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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 present a conceptual framework aimed at promoting educational innovation in supply chain management and logistics (SCM&L). The framework can help to design active learning experiences regarding student learning outcomes that tackle current challenges in the discipline. Emphasizing the significance of linking students' learning to real-world scenarios, the framework enables reflective learning through hands-on engagement in a constructive alignment, overcoming existing pedagogical limitations in the field. Design/methodology/approach: This study presents a qualitative research methodology that relies on the case study method. Three instances are presented to illustrate educational efforts of active learning in countries of Latin America, Bolivia, Mexico and Peru, linking real-world relevant situations to disciplinary teaching and learning. Findings: The innovative learning experiences introduced in this study transform real-world SCM&L operations into distinctive educational opportunities. These experiences facilitate learning not only within traditional classrooms but also in urban areas of the Latin American region, enabling students to interact with educational partners in authentic settings to achieve their intended learning outcomes. These experiences are characterized by their focus on establishing meaningful connections between learning and local communities, businesses or specific contexts. Research limitations/implications: The study recognizes various limitations of conceptual, methodological, execution-related and research process aspects. First, not all academics in the SCM&L discipline may universally acknowledge the importance of educational innovation and active learning experiences because of limited pedagogical awareness. Moreover, execution-related limitations arise from the demanding nature of incorporating active pedagogical approaches into courses, as they can be resource-intensive and time-consuming. Regarding research process limitations, the case study limits generalizability and broader inferences because of its particular views and locations, which require further investigation with other instances across other disciplines and geographical regions for validation. Practical implications: The practical implementation of this framework within the MIT SCALE network for Latin America and the Caribbean (LAC) demonstrates its potential in meeting diverse academic and institutional expectations and providing educational benefits to students. Social implications: The study makes a valuable contribution to prioritizing and coordinating pedagogical research by investigating the success of learning outcomes achieved through active and experiential implementations in various contexts. It provides inspiring examples of innovative learning experiences that can drive new developments not only within the LAC region but also in other areas, prompting a shift away from traditional educational approaches. Originality/value: This research presents a conceptual framework, which is developed from the insights obtained in the three learning experiences to guide future efforts in SCM&L education. The findings demonstrate how to structure active learning experiences based on authentic assessment and illustrate the potential for increased cooperation among institutions in Latin America. It also promotes the recognition of novel SCM&L active learning experiences and highlights some of the benefits of this approach. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to conduct a critical appraisal of how experiential approaches can more effectively enhance the achievement of desired learning outcomes in entrepreneurship education. In particular, the authors critique whether actual learning outcomes can be profitably used to measure effectiveness; and consider how student performance can be evaluated through the twin lenses of implementation or innovation. Design/methodology/approach – The authors undertook a review of both traditional and experiential approaches to entrepreneurship education. In addition to comparing these approaches, the authors critiqued a number of “taken for granted” assumptions regarding the effectiveness of experiential approaches to entrepreneurship education and made recommendations. Findings – Although there is a large body of research on experiential approaches towards entrepreneurship education, the authors know little about how these approaches contribute towards the effective achievement of desired learning outcomes. Whilst many authors claim that such approaches are effective, such assertions are not supported by sufficient robust evidence. Hence the authors need to establish more effective student performance evaluation metrics. In particular: first, whether actual learning outcomes are appropriate measures of effectiveness; and second, the authors should evaluate student performance through the lenses of the two “Is” – implementation or innovation. Practical implications – Whether actual learning outcomes are used as a measure of effectiveness at all needs to be critiqued further. Implementation involves doing things that are determined by others and matching against their expectations, whereas innovation comprises producing multiple and varied solutions that respond to change and often surprise. Originality/value – Through revisiting the discussions on the art and the science of entrepreneurship education, this paper represents an initial critical attempt – as part of an ongoing study – to fill a gap in entrepreneurship education research. The paper, therefore, has significant value for students, entrepreneurship educators and policy-makers. [ABSTRACT FROM AUTHOR]

Purpose: Sustainable development is an issue of high relevance for all countries and universities play a fundamental role in promoting the participation of society members in achieving this objective. This study aims to conduct an open laboratory of social innovation (OPENLAB_SI) inside a university with society stakeholders, as a research and innovation tool that facilitates addressing the complexity of social problems through the principles of openness, experimentation, inclusion, diversity, participation and collaboration. The aim was to encompass innovation with the active participation of citizens in processes of experimentation, exchange and creativity to impact their social reality through collective designs for more sustainable futures done by and for communities. Design/methodology/approach: This paper presents a case study conducted during an OPENLAB_SI, which applied innovative, socio-educational strategies intending to promote the social appropriation of renewable energies to help the sustainable development of urban, rural and marginalized areas. In our open lab, a total of 67 participants attended, including university students from various public and private institutions of higher education. Also, civil organizations participated, as well as consultants, teachers, government representatives and university professors. Experts from various disciplines who work in businesses, foundations, universities and government spoke on the topics that were addressed. Findings: Among the notable principal findings is the collaborative work done voluntarily by all the participants who, instead of working with a proposal designed beforehand by one group or another, recognized that an OPENLAB_SI leads to the creation of links between society, academia, business and government. Originality/value: In the OPENLAB_SI through the exchange of experiences and best practices, aimed at more robust networking and improvement in the acquisition of scientific and technological skills and abilities, the participants became actively involved in the generation of collective knowledge. The main contribution of this paper is to present an open laboratory into the social innovation space that can be replicated such a living lab model in other contexts to contribute to pursuit the sustainable development goals with education for sustainable development as a key catalyst for transformation. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to examine how pedagogical innovations in practical training facilitate professional learning among higher education (HE) students. Design/methodology/approach: Through individual and group interviews and observations, this explorative phenomenological study investigates a technological innovation in nursing education and a student-driven innovation in architectural education, which provide the background for discussion on the potential of professional development through innovative work-based learning (WBL). Findings: The findings revealed that increased involvement and engagement through innovative WBL in real-life scenarios increases students' confidence in their abilities, their critical commitment to their education and their professional knowledge. Research limitations/implications: This study is limited by the number of participants, which reduces the opportunity to compare results based on, e.g. the different roles of the students or their enrolment status. However, few studies address the students' voices in innovation processes; therefore, the results offer valuable knowledge to inform development work in HE. Practical implications: The results suggest a stronger emphasis on "scholarship of practice" to increase attention to practice and professional knowledge as a formalised part of the core tasks in HE. Originality/value: The paper showcases the importance of a learning paradigm that includes students in innovation processes and underscores the value of pedagogical innovation in WBL for students' professional development. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to review historical developments in higher education in Sri Lanka, and review issues faced and strategies adopted to improve higher education in state universities in the country. The paper also reviews national and international forces that influenced to modernise and improve higher education in state universities in the country.Design/methodology/approach The paper reviews available published documents from the last two decades to present and discuss key national and international forces transforming the higher education of the country and strategies adopted to modernise and improve higher education in state universities in the country.Findings Historical development in general and higher education together with key characteristics of the Sri Lankan education system are discussed. The governing bodies of the state university education, donor agencies and strategies adopted for the development of higher education in the country during the recent history have been reviewed. Conclusions and challenges for the future are also presented.Originality/value The higher education of the country underwent rapid transformations over the past seven decades with the aim of strengthening the wider relationship between university, industry and society. A review on higher education in Sri Lanka could provide lessons valuable for academics and practitioners alike worldwide. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to present the innovative approach being taken by the University of Wolverhampton to create an Apprenticeship Hub through which the regional offer for Intermediate, Advanced, Higher and Degree Apprenticeships can be accessed. Readers can review the approach taken and consider the possibilities of a similar approach in their own context.Design/methodology/approach The paper presents a case study that sets out and discusses the drivers behind the approach adopted to create the Apprenticeship Hub. It identifies the stakeholders who will engage with the Apprenticeship Hub and it outlines the reasons for, and benefits of, working in collaboration with other organisations to provide an integrated offer for apprenticeship provision across the region.Findings The Apprenticeship Hub is a physical entity within a well-known local landmark building that is easily accessible to the communities which is intended to serve. It has been developed to meet the national and local contexts and, although only recently established, it is meeting the needs of the stakeholder groups. It provides an environment through which the integrated regional apprenticeship offer can be accessed.Practical implications The world of apprenticeships is changing significantly with many new requirements for employers and for education. It is a complex road to travel, particularly for Higher Education (HE) which has not, traditionally, been involved in the world of apprenticeships. This paper posits that a collaborative approach to stakeholder engagement and recognition of respective strengths can lead to organisations working in partnership to draw together their respective expertise to ensure that, through a collaborative approach they can meet the needs of the communities that they serve.Originality/value Apprenticeships are new to HE; universities are entering a complex and unknown territory. This paper sets out the approach taken by one university to work in partnership with others to provide an integrated offer that could be adopted or adapted by other providers to their own context. [ABSTRACT FROM AUTHOR]

Purpose The paper analyses the emerging role of Social Sciences and Humanities (SSH) universities in contemporary society via third- and fourth-mission activities. In particular, the paper investigates the potential contributions that SSH universities can offer in developing and enhancing capacities, supporting the changing conception of innovation coherently through a Smart Specialisation Strategy (S3) approach.Design/methodology/approach The case study presents multiple third- and fourth-mission activities carried out by the University of Macerata (Italy). The activities are framed according to the roles universities could have in supporting S3.Findings Within third- and fourth-mission activities, SSH universities can play different and broader roles (generative, absorptive, collaborative and leadership), which could support regions in designing and implementing S3.Practical implications The paper shows the important contributions that SSH universities can make in their regions, both to support S3 and enhance the transition to sustainable development.Social implications The article emphasises SSH universities’ multiple contributions to sustainable development and to innovation in the knowledge society/economy framework.Originality/value This case study captures SSH universities’ contributions to S3 and the wider innovation paradigm, by highlighting their transformational effect on regional economies. [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 verify the offered hypothesis and to determine high-priority directions of modernization of university education in an innovational society by the example of modern Russia.Design/methodology/approach During the empirical study of connection between university education and innovational development of economy, the author uses the method of correlation and factor analysis.Findings As a result of the research, the author has come to the conclusion that under conditions of transition to innovational society, there is transformation of the role of university education from the means of transition of knowledge and skills, necessary for practical activities, to a platform for the creation of innovations. The author analyzed the peculiarities of innovational society and found out that innovations that are the key driver of its development are provided by the system of university education.Practical implications Practical value of the work consists in a possibility for use of the developed recommendations for modernization of university education in the innovational society in modern Russia and other countries with similar problems.Originality/value Theoretical importance and scientific value of the performed research consists in the development of innovational society and innovations-oriented economy, as well as the concept of university education. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to present an example of pedagogical strategy, called innovation pedagogy, and study whether its learning environments (activating teaching and learning methods, working life orientation and research, development and innovation (RDI) integration, multidisciplinary learning environments, flexible curricula, entrepreneurship and internationalization) can be associated with students' innovation competences (creativity, critical thinking, initiative, teamwork and networking).Design/methodology/approach In this case study, the electronic self-assessment questionnaire was distributed to third- and fourth-year bachelor students (n=236) from one Finnish university of applied sciences at the end of the Spring semester in 2017.Findings Two profiles of students concerning their level of innovation competences can be identified. The level of students' innovation competences is associated with all the six elements of learning environments. The more students have experience with learning environments of innovation pedagogy, the higher they scored when assessed for their innovation competences.Research limitations/implications Because of the case study setting and a limited sample, there are limitations to the generalizability of the findings.Originality/value Focusing on different levels of innovation competences of students and approaching their study path in more detail, it could be better understood how to develop more effective education, and thus, respond to the demands of an innovation society. This study extends approaches on research in education and innovation and strengthens the understanding that learning environments should be versatile and include many-sided learning opportunities. It also shows that implementing pedagogical strategy needs lot of work to be revealed in practice. [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 – This paper aims to analyze and illustrate achievements and challenges of Ethiopian higher education, both at the system level and at the level of new public universities. Design/methodology/approach – Achievements and challenges at the system level are based on literature review and secondary data. Illustrative case studies are based on university data and interviews with university representatives. Findings – The Ethiopian higher education system has increased its enrollments substantially. The construction of 13 new universities that started enrolling students around 2007 contributed greatly to this achievement. Challenges accompanying this growth lie in funding, quality and quantity of staffing, teaching practices, research and community service, quality assurance and gender balance. Originality/value – The present study contributes to existing literature by describing case studies illustrating challenges and achievements in new public universities in Ethiopian higher education. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to analyze recent publications (2015–2020) that refer to educational and social entrepreneurship to identify the primary emerging themes and gaps of entrepreneurship research and management that would be helpful for future studies and entrepreneurial ventures. Design/methodology/approach: The authors used systematic mapping to review 92 research articles that address educational innovation and social entrepreneurship. All the articles were published between 2015 and January 2020 and were found in the Web of Science (WoS) and Scopus databases. Findings: The data analysis identified the following: the articles most frequently cited, the journals that published the highest number of relevant articles, the geographical distribution of these publications and their authors, the context of the research, the lines and themes that emerged, and the gaps in the literature regarding the research and management of educational and social entrepreneurship. Research limitations/implications: The search for articles was limited to educational and social entrepreneurship innovations and the English language; thus, studies published in other languages were not analyzed. Originality/value: The analysis of this research allowed us to review concepts and identify research methods employed and thematic lines analyzed. Therefore, the work is of value for educational and social entrepreneurs and researchers who wish to examine such concepts or focus on areas not yet fully explored. [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]