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Innovating higher education teaching and learning is challenging due to structural, cultural, and resource-related reasons, and research indicates that university innovation benefits from a bottom-up approach as well as strategic alignment with university objectives. In this paper, we investigate such bottom-up innovation processes within higher education as supported by a specific tool: the University Innovation Canvas (UIC). Adapted from the Business Model Canvas and Lean Canvas, the UIC is designed to promote educational technology innovation and foster alignment of the innovation process with strategic objectives of the university: namely, sustainability and user orientation. An evaluation of the UIC based on interview and questionnaire data shows that its usage differs between innovation teams (on paper vs. digital, individual vs. collaborative, co-located vs. remotely, and synchronous vs. asynchronous). UIC usability is linked with these differences and with teams' experience in realizing innovations. Overall, the UIC is perceived to be useful by (particularly, less-experienced) innovation teams and is successful at supporting sustainable and user-oriented innovations, as 14/15 innovations are still in use after up to four years since completion. To maximize its potential, more effort needs to be devoted to improving understanding of the UIC and supporting different workflows of innovation teams in the future. [ABSTRACT FROM AUTHOR]

This Open Praxis special issue compiles six selected papers derived from contributions presented at the 2021 ICDE Virtual Global Conference Week that took place online in October, including two articles that received the Best Paper Awards in the two conference tracks: innovation and open education, respectively. The issue includes three more research papers and one innovative practice article from the conference. Finally, the issue includes one book review. [ABSTRACT FROM AUTHOR]

This paper meanders with students from the Centre for Creative Education to understand care and our relationship with Camissa2. The authors explore Slow scholarship and research-creation frameworks that disrupt practices which remain entrenched in colonial, anthropocentric and patriarchal systems. Apartheid is felt by Black and Brown3 bodies through exclusions from the ocean and other spaces. This paper explores how enquiries and innovations open spaces for lost care practices to be re-membered. [ABSTRACT FROM AUTHOR]

One innovative strategy that can improve higher education is undergraduate students' engagement in research. Mentoring is one of the few opportunities that afford extended face-to-face and one-on-one instruction. However, mentoring undergraduate students in doing research is not the same at different types of colleges and universities. This paper gives insights from my perspective on how undergraduate students are being mentored in doing research in different university/college settings, namely a premier university (University of the Philippines Los Baños), a public research university (University at Buffalo), a public senior college (York College) and a private university (Pace University). The main goal of this paper is to compare the undergraduate research structure at the four institutions. I will discuss the advantages and disadvantages of each setting, emphasizing how I engaged my students to do research with emphasis at Pace University. This paper also includes the similarities and differences in how students achieved the following learning outcomes: knowledge, skills, attitudinal outcomes, and learned abilities. [ABSTRACT FROM AUTHOR]

This paper proposes a multiattribute group decision-making (MAGDM) based on the CoCoSo method under the intuitionistic fuzzy sets (IFSs) environment for quality evaluation of innovation and entrepreneurship education (IEE) in vocational colleges. First of all, this paper extends the CoCoSo to the IFSs environment. Second, a new MAGDM model for quality evaluation of IEE in vocational colleges based on the CoCoSo algorithm is built. In this algorithm, the attribute weight is derived by subjective weight and objective weight, and the objective weights are defined by using the CRITIC method. At the end of this given study, some comparisons are given to verify the decision effectiveness of the algorithm. [ABSTRACT FROM AUTHOR]

In the new contemporary pandemic paradigm, higher education in public administration and beyond knows challenges, barriers, and opportunities for the academic process. Shocks, environmental changes and physical distancing in recent years have led to the implementation of efficient solutions in educational services, based on artificial intelligence (AI). Thus, in the global academic landscape, many international universities have adopted a 'chatbot', a digital interface designed to stimulate conversation with people. Modern algorithmic communications have effects, such as: increasing the number of enrollments in public administration programs, improving academic experience and active student participation, while reducing administrative tasks on university staff. This paper aims to provide a glimpse on the perceptions of the potential impact of conversational artificial intelligence on public administration (PA) programs from universities and to reflect on its implications for university leaders and staff work and also on students' engagement. The paper will focus on how AI tools will help university programs to be more effective, and how technology will support the limited human resources in this sector. In order to gather the data for this research, the interview was used as well as case studies from international universities that have implemented a chatbot. The research findings capture technological and digital advances that will continue to shape the higher education landscape and its curricula, especially in PA programs. As a result, leaders will need to monitor how artificial intelligence, in particular conversational agents, influences universities' images; attraction and retention for students in PA programs and other important partners; staff productivity, and how to be more proactive in initiating pilot projects. This is one of the few publications that looks at the expectations for conversational AI in higher education today. In this sense, implementing a chatbot can be a competitive advantage in a market where modern technologies weigh heavily and make a difference. [ABSTRACT FROM AUTHOR]

The purpose of this research is to contextualize the behavior of publications on complex thinking in education. A total of 428 documents compiled in Scopus from 1937 to 2022 were analyzed with a bibliometric study considering criteria such as "complex thinking", "complex thought", and "reasoning for complexity", all combined with education. The results show 153, 47, and 5 publications for each criterion with their related disciplines, citations, types of documents, universities, prominent authors, researching countries, and the general diachronic evolution of the subject, this allows to establish an idea about the implications of the present study according to one of the most important databases in the world. It is concluded that complex thinking and its relationship with education awakens a greater interest in the academy, not only because of its incidence in diverse fields that are nourished by it for the generation of new multidisciplinary knowledge but also because of the published research that demonstrates its transcendence. [ABSTRACT FROM AUTHOR]

Higher education institutions have been investing in teachers' professional development and pedagogical innovation, on the one hand, aiming to promote the quality of institutions and, on the other hand, aiming to promote students' personal and academic development. One of the methodologies that has received particular attention is service-learning, which aims to promote students' learning by providing a service to vulnerable community groups. In this study, we aim to present the results of the application of this methodology in a fourth-year social work course. To this end, a mixed-methods study was conducted with 10 students in the Contemporary Social Work III course using the service-learning methodology. Students experienced between 15 and 30 h of service-learning, most of them for 7 weeks or more in an elder care institution, with varied activities such as social consulting and home visits. When we tried to understand the students' perceived impact, we found higher mean scores in the post-test, with statistically significant differences on several dimensions, particularly self-confidence, problem solving, adaptability and flexibility, dealing with diversity and multiculturalism, understanding complex social issues, and a sense of purpose and life. These data are aligned with the qualitative analysis, which identified six themes such as the integration of practice and theory, development of skills, positive impact on academic training, valuing practical experience, reflective and meaningful learning, and support and guidance. The results highlight the value of pedagogical innovation for students' skills, especially when it is aligned with the identity and mission of the institution and the values of the study program. [ABSTRACT FROM AUTHOR]

Amidst the backdrop of contemporary conflicts and hostilities unfolding across various regions globally, the landscape of higher education is confronted with a myriad of novel challenges and prospects. War initiates the need for rapid and effective innovations in education to ensure access to learning in times of crisis. The objective of this article is to assess and scrutinize the application of modern technologies in higher education amid periods of conflict, focusing specifically on their influence on educational accessibility and quality within nations grappling with wartime circumstances. To achieve this goal, an analysis of scientific literature and publications was conducted. The conducted research revealed that the utilization of modern technologies in higher education during the war contributes to increasing the availability and quality of education. These technologies make it possible to provide distance learning using remote forms of communication and learning. The conclusions show, that the utilization of modern technologies in education is a key factor in ensuring continuous learning during war and conflict. These technologies allow efficient use of resources and provide a high-quality educational environment for students in difficult conditions. [ABSTRACT FROM AUTHOR]

The diversified literature on innovation processes impedes innovation and entrepreneurship education in providing a holistic innovation process model while practitioners struggle to implement innovation processes in the face of trends such as servitization and digitalization. This paper aims to shed light on how innovation processes are depicted by lectures and educators to establish a validated process view on digital innovation for services which will help provide grounding for innovation and entrepreneurship teaching. Consequently, this work expands innovation process and innovation teaching literature and contributes to high-quality up to date innovation and entrepreneurship education by providing propositions towards innovation processes and teaching practices. [ABSTRACT FROM AUTHOR]

Copyright of Informatica (03505596) is the property of Slovene Society Informatika and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

It is very important to evaluate the quality of innovation and entrepreneurship education for college students. On the basis of analyzing the current research of the quality evaluation of innovation and entrepreneurship education, This paper constructs an evaluation index system of innovation and entrepreneurship education quality of college students with 5 dimensions:Innovation and entrepreneurship education curriculum and activities, Innovation and entrepreneurship education conditions, Innovation and entrepreneurship education channels, Self innovation and Entrepreneurship, Innovation and entrepreneurship education effectiveness, and 21 sub indexes, establishes an evaluation model based on extenics, conducts empirical research on 8 universities in Ningbo city, and puts forward corresponding suggestions. [ABSTRACT FROM AUTHOR]

In the current conditions, the digitalization of education in almost all countries of the world has become a vital strategy for the total restructuring of traditional forms, tools, methods and technologies of education. At the same time, the issue of financial literacy is one of the priorities in education since the level of social welfare and the level of economic development of the country depend on the level of financial literacy. The article is devoted to a thorough scientometric review of scientific publications on the digitalization of financial education, highlighting key ideas, trends in developing scientific views, prospects, and opportunities for further research. The bibliometric analysis was carried out using specialized methods and tools, in particular, in-built Scopus and WoS databases tools, VosViewer software, and the Google Trends web application. Publications were extracted from the two scientometric databases, Scopus and WoS, in the time interval from 1990 to February 2024. A dynamic analysis of research articles showed their intensive growth since 2020, which is due to increased attention to digital education in the context of global transformations, the COVID-19 pandemic, and military conflicts. A transnational representation of the research was identified, with key geographic centres in the United States, the United Kingdom, and China. A country-by country analysis confirmed the connection between researchers due to similarities in educational strategies and geographical proximity. Using the results of the constructed bibliometric map, the thematic analysis identified 4 key clusters that confirm the central role of digitalization in financial education. Within the clusters, thematic groups of scientific publications were identified (innovations in education and digital technologies, socio-economic challenges in education, leadership and competitive advantages in education, financial and economic aspects of education, etc. The analysis identified promising research areas, including strategies to improve access to educational resources during crises, studying the impact of Industry 5.0 on financial education, studying financial innovations in education, and researching inclusive digital education. [ABSTRACT FROM AUTHOR]

Universities are undertaking transformation projects that align their work with the Sustainable Development Goals. This paper describes how Ocean I3, an educational innovation project that aims to reduce plastic in the sea, has made an impact on its community over its three editions (2018/19 to 2020/21). Methodologically, it has been approached by the people who make up the technical team and academic coordination as an exploratory study using discrete, non-reactive techniques, mainly from the public domain (websites, blogs, press releases, etc.), and instruments, such as field notes and work material to manage, organize, and train within the project. The analytical procedure has represented a dynamic and systematic process of categorisation. The results highlight the repercussion of the project in terms of capstone projects, master's thesis, coursework, etc., produced by the students involved; association with employability; collaborative work from the teaching teams; monitoring experience for research purposes, and social dissemination of the project. It concludes by suggesting lines for Ocean I3 to work on in the future to make its footprint sustainable in institutions over time. [ABSTRACT FROM AUTHOR]

The long pursuit of university education in northern Canada has seen a variety of methods used to deliver higher education to northerners. One such approach, Inter Universities Services (IUS), has been supporting university course delivery in northern Manitoba since 1972-73. This article argues that IUS has evolved progressively over its fifty years from an initiative offering a disjointed set of university course options to become part of a coordinated, if unplanned, approach to university education in northern Manitoba. This article outlines the history of IUS, including origins, structure, issues, and key events, before looking to the future. Conclusions suggest that IUS has been central to the growth and stability of higher education in northern Manitoba. [ABSTRACT FROM AUTHOR]

Background and Objectives: The ever-changing and enigmatic future is taking form through a continuous wave of worldwide trends, advancements, and revolutionary ideas. Moreover, the rapid spread of the coronavirus and subsequent lockdown measures have accelerated the pace of technological advancements, significantly impacting multiple facets of our existence, employment, and connections. In the realm of learning, there has been an astounding and rapid transition from conventional classrooms to virtual platforms and groundbreaking advancements. Consequently, it becomes imperative for mankind to acknowledge and evaluate the profound influence of these developments, specifically within the domain of education. This innovative research project seeks to investigate the impressive capabilities of metaverse technology in addressing an unforeseen hurdle. Its main aim is to examine the deep influence of extended reality technologies on future education and assess if incorporating metaverse technology in learning will transform the higher education, generating notable progress and enhancing the quality of instruction. Materials and Methods: The study aimed to comprehensively understand the research topic and its context by gaining insight into the participants' perspectives and experiences. To achieve this, a qualitative research was used with 63 purposefully selected participants. The participants included Iranian male and female EFL university professors, EFL university students, educational technology specialists, and futurists in science and technology. Data was collected by conducting focused-group discussions and episodic narrative interviews, as well as utilizing narrative inquiry methods on the Telegram network. Data collection continued until saturation was achieved, resulting in 25 participants for interviews and 38 individuals for narrative inquiry. To analyze the data and identify recurring themes, thematic analysis was conducted, involving initial coding, focused coding, and axial coding. Findings: Findings revealed that metaverse technology plays a crucial role in the field of education and has a significant influence on higher education. Surprisingly, while analyzing the data, four main categories were identified, surpassing initial expectations. These categories include: 1) Empowering experiences: XR heightens sense of immersion, presence, and agency; 2) The immersive power of XR: Boosting enjoyment, interest, motivation, and self-efficacy; 3) Exploring boundaries of perception: XR triggers the illusion of body ownership and embodiment in virtual environments; and 4) The metamorphosis of the self: XR revolutionizes attitudes, behaviors, cognition, and physical body. Each of these categories represents the impacts of metaverse on future education. Understanding and embracing XR's impact on education is vital for educators, as harnessing the metaverse's potential benefits can greatly enhance teaching and learning experiences through more captivating and immersive environments. Conclusions: The outcomes of this research carry significant implications for policymakers, educators, managers, leaders, practitioners, and all stakeholders involved in the field of education. They provide valuable insights into global trends, emerging technologies, innovations, and developments, and how they will likely shape the future of higher education. Given the rapid advancements in technology and the ongoing impact of the coronavirus pandemic, it is crucial to embrace these technologies and implement necessary changes in learning and teaching method to improve the quality of education. The hope is that this study will be a trusted source and offer guidance to future generations, helping them meet the evolving requirements of education. [ABSTRACT FROM AUTHOR]

Due to COVID-19, many universities have started offering real time video or recorded courses. This situation raises concerns about a decline in students' learning outcomes and issues of unfairness regarding students' exams and grade evaluations. Korean universities have introduced online open book testing in courses and a flexible pass grading system that allows students to select their final grades to improve fairness. This research investigates students' thoughts and reasons for the test and the system through a questionnaire with 109 respondents and statistical methods such as nonparametric tests, multinomial regression and text-mining. Many students supported both the testing and the grading system, presenting balanced viewpoints by comparing their cons and pros. This finding suggests that these policies could be helpful in enhancing fairness in grade evaluation, relieving students of the learning burden and increasing their satisfaction. This study offers the implications that universities must develop standardized exam formats as well as various learning options in a rapidly changing situation with educational innovation (e.g., hyperscale and generative artificial intelligence). [ABSTRACT FROM AUTHOR]

This article presents the results of a study conducted on a sample of students at a techno-logical university in western Mexico, in which the aim was to identify a possible relationship between the presence of male chauvinistic behaviors and complex thinking. The argument that motivates this analysis focuses on the assumption that a person with high levels of complex thinking should have a more integrated vision of the capabilities of people beyond their gender, as well as a tendency to question, from a critical point of view, the possible stereotypes rooted in their environment. This article describes the study, its methodology, analyses, results, and the conclusion that high levels of complex thinking result in lower levels of male chauvinistic attitudes. Although it is recognized that this work is not exhaustive, its results are valuable for further educational, social, and gender studies research. [ABSTRACT FROM AUTHOR]

In higher education (HE) settings, staff and students are often end-users of a variety of educational technologies, tools and platforms, including Learning Management Systems (LMSs). As technological evolution is constant, transitioning to a new system may be a familiar occurrence. For technology to support educational purpose more fully, further insight needs to be gained into how staff and students actually experience the process of transition. This article focuses on this area in the context of institution-wide transition to a new LMS. The study's aim was to explore how academic teaching staff and students experienced a university-wide technological change process: namely, a process of changing to a new LMS. Data were collected through a series of interviews with staff who were involved in the first stage of the change process. In addition, students enrolled in the first tranche of subjects undergoing transition participated in surveys. Data were analysed using a qualitative, comparative analysis approach; student and staff perspectives were compared, and the points of intersections and divergences between the viewpoints were located. Detailed analysis helped identify factors that contributed to a smooth transition, while also showing how staff expectations of student behaviours and needs were not always aligned with students' own approaches to technology-assisted teaching and learning, which tended to be predominantly pragmatic. Feedback gleaned from investigating stakeholders' transition experiences can contribute in a valuable way to informing change processes and support empowering change. The findings highlight how positioning LMS transition as a student-centred and education-led process, rather than as a large-scale technology project, has potential to support staff and students to have a positive and relatively seamless transition experience. [ABSTRACT FROM AUTHOR]

The increasing digitalization of education requires an integrated view of innovation and related expertise development. This study validated and evaluated the content and use of the "Integrated ICT Motion Sensor", a tool for stimulating awareness about ICT-based educational innovation among multiple stakeholders within higher education institutions. The Motion Sensor offers administrators, managers, ICT specialists, educational designers, and lecturers a guiding tool for entering into a dialogue about substantive themes such as vision and policy, leadership, professional development, and ICT infrastructure within the institution. The validation of the content by questionnaires and a focus group with 10 experts showed that the experts' input was almost in line with the Motion Sensor prototype, which was based on the literature. The use of the Motion Sensor was evaluated in a pilot study within four higher educational institutions. Results from the questionnaires showed that participants generally appreciated the nature and course of the conversation. Moreover, the Motion Sensor led to more awareness about ICT-based educational innovation among participants. [ABSTRACT FROM AUTHOR]

Copyright of ESPOCH Congresses: The Ecuadorian Journal of S.T.E.A.M. is the property of Knowledge E DMCC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose - Innovation is imperative to address a wide array of challenges in higher education. The term "microclass" is coined by the researcher to describe the division of a large class into smaller classes, which are handled by student facilitators who have undergone microteaching and performed similar teacher tasks to facilitate students, assessment, discussion, and feedback. Methodology - This was an explorative study and employed the triangulation method (self-designed questionnaire, observation by teacher peers, and semi-structured interview) as well as thematic and descriptive analysis to evaluate the roles of the teacher and student facilitators, level of engagement, and effectiveness of this innovation in the teaching-learning process for the subject, biology. Findings - Data revealed that the role of the teacher and student facilitators concurred to work responsibly in a synergistic manner as implementers of microclass. The teacher, conducted microteaching, observed, supervised, consulted, and provided feedback to the student facilitators. The student facilitators acted as discussant, motivator, collaborator, coordinator, and executor of initiatives such as scaffolding and pair method throughout the duration and stages of the microclass, resulting in an organized classroom. Furthermore, the microclass was innovatively effective and improved student engagement in the teaching-learning process, which in turn developed soft skills among the students-leadership, commitment and discipline. Significance - It assists science teachers in constructively engaging their students in learning science including boosting students' soft skills, essential for 21st-century skills education and thus warrants further investigation. [ABSTRACT FROM AUTHOR]

This article analyses the professional identities of nine women academics from different universities and Latin American countries in their relationship with open education (OE) and the production of open educational resources (OERs) for teaching, as a significant key to understand the meaning of being an academic today in a social and economic context such as the Latin American one, and the perspectives this contributes to educational innovation. It arises from the need to deepen research on systemic structures of empowerment for open-access creation and publication, where gender is critical, considering the imbalances that are evident in other fields of educational technology, and specifically in the use of OERs. A qualitative methodology based on grounded theory was implemented, together with the biographical method and digital ethnography, with in-depth interviews with nine women academics from different areas of knowledge from Venezuela, Costa Rica, and Uruguay. The results offer an insight into their professional identities and how this is configured in relation to education, open educational resources, and educational innovation in university teaching. Participation in the open education movement provides a space for empowerment and mobilisation, which contributes to a transformative identity, as an emerging habitus, that underpins educational innovation in this field. [ABSTRACT FROM AUTHOR]

This study describes a funding initiative that promotes educational innovation in a higher education institution in Mexico. This initiative, known as Novus, and carried out at Tecnologico de Monterrey, encourages professors to present educational innovation proposals by funding and monitoring research projects that promote student learning and competencies. These projects are based on digital technologies and pedagogies developed on the 26 campuses distributed throughout the country. This article presents a case study in which the historical data of Novus projects from 2012 to 2021 are reviewed. The results show that using digital technologies in these projects has favored more than 65,000 students on more than 1700 courses and the 1000 professors who teach these formative experiences. In addition, there are similar initiatives, especially in Latin America; however, they are still too few to contribute to improving student learning in an unprecedented time. Due to the COVID-19 pandemic, the digital transformation of educational institutions has been accelerated, with many challenges and obstacles. Therefore, showing the result of initiatives that favor the professionalization of teachers through technological projects based on evidence will illustrate the possibilities for higher education to develop these experiences. This study aims to communicate the main ideas and findings that originated in the projects created with this initiative and to show how these experiences have impacted the teaching-learning processes of university students through the innovation proposed by teachers. The dissemination of these results can generate interest so that other institutions understand the benefits of this initiative and can continue to generate new opportunities for these contexts. [ABSTRACT FROM AUTHOR]

High dropout rates and delayed completion in higher education are associated with considerable personal and social costs. In Latin America, 50% of students drop out, and only 50% of the remaining ones graduate on time. Therefore, there is an urgent need to identify students at risk and understand the main factors of dropping out. Together with the emergence of efficient computational methods, the rich data accumulated in educational administrative systems have opened novel approaches to promote student persistence. In order to support research related to preventing student dropout, a dataset has been gathered and curated from Tecnologico de Monterrey students, consisting of 50 variables and 143,326 records. The dataset contains non-identifiable information of 121,584 High School and Undergraduate students belonging to the seven admission cohorts from August–December 2014 to 2020, covering two educational models. The variables included in this dataset consider factors mentioned in the literature, such as sociodemographic and academic information related to the student, as well as institution-specific variables, such as student life. This dataset provides researchers with the opportunity to test different types of models for dropout prediction, so as to inform timely interventions to support at-risk students. Data Set: https://doi.org/10.57687/FK2/PWJRSJ. Data Set License: CC0 [ABSTRACT FROM AUTHOR]

The traditional talent development model is unlikely to satisfy the demands of the times and socioeconomic growth. Innovation-driven development policies require a great deal of creativity and entrepreneurship. Student creativity and education in the enterprise have emerged as an essential source of concern for all segments of society. The traditional talent cultivation mode has been unable to meet the requirements of the economic growth of the society. College graduates are national talents of high quality and high level, which are important talent resources for colleges and universities to grow sustainably. Innovation and entrepreneurship education for college students is a common concern of the current society. The research and implementation of innovation and entrepreneurship education for Chinese college students are progressing rapidly, but the innovation and entrepreneurship education of Chinese college students began later and is not at a high level of development at present. Promoting student innovation and entrepreneurship requires further improvements in research and teaching methods. This article presents the scientific classification and the K-means algorithm. It defines the concepts related to the education system of change and entrepreneurship, the concepts related to the search for change and the theories of entrepreneurship, and the theoretical foundations of the development of the education system. Of the researchers, 39.47% were male; 60.53% were female; 13.68% were students; 70.53% were undergraduate students; and 15.79% were postgraduate students. [ABSTRACT FROM AUTHOR]

Research integrity, an essential precept of scientific inquiry and discovery, comprises norms such as Rigor, Reproducibility, and Responsibility (the 3R's). Over the past decades, numerous issues have arisen that challenge the reliability of scientific studies, including irreproducibility crises, lack of good scientific principles, and erroneous communications, which have impacted the public's trust in science and its findings. Here, we highlight one important component of research integrity that is often overlooked in the discussion of proposals for improving research quality and promoting robust research; one that spans from the lab bench to the dissemination of scientific work: responsible science communication. We briefly outline the role of education and institutions of higher education in teaching the tenets of good scientific practice and within that, the importance of adequate communications training. In that context, we present our framework of responsible science communication that we live by and teach to our students in courses and workshops that are part of the Johns Hopkins Bloomberg School of Public Health R3 Center for Innovation in Science Education. [ABSTRACT FROM AUTHOR]

This work seeks to support scholars interested in non-face-to-face modalities of higher education in making decisions about the use of digital and educational technologies (DET) to promote educational transformation (ET) in the context of their organizations. This organizational change deals with the implementation of technology-based flexible educational practices, focused on helping students develop competencies of interest for their personal and professional growth. With this in mind, in 2018 we identified and followed six leading higher education institutions on three continents that, for years, have carried out educational innovation experiences with the support of technology. Two of the analyzed experiences make use of eLearning, another of bLearning, and the others combine eLearning and bLearning as a complement to the face-to-face modality. The meta-analysis of the cases, carried out in 2019, followed suggestions from (Stake in The art of case study research, Sage Publications Inc., 1995) as well as from qualitative research that seeks to understand what is behind the cases from three dimensions: education, technology, organization. For each one, we determined what they do, how they do it, and what success factors must be considered. As the data was collected before the 2020 pandemic and this issue produced structural imbalances in society and in higher education, it was considered pertinent, at the end of 2020, to check the pulse of the ET mediated with DET in three of the six institutions studied. The purpose was to refine the findings of the meta-analysis and learn from the decisions made in the situation of forced change in environments, means, and strategies to continue providing quality higher education. [ABSTRACT FROM AUTHOR]

Perhaps the most significant global impact of the Covid-19 pandemic is that it has catalysed accelerated innovation and change across various sectors. Businesses have had to pivot and innovate to survive in the "new normal", medical and health care industries have had to adapt rapidly in order to stay ahead of the growing global health crisis brought on by the pandemic, and governments have had to think out of the box to manage the political, social and economic challenges engendered by Covid-19. Amidst all of this, the Higher Education sector has also been forced to adapt to the challenges of the pandemic. In the South African context, innovation in higher education has focused mostly on teaching and learning, specifically the accelerated shift from traditional face-to-face teaching to the use of online learning platforms. However, what has been neglected is innovation in knowledge production and research. This article explores the role of academic researcher coaching as a support mechanism to enhance innovation and knowledge production through postgraduate academic research. It is argued that academic researcher coaching will become an increasingly valuable tool to provide holistic support to researchers, and that complements the traditional research supervisor role. [ABSTRACT FROM AUTHOR]