$10,000,000s in grants and contracts, graduated over 30 doctoral students and post docs, spun out multiple companies, created materials in use by 10,000s (or more) students across the world, and helped build a nascent field of games and learning.Originality/value The paper pivots to describe the most recent chapter of over 15 years of work within the GLS Center, which has sought to create innovative models of learning, innovative models for funding and conducting research in light of these challenges and innovative ways of engaging the public. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this study is to look at existing literature and empirical evidence to compile a number of viable research directions to move the study of digital games for learning forward. Design/methodology/approach – This study uses a combination of the archival research methodology to present secondary empirical evidence and a large-scale survey methodology to present primary empirical evidence. The archival methodology reviewed a number of extensive systematic literature reviews, and the survey methodology specifically looked at single and multiplayer motivations for playing games in education. A synthesis of the secondary and primary research findings was produced. Findings – The findings produced the following five viable research directions: more Randomised Controlled Trials (RCTs), more longitudinal studies, more studies investigating the pedagogical benefits of collaborative play, more studies investigating the pedagogical benefits of 2D and 3D games and more detailed evaluation frameworks. Originality/value – This paper presents a synthesis of previous research and empirical evidence to produce a number of potential research directions to drive the study of digital games for learning in Higher Education (HE) forward. [ABSTRACT FROM AUTHOR]

Purpose This paper aims to describe innovations at the Games + Learning + Society Center to explore the future of education.Design/methodology/approach This paper is an overview of several published studies and design interventions.Findings Commercial partnerships, particularly generating copyrightable materials can maximize impact and diversify research funding, but they also run counter to the culture and purpose of many research universities.Research limitations/implications Researchers interested in forging new partnerships to maximize impact might explore relationships with commercial entities but be aware that they are running counter to the grain of most institutions and goals. Other universities of different sizes, ages and orientations may have different results.Practical implications Building private partnerships requires different staffing and skill sets than traditional research. Guidance for staffing key roles and projects are provided.Originality/value This paper is a reflection on unique research initiative that generated revenue and helped shape a subfield of education. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to present a framework combining the approaches of the innovation pedagogy, strategic planning of higher education and the research, development and innovation (RDI) in order to support the export of higher education.Design/methodology/approach – The export of education can be included in the framework by taking the innovation pedagogy as a starting point – an approach developed for the universities of applied sciences with the emphasis of efficient leaning in projects and the institution's external impact. Strategic management defines strategic objectives, which take into account the European education policy and the regional and international demand for higher education. The empirical part of the paper is based on the study of the Turku University of Applied Sciences (TUAS) focusing on the networked applied research and development activities and the combination of the education and the RDI activities using learning in the projects approaches.Findings – The building of the strategic partnerships seems to be one of the main instruments of the export process and to use the support of the external broker organization outside of the universities. The advantages of the student learning in the RDI projects are: the drop-out rates can be decreased, the length of study can be shortened, the transfer of knowledge can be increased, the supervision of students can be increased, the experience of students from projects increases the employment opportunities and the integrated model of innovation pedagogy can be exported to other countries.Originality/value – The framework presented in the paper could be developed towards mechanisms of sharing the knowledge concerning different global learning ecosystems. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to predict the future of educational systems with developing technologies and to create the consciousness such forces affect in new educational circumstances. Design/methodology/approach - This paper is conceptual, and explores key issues on the horizon regarding education. Findings - The paper tries to determine the technological changes and some influences of social and cultural issues throughout education. The present situation of the education system and the entanglement of the transition to the new systems suggested are developed in this paper. Changing roles and parameters are also explained. Practical implications - With developing new technologies, traditional systems will be forced to yield to the new Education 2.0 systems. Originality/value - This article primarily highlights the future of educational systems. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to show how standards drive what is taught in education. International standards, for example in the areas of science and math, and US standards such as the Scholastic Aptitude Tests become ends in themselves and drive the content of education at all levels. The question asked here is whether or not the current system of education, in an internet age, has outlived its usefulness. Are there other options and other measures better suited? Design/methodology/approach - The paper provides an overview of the education system and how consideration is made to progress in a changing environment. Findings - The paper points out that, as with addicts, fear of changing puts education in a spiral which could lead to a collapse unless the courage is found to make a transition from the present, age-cohort-driven model to one which acknowledges the differing rates of change inherent in individuals as they grow through life. Originality/value - The paper challenges current paradigmatic thinking at a time when we have a window for change. It questions whether a return to the successes of science and technology in maintaining country economic/political hegemony may need to be rethought in light of the current world situation. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to assist lecturers, universities and their administrators in preparing for the evolving future of higher education. Disruptive innovations in higher education delivery, with the internet as a driver, are creating potential benefits and challenges for traditional service providers. This paper will reflect on how academics should evolve, in the age of the internet, and maximize the benefits of all stakeholders. Design/methodology/approach – This opinion piece emerged after reviewing the latest research and best practices which can improve higher education delivery. Findings – Significant benefits and opportunities can be unlocked if educators apply and incorporate new learning styles and practices. While the pace and momentum is uncertain, this paper re-confirms that disruptive technologies will lead to inevitable changes in higher education. Technology and knowledge have become more accessible and transferable irrespective of location. It is therefore imperative that educational stakeholders seize the opportunity to adjust their methodology and delivery approaches to remain relevant and maintain their value proposition. Originality/value – Educators should rethink how they deliver education, as the traditional model evolves. This paper offers a proposal to navigate the challenges ahead. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to test how to integrate innovation pedagogy into journalism and information and communication technology (ICT) teaching while creating a new product for a national media industry. The objectives of the study were to create a new joint course model in which students from different degree programmes would learn and create products and services together in three different stages: networked and collaborative learning, group-based learning and individual learning.Design/methodology/approach Innovation pedagogy is a practically oriented method and can be used for doing applied research. This new learning approach defines how knowledge is assimilated, produced and used while innovating. The research focus is on applied research, and one vital aim is to enhance students’ ability to participate in research and development activities with businesses and other organisations in society.Findings The learning outcomes based on learning at all stages, i.e. individual, group and networks, were successfully achieved, and a new course model was created. However, the model needs further development.Originality/value Innovation pedagogy is a new learning approach. Innovation has been a buzz word in education for at least for a decade – some universities have even embedded innovative thinking throughout their curricula, leading to a new learning approach called innovation pedagogy. Could innovation pedagogy help us to achieve better learning outcomes? Do journalists really need innovation competences? Could journalists and ICT students study together? To answer these questions, the authors began an experiment that uses innovation pedagogy. [ABSTRACT FROM AUTHOR]

Purpose – Over the past few decades China's higher education has gone through dramatic growth and multiple rounds of reforms accompanied by a remarkable amount of financial investment, all aiming at developing world-class universities to grow innovative talents. Yet the outcomes so far have been disappointing. This paper aims to investigate this issue.Design/methodology/approach – By reviewing and analyzing selected educational reforms in higher education in China, this article discusses the reasons of the gap between the massive input for innovation in higher education in China and abysmal results. This paper also reports and analyzes a case that challenges central control and the gaokao system.Findings – Central control and the gaokao, the infamous college entrance exam, are the bedrocks of China's higher education and also the culprit for China's failure to cultivate innovative talents. Unless they are fundamentally changed it is unlikely that China will have the higher education system it dreams of having.Originality/value – This article provides an overview of China's efforts to cultivate innovative talents by strategically investing in building world-class higher education institutions (HEIs) and analyzes the reasons behind the apparent gap between its massive input and the abysmal results achieved. [ABSTRACT FROM AUTHOR]

Purpose This article makes the case that the education community can learn from professional learning and innovation practices, collectively called “Working in the Open” (or “Working Open”), that have roots in the free/open source software (F/OSS) movement. These practices focus on values of transparency, collaboration and sharing within communities of experimentation. This paper aims to argues that Working Open offers a compelling approach to fostering distributed educational professional networks that focus on co-constructing new projects and best practices.Design/methodology/approach Insights presented here are based on three sources: expert perspectives on open source work practices gleaned through interviews and blog posts, a qualitative case analysis of a collaborative project enacted by a group of informal learning organizations within the Hive NYC Learning Network, a community of over 70 youth-facing organizations in New York City, as well as an overview of that network’s participation structures, and, finally, knowledge-building activities and discussions held within the Hive NYC community about the topic in situ. From these sources, the authors derived general principles to guide open work approaches.Findings The authors identify five practices deemed as central to Working Open: public storytelling and context setting, enabling community contribution, rapid prototyping “in the wild”, public reflection and documentation and, lastly, creating remixable work products. The authors describe these practices, show how they are enacted in situ, outline ways that Hive NYC stewards promote a Working Open organizational ecosystem and conclude with recommendations for utilizing a Working Open approach.Originality/value Drawing from the F/OSS movement, this article builds on standard practices of professional learning communities to provide an approach that focuses on pushing forward innovation and changes in practice as opposed to solely sharing reflections or observing practices. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to review the major systemic educational reforms that China has undertaken over the past three decades and analyze the reasons behind their different degrees of success.Design/methodology/approach – Two running themes are identified among various reforms on the Chinese educational system: decentralization and marketization. The authors explore the driving forces behind these reforms and discuss whether the reforms were successful or not.Findings – In conclusion, the authors highlight four takeaway lessons of Chinese educational reforms.Originality/value – This is an original discussion of educational reforms in China in the contexts of decentralization and marketization. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to review policy innovations in China for addressing the graduate unemployment crisis that has been created by the expansion of higher education in the past decade.Design/methodology/approach – The authors draw on government documents, research findings, and mass media reports to highlight the key measures of the Chinese government to alleviate the over-education problem and to improve college graduates' employment prospects.Findings – The review describes government efforts both at the institutional level to enhance student employability and at the national level to create alternative employment channels. The Chinese experiences show that the challenges posed by the graduate employment crisis may turn out to be a new opportunity to reform higher education in order to better address the needs unique to a country's own society.Social implications – The review of the Chinese case will inspire policy makers in other countries to seek alternative routes for the development of their own higher education.Originality/value – This is the first study of its kind to address the recent policy innovations and their implications for potential reform. [ABSTRACT FROM AUTHOR]

Purpose – This article aims to describe and discuss four major innovations to improve the quality of teacher education including preparation programs and professional development programs in recent years in China. The four major innovations include establishing the National Curriculum Standards for Teacher Education (NCSTE) and the National Teacher Certification Examination; implementing the "double development plan" to reform clinical practice; launching the "National Training Plan" to develop in-service teachers; and consolidating the career ladder for teachers.Design/methodology/approach – The paper takes the form of a review of the government documents and current literature.Findings – The author argues that the four major innovations reflect the central trends to reform teacher education both in China and the USA – increased standards and accreditation, more clinical experiences in preparation, increased use of technology in teacher professional development, and more accountability and incentive for teachers.Originality/value – When the world is faced with the globalized economy, cultural exchange and social equity issues, discussions about the recent innovations of China's teacher education will shed light on our understanding of better approaches to improve teacher quality that no doubt connect tradition and local practices with global convergence. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is as follows: this is a short excursion into the changing world of post-secondary education through a review of two books: Reinventing Higher Education: The Promise of Innovation, by Ben Wildavsky, Andrew P Kelly and Kevin Carey; and DIY U, by Aya Kamenetz. Design/methodology/approach - The paper presents reviews of two recently published books. Findings - The economics and functions of post secondary education at the baccalaureate and post-baccalaureate (research) levels are changing in a world where knowledge flows freely across geo-political boundaries. The Ivory Tower no longer commands from a fixed location or as the center of knowledge, both the historic and the new. Originality/value - Individuals as well as public and private sector entities have multiple sources for knowledge and new abilities of sharing and obtaining knowledge. "The Academy" as created in the seventeenth and eighteenth centuries as an independent home for scholarly endeavors has changed as new demands are placed upon the institutions and the faculty. [ABSTRACT FROM AUTHOR]

Purpose - This paper presents an inter-institutional collaboration project. The project's goal was to develop a new teaching program that fosters pre-university innovation and entrepreneurship education. The purpose of this paper is to derive implications for future inter-institutional collaborations. Design/methodology/approach - The development and testing of the new teaching program corresponds to the design science paradigm. Findings - The findings illustrate that inter-institutional collaboration can generate completely new approaches that are able to deal with new challenges in education. Research limitations/implications - This research focuses only on one specific inter-institutional collaboration project. The findings are limited to this project. Practical implications - The paper discusses implications for future educational collaboration projects to develop new teaching programs. Originality/value - The paper presents a collaboration project between university, school and industry. It illustrates that new teaching approaches can be successfully realised in collaboration. The paper also reports the applicability of a new, namely transformational, teaching approach. [ABSTRACT FROM AUTHOR]

Purpose - The US educational system is on the cusp of transformational change. Signals that the current educational structure has been destabilized include rising dissatisfaction with the formal educational system and the proliferation of non-traditional forms of primary education. In the coming era, museums will play a key role in the new educational landscape. A broad and shared understanding among policy makers, reformers and practitioners of the unique capabilities of museums will ensure that the new educational infrastructure takes full advantage of these strengths. This paper seeks to discuss these issues. Design/methodology/approach - This paper provides an overview of educational innovation in a broad cross section of US museums, citing selected examples. Findings - There is an emerging consensus that whatever the new educational era looks like, it will focus on the development of a core set of skills. This paper reviews some ways in which museums are helping learners develop the core skills of critical thinking, synthesizing information, ability to innovate and think creatively, and collaboration. The USA needs to scale up the educational resources and skills provided by its museums via online access, better indexing of online resources, physically incorporating museums into schools and schools into museums, and making museums central points for teacher training. This will ensure museums can provide equitable access to their unique resources and fulfill their potential in the new educational landscape. Originality/value - By applying the techniques of forecasting to the field of education, this paper provides glimpses of potential futures as seen in the vibrant innovations in education currently taking place outside traditional schools. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to present the full range of choices that academic institutions presently have for attending to educational results. Design/methodology/approach - The approach takes the form of a systematic comparison of the eight models currently available to colleges and universities for attending to educational results, relative to four necessary organizational purposes: individual student improvement, individual student accountability, organizational improvement, and organizational accountability. Findings - This is a time of innovation, not of standardization. As new choices become available, the standard for accountability for educational results continues to rise. Originality/value - The choices, ranging from established practices to expected alternatives to unexpected innovations, differ significantly in their capacities. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this study is to discuss the reform in teaching profession in higher education – new teacher roles are needed to implement competence-based curriculum and to answer the competence requirements of working life.Design/methodology/approach The study is based on innovation pedagogy emphasizing the socio-cultural theory and the constructivist view of learning developed to encompass the social and cultural customs of a particular community and its ways of operating.Findings The study extends the concept of innovation pedagogy to include new teacher roles to support the goal of how to ensure the development of students’ innovation competences.Originality/value The results are useful for those who want to outreach and engage in pedagogical and didactical development in higher education and increase the external impact of the higher education institution. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this article is to define a framework for projecting future leading-edge alpha societies based on the principle of requisite variety. Alpha societies are advanced as a platform for creating future forms of work and workforce preparation premised on continuous creativity, invention, design and innovation. Design/methodology/approach - The principle of requisite variety is presented as the basis for a structured schema that incorporates trends and developments in anticipatory behaviors, systems thinking, creativity, design and innovation to produce a strategy for continuous leading-edge learning and performance. Findings - Growing global hypercompetition requires real-time ability to create and deliver world-class ideas and value-adding products and services in the shortest possible timeframes. This challenge requires societies, enterprises and individuals that are capable of continuously expanding and expressing their internal variety and complexity while rapidly decreasing the gaps between learning and doing. Research limitations/implications - The principle of requisite variety has been well known to cybernetics and systems communities since 1956. However, literature linking the principle of requisite variety to the future of learning and work is not well developed. Practical implications - This article establishes requisite variety generation as a valuable resource for twenty-first century societies and economies engaged in producing leading-edge outcomes. Social implications - The requisite variety framework developed in this article is intended to enhance the ability of leading-edge societies to continuously leapfrog existing educational, social and economic trajectories. Originality/value - The author defines the future of education and work in terms of enhancing individual, enterprise and societal abilities to absorb, generate and exploit variety, complexity and ambiguity [ABSTRACT FROM AUTHOR]

The article presents a study which examines educational technology strategies and policies in service-oriented architecture that maintain viability and coherence. The study utilizes the concepts of Personal Learning Environments (PLE) and shearing layers to determine the proper boundaries for network control, whether individual, institutional, or international. Findings show that offering polymodal access to web services can enable shearing layers to be associated in educational technology.