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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]

Questionnaire instruments are routinely translated to digital administration systems; however, few studies have compared the differential effects of these administrative methods, and fewer yet in authentic contexts-of-use. In this study, 326 university students were randomly assigned to one of two administration conditions, paper-based (PBA) or web-based (WBA), and given a set of questionnaires. Instructions were to complete the instruments in an environment of their choice, and data included reporting context characteristics. Outcomes of interest included data quality and participant affect—WBA showing a slightly higher percent of data loss and lower overall time to complete; PBA producing higher overall mean scores across measures, greater variability in responses, and higher positive affect for responding. Administration methods showed no difference on internal consistency of subscales, positive-response bias, or strength of interscale correlations. Contexts-of-use included involvement in television viewing, conversation, and other activities, raising questions about the accuracy and independence of survey responses completed in independently-chosen, uncontrolled contexts. The qualitative data demonstrated longer responses in WBA than PBA, but little difference in type and clarity of responses. [ABSTRACT FROM AUTHOR]

This position paper describes the legal framework requirements when crediting digital teaching formats towards the teaching load in higher education medical teaching, as exemplified by the Federal State of Bavaria in Germany. It reveals the need for precise rules adapted to the advances in technology, if the process of digitalisation in higher education (HE) is not to come to a halt. If HE institutions are to act as centres of innovation with respect to the implementation of digital teachingand learningformats, then structural and strategic positioning with regard to e- and blended learning above all is called for in addition to financial resources, as well as the distribution and sustainable incorporation of digital offerings in faculties and HE institutions. There is a great deal of insecurity however with respect to the legal framework requirements and how best to count digital teaching towards one's own teaching load. This results to some extent from the complexity of current laws and regulations partially overtaken by didactic and methodological changes in education, with decentralised educational federalism only adding to the complexity. Bearing in mind teaching and learning formats that are undergoing change or have already been transformed, ways of adaptingthe (legal) framework to the digital shift need to be found, last but not least in order to offer enthusiastic teaching staff incentives to develop and expand digital formats. [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]

In response to a globalised education context that places increasing pressure on higher education institutions for pedagogical innovation and reform, universities are attempting to carve out more meaningful identities through reimagining campus design. As universities introduce more decentralised spaces, from strictly learning environments to a more collaborative organisation, the boundaries between these and other spaces become more fluid, redefining universities as learning environments. The concept of the Sticky Campus has been gaining currency recently. Emulating trends in 'third places' and popular urban co-working spaces, a Sticky Campus blurs the boundaries between study and living by incorporating areas for relaxation, social interaction, group learning, eating or study. Moreover, Sticky Campuses offer opportunities for shared meaning-making amongst faculty, students and the broader community. This paper introduces the contemporary concept of the Sticky Campus and explores its viability in Japanese institutional settings. Given the Sticky Campus concept has emerged from a predominantly Western lens, this paper provides a commentary on whether the concept is transferable into non-Western cultural settings such as Japan. Such a discussion is crucial for Japanese university transformations in the twenty-first century, as the higher education sector considers its options in transitioning to post-COVID conditions. [ABSTRACT FROM AUTHOR]

The article addresses the lack of outcome-based research on the integration of technology into pedagogy at the undergraduate college level. It describes a study performed at a Midwestern university, testing the relative effectiveness of paper and electronic topographic maps for teaching map-reading skills. The article considers the relationship between learning styles and paper or digital map preferences. Results indicate that although student map skill performance did not differ significantly with the use of paper or electronic maps, students preferred paper maps. Neither their performance nor their preferences were related to learning style.

This article explores the issue of internationalisation in the teaching of political science at universities. We first provide an overview of the mix of courses in terms of geographical focus offered by high-ranking political science departments. Second, with survey data from students, we assess the factors affecting their attitudes towards area-specific and general politics courses. The results indicate that, compared to local students who prefer local politics courses, international students are most interested in those with a mid-range scope such as those containing cross-case comparisons. This paper encourages integrating comparative elements even in area-specific politics courses to enhance student engagement. [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]

In an era marked by rapid change and complex global challenges, Institutes of Higher Learning (IHLs) are tasked with preparing students to navigate and address these evolving demands. This paper explores the critical role of Higher Education (HE) in equipping students with the necessary skills and mindsets to tackle real- world problems through innovative solutions. Integrating critical thinking and design thinking within a Design Innovation module is central to this exploration. The study is undergirded by a conceptual framework that blends critical, design, and futures thinking, focusing exclusively in this paper on applying critical thinking (CT) and design thinking (DT). The research investigates two primary questions: (1) How do students' DT and CT mindsets change after participation in a Design Innovation module? (2) Is CT a prerequisite for developing DT? This study aims to illuminate the shifts in students' mindsets from before to after the completion of the module, highlighting the importance of developing key dispositions for ethical and socially responsible problem-solving. Results show a statistically significant increase in CT and DT disposition scores from pre- to post-test, suggesting a shift to more positive CT and DT mindsets after going through the Design Innovation module. In addition, a significant moderation effect of pre-test CT mindset on the relationship between pre-test and post-test DT mindset scores was observed, implying that CT was a prerequisite for DT. The findings offer insights into the module's effectiveness in fostering future-ready graduates' thinking capabilities on innovating for real-world challenges and highlight the need for our future-ready students to achieve critical competence and creative confidence. Finally, we conclude the paper with recommendations for educators to integrate CT skill development intentionally and in tandem with DT skill development for a balanced approach to developing critical competence and creative confidence in interdisciplinary courses. [ABSTRACT FROM AUTHOR]

Higher Education Institutions are expected to stimulate the innovation system and to contribute to the development of societies in a global perspective. Within this context, there is an increasing focus on internationalization. HEIs are developing institutional mechanisms to support internationalization while academics are expected to carry specific practices that allow them to improve the internationalization of knowledge production. At the same time, they are encouraged to engage with non-academic partners to co-produce and transfer knowledge, contributing, in this way, to economic and social development. Although there is some research on the impact of internationalization on academic entrepreneurship, studies on the effects in other dimensions of academic engagement with society are almost absent. This paper aims to fill this gap by analyzing the relationship between academics' internationalization practices and perceptions and the development of different types of academic engagement. Our analysis draws on quantitative analysis with data provided by an international survey (APIKS) and explores the Portuguese context. Findings show that the different practices and perspectives on internationalization impact differently on the way scientists engage. While there are positive effects of internationalization of research on engagement, the time academics stay abroad and the high focus on publishing in internationally high-rated journals may negatively affect academics' orientation towards the local community. This paper contributes to the debate on the role of the internationalization in the context of a knowledge-based society, considering different dimensions and a broad spectrum of knowledge-based engagement activities. [ABSTRACT FROM AUTHOR]

Comparative and international higher education scholarship frequently notes that technology plays a role in higher education internationalisation, but there is low consensus about how. In this paper, we offer interdisciplinary considerations to theorise technology in higher education internationalisation using three theoretical and methodological avenues. Deep mediatisation details how digital technologies datafy our world and reshape sociality alongside higher education. Actor-network theory provides an avenue for social inquiry into a deeply mediatised international higher education. Finally, assemblage thinking attends to fluidity and multiplicity in a deeply mediatised internationalisation of higher education. [ABSTRACT FROM AUTHOR]

The concept of learning ecologies emerged in a context of educational change. While the "learning ecologies" construct has offered a broad semantic space for characterizing innovative ways of learning, it is also true that its potential to promote innovative educational interventions may have been hindered by this same broadness. Based on this assumption, in this paper the authors carried out a systematic review of the literature on learning ecologies with the aim of analysing: (1) the varying definitions given to the concept, including the ontological perspective underlying the phenomena studied; (2) the methodological approaches adopted in studying the phenomenon; and (3) the applications of the research on this topic. Throughout this analysis, the authors attempt to describe the criticalities of the existing research, as well as the potential areas of development that align well with the theoretical/ontological issues, methodological approaches and educational applications. The authors selected and analysed 85 articles, which they then classified in a set of 20 categories defined by them on a theoretical basis. Moreover, in order to triangulate the manual coding, a bibliometric map was created showing the co‐citation activity of the 85 papers. The emerging picture showed significant variability in the ontological definitions and methodological approaches. In spite of this richness, few educational applications currently exist, particularly with regard to technology‐enhanced learning developments. Most research is observational, devoted to describing hybrid (digital and on‐site) learning activities that bridge the gap between the school and social spaces. Furthermore, many of the studies relate to the field of secondary education, with fewer studies exploring adult learning and higher education. The studies dealing with professional development relate mostly to teachers' continuing education. The authors conclude that the concept of learning ecologies could be used to address further experimental and design‐based research leading to research applications if there is proper alignment between the ontological, methodological and applicative dimensions. The main potential of this strategy lies in the possibility of supporting learners by raising their awareness of their own learning ecologies, thereby empowering them and encouraging them to engage in agentic practices. This empowerment could help maintain and build new and better learning opportunities, which every learning ecology can incorporate, amidst the chaotic abundance that characterizes the digital society. [ABSTRACT FROM AUTHOR]

With the development of globalization, transnational higher education is gradually becoming an essential means for many countries to achieve internationalization. Nowadays, Sino-foreign cooperative universities and programmeshave been turned into an important form of internationalization of Chinese higher education, increasingly attracting the attention among policy-makers and academic researchers. This paper focuses on student satisfaction with Sino-foreign cooperative universities by both quantitative and qualitative approaches. Based on the case study, the development trend of Sino-foreign cooperative universities is discussed. Therefore, this paper is of far-reaching significance in improving the student satisfaction of Sino-foreign cooperative universities and promoting the internationalization of other ordinary public universities in China. Through the mixed empirical methods and case study approach, this paper found that the student evaluation of Sino-foreign cooperative universities shows the characteristics of "integration" that effectively absorbs the maternal resources and characteristics of both Chinese and foreign parties, and also realizes self-management and education innovation. [ABSTRACT FROM AUTHOR]

This paper proposes an education 3.0 system called Mutual Learning Community (MLCOM) by combining the subsystems of the Virtual based Learning Classroom (VLC), Mobile based Learning Classroom (MLC), and Flipped Learning Classroom (FLC). In terms of originality, the findings lead to the key elements of the system architecture to develop MLCOM, which enhance twenty-first century skills for higher education learners in Thailand. The list of discovered elements for each subsystem indicates that a virtual smart classroom consists of (1) learning and innovation via a smart agent, Inno Ed Tools, (2) experience exchange via technological educational media, (3) access to learning resources various media in the virtual smart classroom, and (4) testing and evaluation of work submitted via the virtual smart classroom system. Smart classroom application consists of (1) presenting questions or problems, (2) identifying information for answering questions or problems, and (3) choosing media and information technology to research, as well as (4) evaluating information and sources critically, (5) connecting information and formulating a summary, and (6) presenting the project. A flipped classroom consists of (1) self-learning preparation, (2) various online media for diverse learners, (3) learning reflection and questioning, (4) in-class collaboration, (5) learning transition facility, and (6) learning evaluation. However, the construction of such a community was no implemented in this paper due to limited resources and the sheer enormity of scale required for the task. [ABSTRACT FROM AUTHOR]

This paper outlines how digital technologies support innovation in teaching and learning the English language across Palestinian Higher Education Institutes. A European project collaborated to build staff capacity in knowledge and skills, shown here through the redesign of curricula, pedagogical training, the design and implementation of interactive textbooks, the creation of language labs, helping to develop expertise in creating and utilising Open Educational Resources (OER) and significantly, the development of individual agency as a form of OER. In this paper, we draw on three years of data to present a model for teacher innovation showing how digital innovation is firstly personal at a practitioner level and shaped by need, before becoming driven by collaboration at an organisational level with like-minded colleagues. Shared practice at this level can lead to community discourse through practitioner networks, which in turn can lead to dialogue initiating instances of organisational change. This resonates with literature which shows innovation has three outcomes: originality (practitioner-based agency); scale (going beyond the site of creation) and value (how this produces benefits for others). We perceive that the resulting capacity-building extends beyond the redesign of curricula mentioned to professional enrichment, collegiality through cascading innovation to other areas, and enhanced practitioner agency. [ABSTRACT FROM AUTHOR]

As we all know, the random forest algorithm has the advantages of high classification intensity and wide application range. Nevertheless, it still has a lot of room for improvement. This paper introduces the basic idea and working principle of classification algorithm and random forest algorithm, so this paper proposes some improved algorithms on the basis of all current research studies. College students, as the most innovative and adaptable group, have gradually become a development direction of China's education reform to cultivate their innovative employment ability and develop innovative employment education. By constructing a model of the relationship between innovation and entrepreneurship education and college students' employability, this paper examines the impact of innovation and entrepreneurship education mode on college students' employment and entrepreneurship. At the same time, the model is tested by improving the random forest algorithm. The process of talent quality evaluation is to select talents with the best comprehensive quality based on various indicators of students' performance in school, which can be regarded as a classification problem of unbalanced data sets. The improved random forest algorithm proposed in this paper has little difference in precision and recall rate when it is used for talent training evaluation but has a certain degree of improvement in accuracy rate, which meets the design requirements. [ABSTRACT FROM AUTHOR]

While much work has focused on pedagogical innovation processes within universities, less has been said of the processes and cultures which foster and give rise to creativity within higher education and the ways in which faculty members are encouraged to develop their pedagogy across disciplines and within their departments. This paper examines the ways campus spaces at a UK university are utilised by staff for peer learning and the barriers and affordances for innovation and creativity in educational practice. Utilising an interdisciplinary design, this paper suggests that the various spaces available to university teaching staff are able to be further utilised to support creative practice and peer learning, presented as four design principles: innovation happens in everyday spaces, communal spaces need social functions, forums have different scales, and collaborative spaces require a collective culture. The normalising of a culture of innovation requires both physical and behavioural adjustments to the use of space, suggesting that both faculty and institutions need to work together to reimagine spaces for faculty peer learning. [ABSTRACT FROM AUTHOR]

Today, theoretical and practical advancements in information and communication technologies (ICT) have proven to be indispensable towards achieving the goals of modern educational institutions including the underlying process models. There is evidence that existing technologies such as learning analytics (LA) can not only be used to understand the users (e.g. learners) and the context in which learning takes place, but also can take educators further in achieving different learning goals and innovation. On the one hand, there is a need for educators to adopt digital technologies in support of different activities that constitute educational processes; ranging from the changing higher institutional labour market to the rapid renovation of information systems and tools used to support learners. Moreover, such a requirement also relates to an educational community that is expected to include more proactive and creative learning strategies and experiences for the said stakeholders (e.g. teachers and students). On the other hand, this study shows that to meet those needs, learning analytics which implies measurement, collection, analysis, and reporting of data about the progress of stakeholders and learning contexts; is of importance. To this end, this paper conducts a systematic mapping study of current literature to determine trends in learning analytical methods and its application over the past decade. We look at how learning analytics has been used to support improved process monitoring and management (e.g. educational process innovation) within different organizational settings and case studies application. Consequently, this paper proposes a Learning Analytics Educational Process Innovation (LAEPI) model that leverages the ever-increasing amount of data that are recorded and stored about different learning activities or digital footprints of users within the educational domain to provide a method that proves to be useful towards maintaining continuous improvement and monitoring of different educational platforms. Thus, the notion of learning analytics for Educational Process Innovation in this paper. Technically, this work illustrates the implication of the method using dataset about online learning activities of university students for its experimentations and analysis. [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]

Against an increasingly compartmentalized educational landscape, we have heard urgent calls for new modes of teaching and learning. In this light, educators from a variety of disciplinary backgrounds turned to transdisciplinarity and the arts for a possible response. The educational initiatives being developed and the related literature are situated across a wide range of themes, disciplines, and methodologies. The fragmented nature of the academic discussion inhibits our capacity to think through the implications of mobilizing the concept of transdisciplinarity within the arts and education. This study addresses the lack of an overview by conducting a systematic review of the literature characterized by a triangular interest in higher education, transdisciplinarity, and the arts. The documents under review amount to 458 unique scientific papers. In our results, we present a metaphorical scale – moving from buzzwords to a theoretically delineated usage – to make sense of the use and conceptualization of transdisciplinarity and we introduce three main ways how the arts are part of transdisciplinary educational compositions. In bringing together literature on education, the arts, and transdisciplinarity, we shed light on relevant similarities between thinking and doing that too often operates in isolation. As such, we aim to facilitate opportunities for mutual learning and present an improved vantage point from which to consider how decisions regarding particular conceptualizations and positionalities feed into our artistic and educational practices. [ABSTRACT FROM AUTHOR]

The higher education landscape is continually evolving, with educators adapting to meet the needs, aspirations, and expectations of their students. Data technology and virtual-learning systems have become vital components in higher education operations, with many institutions incorporating online frameworks and innovations. The aims of the study to evaluate the effectiveness of Communicative Language Teaching (CLT) using university platforms for online teaching and learning in Indonesia and Malaysia, focusing on students' perspectives. The research utilizes the CIPP, which stands for Context, Input, Process, and Product appraisal framework proposed by Stufflebeam (Journal of Research and Development in Education, 5, 19-25, 1971). The study includes all students who take English as their subject in the English Department Program, as well as English lecturers. The stratified random sampling approach was employed for data collection. Qualitative data gathered through interviews with educators from both institutions, while written papers provide additional insights. For quantitative data, a modified questionnaire with 63 items divided into six sections and five score scales were disseminated online through the Survey123 program. Descriptive and inferential statistics were used to analyze the questionnaire results. Smart-PLS was utilized for barrier element analysis, using PLS-SEM for causal predictive analysis and consideration of reflective and formative factors. Figure 1 presents the conceptual model, illustrating the connections between exogenous and endogenous latent components in the study. By integrating qualitative and quantitative approaches, this research provides valuable contributions to the understanding of CLT's impact on online education in these settings. [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]

China has undergone unprecedented changes since the Reform and Opening-up policy in 1978. Policy experimentation (PE) has been key in generating and catalysing reforms in the process. This study proposes a conceptual framework to describe the different pathways of PE-enabled reforms. Comparing two empirically informed case studies, this study demonstrates the functions of this policy tool plays within China's higher education policy-making and development: generative, rhetorical and regulatory. The paper argues that PE can be a genuinely productive mechanism for producing, identifying and negotiating new policy options while allowing the government to supervise and regulate institutional reform behaviours. However, under certain conditions, it assumes more of a symbolic role allowing the government to acquire or consolidate reform legitimacy without engaging substantial innovation. By highlighting those key roles of PE, this paper provides a distinctive perspective for understanding the policy-making and reform process in China's higher education development. [ABSTRACT FROM AUTHOR]

In recent years, there has been a notable upswing in the realm of innovation and entrepreneurship education for Chinese students, leading to remarkable advancements. However, students' initiatives in this field fall short of the desired standards. The current evaluation index system is insufficient for meeting the developmental needs of colleges and universities. Therefore, exploring innovative approaches and implementing a comprehensive evaluation framework become crucial. This research analyzes the limitations of the current evaluation system, which focuses on curriculum, teaching materials, management, research output, student employment, entrepreneurship awareness, and participation. Unfortunately, this narrow approach has a significant impact on the quality of education in this field. To address this issue, this paper proposes a novel evaluation system for assessing students' innovation and entrepreneurship education by utilizing the capabilities of backpropagation (BP) neural network. We researched the conceptual framework, components, and learning process of BP neural network. Additionally, we provide a thorough description of the calculation process and structure of the BP neural network algorithm by facilitating stakeholders' understanding. Our study aims to strengthen the landscape of education by developing a culture of excellence. We developed a robust evaluation system with well-defined indexes calibrated to capture the essence of this education. Through precise training and analysis, we achieved remarkable results, with a maximum difference of 1.6% between the anticipated and actual output. This highlights the accuracy of our model in assessing teaching quality. We also thoroughly compared several kinds of assessment methods for the growth of students' entrepreneurial and innovative skills that have been presented in the literature. Based on the simulation results, we discovered that our model performs better as compared to the existing model. Based on the evidence, innovation and entrepreneurship education in Chinese institutions can be characterized as moderate. This finding lays the foundation for further advancements, fostering a future where educational excellence and entrepreneurial spirit thrive. [ABSTRACT FROM AUTHOR]

The outbreak of COVID-19 has triggered a worldwide upsurge in online education. This paper first reviews the actions implemented by Tsinghua University in response to COVID-19 as an example. Based on the experience, the paper further discusses how to turn the 'forced innovation' happened in the pandemic into an 'anti-pandemic dividend' that could expedite the transformation of higher education, through institutionalizing and normalizing the actions taken under the outbreak. [ABSTRACT FROM AUTHOR]

The innovation method of college education refers to the development and innovation of college education against the backdrop of current big data (BD), with the goal of having a far-reaching impact on education. The goal of this paper is to investigate and analyze innovative college education methods during the BD and mobile computing eras, in order to find the best solution. This article begins with a general overview of the BD and mobile computing concepts. It then conducted a valid questionnaire survey on the current state of ideological and political courses in two colleges. This paper examines the data and identifies the issues that exist in the ideological and political education in colleges. Finally, it draws the corresponding countermeasures for the innovation mode of college education using BD's statistical analysis. According to the results of the experiment, 7 percent of college students are more resistant to the ideological and political construction of courses in the current period of BD and mobile computing. [ABSTRACT FROM AUTHOR]

COVID-19 has required a significant and abrupt shift in the way we teach and learn in the field of Higher Education (HE). This paper explores an innovation in pedagogy in HE as lecturers and students transition from learning on campus to learning online. The transition to online learning, in this context, is problematised within the broader context of digital exclusion and the significance of foregrounding students' needs. The reflections presented in this paper derive from a re-envisioned undergraduate final year research project module delivered to a large diverse cohort of students (100+). In this module we applied premises underpinning authentic pedagogy, bringing the challenges faced by learners to the foreground whilst privileging student agency, autonomy, and competency. An element of the module previously delivered through in-person group supervisions was reconfigured into one-hour online workshops structured through a cycle of opportunities for participation. In our reflections we identify that students' agency, the promotion of social interaction, and continuity in pedagogy were key elements in enabling the formation of a community of learning. [ABSTRACT FROM AUTHOR]

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]

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 growth of Sino-foreign cooperative universities, departments and courses in China necessitates further discussion of how to develop teaching approaches that suit students attending these institutions. Despite substantial analysis of the commercial dimensions of Sino-foreign university partnerships, discussion of effective teaching strategies within these settings remains underdeveloped. This paper shares the author's experience of developing and delivering a Western civilization course to 210 students attending a Sino-foreign undergraduate program at a Chinese university over the course of one academic year. Specific attention is paid to how digital tools can be used to address the challenges of unfamiliar teaching styles, limited language comprehension, and the lack of prior exposure to course content. Student feedback and anecdotal observations are drawn upon to underscore the potential utility of certain digital course aids deployed in the classroom and lecture hall, as well as being accessible to students through an online platform. [ABSTRACT FROM AUTHOR]

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After nearly 25 years of democracy, lives of young South Africans are still profoundly shaped by the legacies of apartheid. This paper considers how these differences are produced, maintained and disrupted through an exploration of changing narratives developed by a small group of South African pre-service teachers, with a particular focus on the narratives developed around discourses of fatherhood generally and absent fathers in particular. We draw on interviews conducted with three students in which we discussed their digital stories and literature reviews. In this paper, we draw attention to the limitations of digital storytelling and the risks such autobiographical storytelling presents of perpetuating dominant narratives that maintain and reproduce historical inequalities. At the same time, in highlighting ways in which this risk might be confronted, the paper also aims to show the possibilities in which these dominant narratives may be challenged. [ABSTRACT FROM AUTHOR]

The call for the decolonisation of universities and curricula in South Africa was at the centre of the 2015 Fallist protests. The protests, which left a trail of destruction and many universities closed for periods of time, had as one of their positive outcomes the precipitation of a renewed interest in the decolonisation of university education debate. The debate on decolonisation at the Durban University of Technology (DUT) in South Africa is long overdue, given that the Western model of academic organisation on which it, like most South African universities, is based, remains largely Eurocentric. This paper adds to the debate by discussing what decolonisation might mean to the DUT's students, staff and the greater community. It explores the importance of decolonisation and how this process can be taken forward at DUT. The purpose is not to prescribe how decolonisation is to be done but to open up ways of (re)thinking university curricula and opportunities for further discussion and action. [ABSTRACT FROM AUTHOR]

The first decade-and-a-half of the new millennium was a time of dramatic change for European universities. In response to the high level of competition on the international higher education market following the introduction of the Bologna process and the surging popularity of international rankings, universities are now looking for ways to differentiate themselves and their programmes. New English-taught programmes are increasingly seen as an opportunity to launch innovative curricula. This paper presents the results of a two-stage analysis of policy documents and expert interviews, revealing the drivers behind the decision to introduce English-medium education in the context of the ongoing internationalisation of higher education. The present study identified a shift in internationalisation efforts at WU Vienna University of Economics and Business, one of Europe’s largest business universities. While in the past decade the drivers behind the implementation of English-medium programmes were primarily connected to the university’s profile and reputation, the latest data show they are now characterised by the university’s aim to be perceived as an innovator and a pioneer. [ABSTRACT FROM AUTHOR]

This article aims to study machine learning models to determine their performance in classifying students by gender based on their perception of complex thinking competency. Data were collected from a convenience sample of 605 students from a private university in Mexico with the eComplexity instrument. In this study, we consider the following data analyses: 1) predict students' gender based on their perception of complex thinking competency and sub-competencies from a 25 items questionnaire, 2) analyze models' performance during training and testing stages, and 3) study the models' prediction bias through a confusion matrix analysis. Our results confirm the hypothesis that the four machine learning models (Random Forest, Support Vector Machines, Multi-layer Perception, and One-Dimensional Convolutional Neural Network) can find sufficient differences in the eComplexity data to classify correctly up to 96.94% and 82.14% of the students' gender in the training and testing stage, respectively. The confusion matrix analysis revealed partiality in gender prediction among all machine learning models, even though we have applied an oversampling method to reduce the imbalance dataset. It showed that the most frequent error was to predict Male students as Female class. This paper provides empirical support for analyzing perception data through machine learning models in survey research. This work proposed a novel educational practice based on developing complex thinking competency and machine learning models to facilitate educational itineraries adapted to the training needs of each group to reduce social gaps existing due to gender. [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]

Teaching innovations in the field of higher education (HE) have the potential to lead to better learning outcomes and higher faculty motivation. While the pedagogy literature has explored different types of teaching innovations, International Business (IB) scholars have paid relatively little attention to how these innovations are disseminated and generate impact across the IB field. This paper addresses this gap. Drawing on the innovation literature in management and the pedagogy literature on teaching innovations, we provide a typology of teaching innovations and their impact in the context of IB education. This framework illustrates the spread of teaching innovations by considering the intersection of types of pedagogy innovations, and the stakeholders impacted by them. By introducing this framework and illustrating select IB teaching innovations, we contribute to the pedagogy literature in the IB field. The framework also offers practical guidance for innovative educators and HE institutions. [ABSTRACT FROM AUTHOR]

This paper aims to explore the potential role of Master's of Education dissertation/thesis work in developing twenty-first century skills. A total of 600 education professionals studying Master's of Education programmes in five countries – Poland, Portugal, England, Latvia, and Romania – were surveyed. The findings have revealed that participants recognise the usefulness of twenty-first century skills for their (future) professional practice, and perceive dissertation/thesis work as a valuable foundation for developing these skills. This study offers practical implications for designers of Master's of Education programmes and contributes to our understanding that this assignment is not only a formal requirement for obtaining a degree, but that it also serves as a pathway towards deepening students' professional learning. [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]

This paper reviews the purposes of higher education in South Africa through to lens the 1997 Education White Paper. It is argued that, while the principles of the White Paper have shaped the development of the higher education system over the following decade the primary objectives of transformation have yet to be realized. [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]