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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]

Catalonia is experiencing a significant wave of innovation in its schools. After decades of little change, since 2015 there has been a systemic surge of innovation in education that includes hundreds of primary and secondary schools. Almost at the same time, in 2015, the Catalan government enacted a new inclusive school framework based on the Salamanca Statement and subsequent developments (Ainscow, Booth, Slee, Stainback or Pujolàs, among others). This position paper analyses exploratory what is occurring in schools regarding the intersectionality between innovation and inclusion. The preliminary results show that, inclusion often competes and clashes with innovation in concrete school perspectives and practices. Our appraisal is that some schools tend to prioritise innovative practices over inclusive ones and present them as a 'school brand' in order to compete for white middle-class families. At the same time, some (head) teachers avoid implementing inclusive practices because they feel they are related to having more Special Educational Needs (SEN) students and a more complex and less 'competitive' school. The paper concludes by critiquing the setback to inclusive practices due to intersectionality with innovation, and by outlining some recommendations to generate positive synergies between the movements of innovation and inclusion [ABSTRACT FROM AUTHOR]

The paper conceptualises digital technology as a source of innovation in value co-creation (VCC) at the bottom of pyramid (BOP) markets through fieldwork focused on vegetable supply chains in Indonesia. An inductive analysis based uponin-depth, semi-structured interviews with multiple business actors identified VCC in an emerging e-commerce channel where digital technologies enabled engagement and interaction amongst channel members. The results suggest that market scripting based upon an inclusive, collaborative and empowerment ideology, which can lead to sustainable development and income redistribution from consumers to producers, was explicitly embedded in their VCC agenda. Fair-trade practices supported customer-driven innovations. For consumers, digital technologies created online 'consumption communities' where information and educational interactions supported online food purchases and innovation in the supply chain 'pull' strategies. The paper concludes that the logic underpinning this new transformative business approach of digitally enabled VCC in local BOP markets is akin to a 'social justice logic'. [ABSTRACT FROM AUTHOR]

Virtual reality (VR) is an emerging technology that is being used in a wide range of fields such as medicine, gaming, psychology and sociology. The use of VR is promising in the field of education and requires investigation, but research on the use of VR in education is still limited. This enables the exploration of new territories, and design education is one of them. Design education, an important part of the curriculum of architecture students who aim to conceptualize problem-solving, is still taught using traditional methodologies with touches of digital technologies. Thus, there is limited research into the implementation of VR. This study proposes using VR in basic design education and focuses on the usability of VR, especially for problem-solving activities. It presents the literature on basic design education of digital approaches, VR technologies, usability criteria and the technology acceptance model. In order to analyse the usability of VR, we conducted an experimental study with 20 first-year interior architecture and architecture students. We found that, statistically, there is a significant difference in terms of 'the intention to use' and 'the perceived enjoyment' between the VR group and the paper-based group. Moreover, there is, statistically, a difference in effectiveness within the paper-based group and the VR-based group when one compares the success of two types of design problems in the same group. Thus, one can summarize that using VR can strongly enhance problem-solving activities in interior architecture and for architecture students and that one can consider it to be a promising and complementary tool in basic design education. [ABSTRACT FROM AUTHOR]

With the emergence of new technologies the area of education is also growing very fast. By using new innovations teaching and learning has become technically very strong. Learning is becoming tech learning or e-learning. Educators and students are getting very smart and hence study and learning is also becoming smart. Maximum available learning systems don't involve pen and paper based learning. Due to the emergence of ICTs in the learning atmosphere it doesn't indicate that our traditional education methodologies have become outdated. Smart study is such a stage which allows students continue to learn in smart way by using smart pens and papers. Using smart paper and pen the contents written on the paper can be converted into digital format. Smart study using pen and paper is helpful for practicing handwriting in same traditional manner. This paper presents a smart study platform which combines work with printed and digital contents. [ABSTRACT FROM AUTHOR]

Europe has introduced an institutional strategy in the University to move from an educational model, focused on teaching, to another, focused on learning, applying the necessity of evaluation in order to improve academic performance. This technique analyzes the evaluation system's effect, based on the development of different activities, which stand out a teaching innovation technique --named one minute paper-- from the academic result trough probit and tobit models. Results show that students satisfactorily participate in all the activities, which have a positive influence on the probability to pass the subject on the first official summon and on the obtain grade. One minute paper demonstrated its utility in order to improve the academic results. [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]

In a world, which is characterized by globalization and a high speed of changes to working processes and jobs, the topic of innovation as a driver and precondition of economic growth becomes more and more important. The aim of this conference paper is to document the role of vocational education and training and its influence on innovation. Innovation is the basis for economic growth and the basis for economic growth is a well-trained workforce, which is only available when education systems, especially occupational education systems, target to bring forth highly qualified people, who have foresight and the potential to excel. The success of a country and its position in world economy is a result of its capability to develop human resources, to make people ready and open-minded for innovation and innovation processes. A result of this study is that innovation ensuing from vocational education and training is measurable and becomes visible by comparing economies' key education and innovation parameters. [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]

E-Portfolios in language education have emerged over two decades. Despite their popularity as an instructional tool, many cast doubt on their usefulness in second language classrooms, especially when scholars are not clear about how e-Portfolio artefacts can be converted into reliable learning evidence by students' active reflection and validation via multimedia feedback to inform language teaching and learning. This paper examines the usefulness of e-Portfolios by looking into how teachers attempt the tool to connect portfolio evidence, rationalisation, and feedback. Three novice teachers with three-year school experience (Jill, Jamie, and Jackie) undertook action research projects in their secondary schools. They participated in the study by trying out their individual e-Portfolio programmes for a year. Qualitative data, including two classroom observations and three reflective journal entries per teacher were collected by the author. Content analysis of qualitative data (i.e., lesson observation transcripts and journal entries) was performed deductively. The findings showed that except Jamie, Jill and Jackie hardly enhanced the usefulness of e-Portfolios, because they could not empower students to link artefacts, reflection, and validation properly owing to multiple reasons. Pedagogical implications concerning how to scale up the usefulness of e-Portfolio in L2 classroom contexts are discussed. [ABSTRACT FROM AUTHOR]

Virtual reality software has evolved to create ever more realistic virtual environments. Sophisticated virtual education laboratory experiments are now possible. Some educators and researchers question the value of hands-on laboratories relative to virtual laboratories. Researchers have investigated students' acceptance of virtual laboratories and the relative effectiveness of virtual laboratories compared to traditional hands-on laboratories. Research results indicated that students' attitudes toward virtual laboratory experiments are positive, and researchers found virtual laboratory experiments to be as effective as or more effective than traditional hands-on laboratories. However, researchers have not measured simulated laboratory effectiveness for all standard education laboratory goals. Simulated laboratory technology will be part of science education, but how to introduce laboratory simulations and the appropriate role for simulated laboratories remains a subject of debate. Are virtual laboratory experiments acceptable substitutes for hands-on laboratories in secondary education? To explore this question, laboratory goals and effectiveness criteria must be defined and measured for secondary education. This paper explores the goals and effectiveness of virtual and hands-on education laboratories. This paper also outlines the arguments for and against the replacement of traditional hands-on labs with simulated laboratories in secondary science education and makes a case for using laboratory simulations to supplement rather than replace traditional hands-on laboratories. [ABSTRACT FROM AUTHOR]

Emerging digital technologies offer a transformative potential to redefine learning tasks and many examples of this potential are now available. The scaling of the innovative pedagogies emerging from the research into widespread and sustainable practice, however, remains problematic. This paper addresses the issue of scaling by using Design Based Research (DBR), also known as Educational Design Research, within teacher professional development to reposition teachers' thinking about the place of digital tools in their teaching. Using a project seeking to support the use of new digital technologies to develop children's spatial reasoning as a 'worked example', this paper highlights how the bringing together of the knowledge of educational research and knowledge of teaching practice in DBR can provide a catalyst for epistemic change. The paper will argue that DBR positions the knowledge and practice objects of both research and teaching as 'epistemic' or 'not yet known' objects and, therefore, the legitimate focus of experimentation and reflection. [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]

For some years now there has been a growing use of cloud computing technologies in education. This paper reports a systematic mapping study (SMS) about the interest in the innovation of methods, techniques, and tools applied to teaching activities based on the use of cloud computing. The SMS presented here was designed using a consolidated, reliable, rigorous methodology and implemented in a replicable and verifiable manner. The process adopted is based on the selection of papers in accredited online digital libraries. This research made it possible to identify and analyze the empirical evidence in relation to the use of cloud computing in education with the aim of identifying both the main topics currently shared by researchers and the less explored areas to be integrated into a research agenda. The results show that only 17% of the 940 works examined report empirical research about the innovation introduced in educational environments of all levels and degrees by the cloud. The results also show that the type of method most widely used was that of feedback. The areas that have attracted the most interest from the research community are those of the new learning environment, collaboration platforms, and virtual laboratories. However, since the same areas are less supported by empirical research than others, we believe that these should be more closely monitored by the scientific community. [ABSTRACT FROM AUTHOR]

This research paper explores creative methods in generating new ideas, with a main focus on comparing and evaluating two prominent approaches: brainstorming and brainwriting. The paper systematically analyses both processes in order to identify specific situations in which one method outperforms the other. Key areas where each method excels are presented based on an assessment of effectiveness, participation, and speed of idea generation. The results of the paper provide detailed guidelines and recommendations for the effective use of brainstorming and brainstorming depending on the context and nature of the creative task. In this way, it contributes to a better understanding of the optimal use of these creative methods in industrial, educational and innovation environments. [ABSTRACT FROM AUTHOR]

There are still disparities in technology-access despite economic pressures and widespread promises to overcome them. The induced digital gap defines the degree of digital citizenship for which, unified policies have yet to be drawn at various educational levels to reduce that gap. The quest for a broad participation to develop digital citizenship competencies needs further investigations into innovative educational approaches, pedagogical methods, and routine practices that foster digital literacy, and narrows the digital divide. This special issue accumulates original theoretical and empirical research contributions across contemporary digital citizenship perspectives. The final selection of the papers explores digital citizenship concepts such as ethics, digital literacy and participation, in various contexts to develop opportunities for a wider engagement in social actions. The international perspectives of contributing authors shed lights on digital citizenship prospects across unique contexts among different nations. [ABSTRACT FROM AUTHOR]

SAP ERP knowledge is becoming more and more important and the demand for corresponding education and training is constantly increasing. Nowadays, curricula around SAP ERP typically include face-to-face instruction by a lecturer as well as hands-on practice phases with the SAP system to apply and reinforce theoretical knowledge. In the era of COVID-19, this has created challenges, since courses needed to be redesigned to be fully digital within a very short amount of time. The purpose of this paper is to identify existing digital elements around SAP ERP education and training that could help lecturers to design engaging hybrid or fully digital learning offerings. To achieve this goal, a systematic literature review was conducted, and the results show that the identified offerings are either infrastructural offerings or simulations. Furthermore, SAP S/4HANA is hardly addressed in prior research, even though it is supposed to become the industry standard by 2027. Consequently, future research should focus on developing digital elements for education and training around SAP S/4HANA. Existing simulations might be adapted, but research should also try to explore further digital elements beyond simulations. [ABSTRACT FROM AUTHOR]

Business innovation is deemed an important factor for sustainable competitive advantages. The mentioned important factors are vis à vis not merely product, but also service. Subsequently, this paper elaborates service innovation within ambidexterity approach that comprises two considerations of exploitation and exploration. The exploitation refers to the continuous improvement of the existing activities in companies. Meanwhile, the exploration refers to the breakthrough of new frontier activities in companies that are needed for the company to gain sustainable competitive advantages. Both exploitation and exploration are supported by the theoretical approach and its empirical implementation within companies' sustainable competitive advantages, through grand theory within industrial engineering discipline. This paper elaborates the service innovation that is deemed as antecedents for both financial and nonfinancial performance in the banking industry in Indonesia. The focus of the banking industry in this paper refers to the area of DKI Jakarta, as the center of technology in its capacity as the capital city of Indonesia. The theoretical approach is subsequently implemented through Industry 4.0 that covers trilogy of physical, digital, and biology. Furthermore, the mentioned implementation is aimed at the benefits of Making Indonesia 4.0 with the Indonesia local wisdom and setting. Precisely, it covers focused sectors: food and beverages; textile; automotive; chemical; and electronic. Ultimately, it refers to an action plan as quick wins in term of technology incentive; investor roadshow; vocational education; and innovation center, along with its support for small medium enterprise. [ABSTRACT FROM AUTHOR]

The Smart Education of China, a large education data platform for the aggregation and application of high-quality educational resources, is vital for China to stimulate the balanced development of education and to reduce students' learning burden. This study focuses on the long-term mechanism of the Smart Education of China, adopting TOE framework and qualitative comparative analysis research method to investigate the technological conditions, environmental conditions, organizational conditions and content conditions of the Smart Education of China before summarizing four usage paths of the Smart Education of China. With regard for the existing issues, the study concludes that for the sake of a long-term mechanism the Smart Education of China needs to solve four problems, including unfinished construction, content-insufficient platform, popular but ineffective application, and substandard quality. [ABSTRACT FROM AUTHOR]

The accelerated adoption of distance learning in post-pandemic times has resulted in increasing research publications and review studies in a short time. This necessitates the exploration of a large corpus of academic publications for effective distance learning and learning strategies. As distance learning stakeholders have assimilated the transactional approach to understanding distance learning, transactional distance theory (TDT) is relevant to understand ways to reduce the distance between learners and educators for maximum effectiveness of distance learning. Our study applies TDT to review distance learning from a supply perspective and as a tool to ensure the improved quality of distance learning. This paper has two key contributions: we have presented evidence synthesis and conducted a foresight exercise. Following preferred reporting items for systematic reviews and meta-analyses guidelines, 275 documents published between 1994 and 2022 were identified for review. Our analysis revealed patterns, relationships, and trends in the application of TDT in various distance learning contexts. Most TDT research is conducted in social sciences (83.7%), with computer science accounting for 42.6% of the studies. The course materials' structure and design have also received considerable attention, with around 40.0% of the research focused on this area. For distance learning, studies revolve around factors such as student engagement, satisfaction, and TDT, which examine the distance between learners and instructors in various learning environments. Through systematic review and metaanalysis, we identify the three thematic areas in TDT research on distance learning. We have chartered themes on the effect of alternate design distance learning platforms on learner success, pushing the development boundaries in distance learning success through TDT, and the practical processes for designing successful distance learning courses via TDT-based pedagogical frameworks. In doing so, we streamline research in TDT and distance learning thematically and provide insight into further work. In addition, this study analyzed the relationships between sustainable development goal (SDG) and TDT literature. The co-citation analysis suggested that the strongest links were observed between education and innovation (SDG 4 and SDG 9), followed by education and gender equality (SDG 4 and SDG 5). [ABSTRACT FROM AUTHOR]

Copyright of Public Administration & Civil Service / Memlekettìk Basķaru Ža̋ne Memlekettìk Ķyzmet is the property of Academy of Public Administration under the President of the Republic of Kazakhstan / Akademiya Gosun 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.)

The Lake Chad region, extending across several nations, exemplifies the interplay of culture, history and resilience. Focusing on Nigeria’s Borno and Yobe states, this paper explores how media and collaborative engagement shape the preservation and promotion of cultural heritage. Drawing from regional and international data sources, including climate studies, indigenous community narratives and UNESCO records, this study examines the role of media platforms and local initiatives in safeguarding heritage. Incorporating diverse data types such as ethnographic research, historical accounts and governmental reports, the paper showcases the region’s cultural mosaic and historical significance. Collaborative engagement is illuminated through case studies of BRTV, YBC and local organisations like Kanempress Digital Hub. Findings underscore the integral role of media in amplifying cultural narratives, connecting communities and sparking global interest. The paper highlights the challenges posed by conflict, climate change and resource limitations, underscoring the need for coordinated efforts. In conclusion, the Lake Chad region emerges as a testament to cultural resilience and global interconnectedness. Recommendations encompass fostering partnerships, integrating heritage in education and leveraging digital platforms for heritage promotion. This study contributes to a comprehensive understanding of cultural heritage preservation and its potential for socio-economic development. [ABSTRACT FROM AUTHOR]

As China's economic and social development enters a new stage, the role of innovation and entrepreneurship is becoming increasingly prominent, and its importance is also being emphasized. As the main force for future employment and national economic construction, college students naturally become the new force for innovation and entrepreneurship. Therefore, it is imperative for universities to carry out in-depth innovation and entrepreneurship education (IEE) for college students. Then, with the continuous development of social development needs and the professional growth needs of college students, the "innovation and entrepreneurship" education for college students should also be adjusted in a timely manner in terms of educational concepts, models, and methods. The IEE environment evaluation in universities under the background of " Double Innovation" is looked as multiple attribute decision-making (MADM). In this paper, the information entropy model is employed to calculate the objective weight of the evaluation attribute. Then, interval-valued intuitionistic fuzzy Combined Compromise Solution (IVIF-CoCoSo) is built based on the Hamming distance and Euclid distance to cope with MADM under interval-valued intuitionistic fuzzy sets (IVIFSs). The new MADM method is proposed for IEE environment evaluation in universities under the background of " Double Innovation". Finally, the IVIF-CoCoSo approach is compared with existing methods to verify the effectiveness of IVIF-CoCoSo algorithm. The main contributions of this constructed paper are: (1) the IVIF-CoCoSo method is built based on the Hamming distance and Euclid distance. (2) the information entropy model is employed to calculate the objective weight of the evaluation attribute. (3) The new MADM method is proposed for IEE environment evaluation in universities under the background of " Double Innovation" based on IVIF-CoCoSo. (4) The IVIF-CoCoSo model is compared with existing methods to verify the effectiveness of the IVIF-CoCoSo algorithm. [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]

In the era of digital intelligence, developing the workforce's digital innovation capabilities is essential for enhancing corporate digital prowess, fostering business transformation, and ensuring high-quality enterprise growth. College students, as future contributors to the labor market, must therefore be equipped with robust digital innovation skills. Currently, however, these skills among students in domestic institutions are broadly deficient, and both theoretical and practical research in this area remain underdeveloped. This gap threatens the sustainable progress of domestic businesses and necessitates urgent development of effective training strategies. Extensive review of international literature and current practices reveals that college students' digital innovation skill development is hindered by inadequate theoretical underpinnings, ambiguous training objectives, a scarcity of collaborative educational mechanisms, limited resources, and imperfect instructional systems. Addressing these issues requires a redefinition of digital innovation competencies tailored to college students, aligned with labor market demands. This paper advocates for the establishment of joint training ecosystems, the broadening of resource integration channels, the enhancement of dynamic interdisciplinary systems, and the reform of flexible pedagogical and assessment methods. These recommendations aim to fortify the framework for nurturing digital innovation capabilities among college students in China. [ABSTRACT FROM AUTHOR]

Copyright of Campus Virtuales is the property of Campus Virtuales 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.)

Nowadays, innovation and entrepreneurship courses occupy a very important place in universities and colleges and have also become an important teaching position in the process of building a new science. Colleges and universities actively respond to the challenge of “mass entrepreneurship and innovation” and define the goals and specifications of the talent training mechanism based on data fusion algorithms to cultivate as much high-quality applied talent as possible. In view of some shortcomings and problems in the current talent training mechanism in universities and colleges, this paper proposes a data fusion algorithm based on information fusion theory and proof theory. The aim is to verify the feasibility of establishing a talent training mechanism for innovation and entrepreneurship education in universities and colleges. And this paper analyzes and explores the data fusion algorithm and the elements of innovation and entrepreneurial talent training, and forms an operating mechanism for entrepreneurial talent training according to social needs. Among them, the efficiency of the data fusion algorithm used by the GM(1,1) model plays a significant role in the final result, and the minimum relative error value is 3.2%. Finally, it is concluded that we should focus on establishing a perfect talent training system for college students’ innovation and entrepreneurship education to improve students’ own comprehensive quality and various abilities, and to solve some social problems that are difficult to find employment in essence. [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]

This paper is a review of student perceptions and usage of ChatGPT and other Artificial Intelligence (AI) tools. Technology has made significant changes in education, and in the last 30 years, none may be as impactful as what we refer to as ChatGPT as this was the first tool to make inroads into a chat-based artificial intelligence available to nearly all. Rather than viewing such a technological disruptive change in a negative light, we sought insight from students at a local higher education institution on their usage and beliefs to explore positive implications. Further investigation will lead toward how to implement and use, rather than reject, this form of technology to develop innovative teaching methods. [ABSTRACT FROM AUTHOR]

School-external expectations regarding implementation of reforms and innovations often do not lead to successful school improvement processes in schools. To better understand these processes in schools, this paper aims to investigate school improvement processes on a deep level by focusing on cognitive, metacognitive, and motivational regulation strategies used by school teams and by exploring what school-external and school-internal factors are related to this strategy use. Principals, teachers, and specialist teachers (N = 1328) at 59 primary schools responded to an online questionnaire indicating their school's use of regulation strategies on school improvement. Results from descriptive, variance, and hierarchical multiple regression analyses revealed that school teams use all forms of school-based regulation strategies but that schools differ significantly in their strategy use. These differences were mainly explained more by school-internal deeper structures (e.g., task cohesion) and less by school-internal surface structures (e.g., school size) and not at all by school-external factors (e.g., governance systems). [ABSTRACT FROM AUTHOR]

The conventional college innovation and entrepreneurship education ecosystem is not considered to be designed for low energy consumption, and there is confusion in function switching, which leads to a large value of packet loss rate in system transmission. In this paper, we analyze the construction of college innovation and entrepreneurship education ecosystem and construct the scientific ecosystem of college innovation and entrepreneurship education based on user experience so as to realize college. At the same time, it takes into account the principle of green and low energy consumption of system hardware and software design, in which the hardware part selects S3C6410 RISC microcontroller as the core component to build the structure of educational ecological controller, connects a 16 bit buffer in parallel outside the controller, uses the buffer as the actual conversion port, specifies the function switching bearing interface, uses a protocol conversion chip, and designs the data acquisition circuit structure. The software part builds a model of user experience elements, sets to get an ecological interaction interface under the interoperability between the model and information data, and uses JAVA programming to realize functional modules according to the deviation of educational information shown by users. The experimental results show that the educational ecosystem designed in this paper has high data throughput, high fault tolerance, and low packet loss rate and system energy consumption, which verifies the effectiveness of the system. [ABSTRACT FROM AUTHOR]

With the advancement of society, the necessities for school graduates are getting increasingly elevated. In this unique situation, the conventional showing the board model in schools and colleges has not been able to adjust to the pattern of present day advancement and should be improved and developed likewise. By advancing the instructive administration model, this paper expects to work on the idea, conduct, and advancement capacity of undergrads to address the issues of social turn of events. In light of this, this paper principally concentrates on the issues existing in the instruction of the board of undergrads and the comparing imaginative models. This paper takes Wenzhou University students as the research object, combining qualitative analysis with quantitative analysis. This paper assembles a general travel industry proficient development and business venture schooling assessment framework based on BP brain organization. It lessens the impedance brought about by human elements in the assessment cycle and guarantees the precision of the assessment results. This paper improves the research and analysis framework of related fields, enriches the research results of innovation and entrepreneurship education evaluation in tourism, and has important theoretical value for improving the evaluation model in this field. The exploratory aftereffects of this paper show that the thorough organization yield esteem is 0.7261 as per the information gathered by Wenzhou University utilizing the poll review. It demonstrates that the advancement and business training of Wenzhou University is at a medium level, and there is still a lot of opportunity to get better. [ABSTRACT FROM AUTHOR]

Although values in business have a long history, only recently has their pivotal role in innovation and its management become a topic attracting growing attention from both researchers and practitioners. Values-based innovation management is developing into a vibrant field of studies and practice with increasing relevance for innovation managers and entrepreneurs, providing a powerful toolbox of new methods and applications as well as having societal impact. We survey the state-of-the-art discussions in the field, including related concepts and methods and values-based approaches in areas such as innovation consulting and education, business modelling and entrepreneurship. As an introduction to the papers in IJIM's Special Issue on Managing Values for Innovation, this editorial paper revisits and repositions some widespread assumptions about the nature, functions and potential of values in innovation contexts. We show to what extent values are an inevitable moment of innovation-related activities, requiring contributions from diverse stakeholders in normative, strategic and operational management dimensions. We illustrate their practicality to promote rather than handicap innovation and clarify their potential to change and assume different meanings rather than being static entities. The explanatory power of a values-based approach, its generative potential and its emancipatory impact motivate further research and development. Future avenues for research and development include impact management studies, attention to different levels of values and advancing the methodology and available tools to manage values for innovation in order to achieve more desirable outcomes. [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]

This paper explores the emergence of insurtech and its impact on general insurance product innovation. Insurtech, a term that refers to the application of technology in the insurance industry, has disrupted traditional insurance models and brought about significant changes in product development, distribution, and customer experience. Through a comprehensive analysis of the insurtech landscape, this paper examines various technological advancements and their influence on general insurance products. It also discusses the challenges and opportunities faced by insurance companies as they embrace insurtech and work towards creating innovative products. By presenting case studies and examples, this paper aims to provide insights into the future direction of general insurance product innovation in the era of insurtech. [ABSTRACT FROM AUTHOR]

The papers in this special issue describe evaluations of the scaling journey of five different education programmes operating in humanitarian crises. This introduction first presents the research context for these evaluations followed by a synthesis of the overarching barriers and facilitators to scaling across three domains: (1) context, (2) business model, and (3) advocacy and ownership based on a qualitative synthesis. The synthesis showed that implementers often started multiple pilot projects in different contexts rather than scaling-up in one context. We also present a summary of impacts on learning outcomes from impact evaluations of three of the five education programmes. [ABSTRACT FROM AUTHOR]

The traditional or input based education is teacher centric, where in a teacher always tries to complete the syllabus on time, not concerning about whether the students have understood the subject. The faculty will evaluate the students based on their performance in the tests and examinations. The adoption of Outcome Based Education (OBE) has changed the entire teaching learning process. The education is no longer teacher centric. The OBE requires students to demonstrate their skills rather than scoring marks. Since the key generators of innovations are the technical institutions and the implementers are the industries, there is a need for the industry institute interaction through the Memorandum of Understanding (MoU). In this paper, the OBE adopted in the department of Telecommunication Engineering, BMS College of Engineering (BMSCE), Bangalore which is an autonomous institute under Visvesvaraya Technological University, Belguam, India through industry institute interaction is presented. The objective of this paper is to demonstrate the impact of industry institute interaction in achieving Outcome Based Education. There was a significant improvement in the attainment of higher POs through this interaction. [ABSTRACT FROM AUTHOR]

Entrepreneurship education is changing dramatically due to rapid technological advancements and transformative business models. This study investigates the interactions and implications of existing frameworks and practices that link disruptive innovation with entrepreneurship education. The research employs a comprehensive literature review from 2019 to 2023, to synthesize detailed analyses for investigating the interplay of these concepts. Entrepreneurship education fosters the ability to recognize and capitalize on innovative opportunities, whereas disruptive innovation emphasizes value creation through norm-breaking when aligned with entrepreneurial principles. Effective entrepreneurship education can drive new businesses and revitalize existing ones by enabling individuals to capitalize on disruptive breakthroughs. However, incorporating disruptive innovation into courses is challenging. Traditional education may fail to capture the dynamic nature of disruptive innovation, and risk-averse academic environments may stifle experimentation. Innovative teaching methods that balance basic business concepts with disruptive thinking are essential. Finally, a new generation of entrepreneurs can be developed by combining disruptive innovation and entrepreneurship education. Individuals can capitalize on opportunities for economic growth by infusing programmers with disruptive principles. The study identifies five key components of convergence: (i) technology-enabled virtual learning environments (VLEs), (ii) online distance learning (ODL), (iii) digitalization in entrepreneurship education, (iv) competency-based education (CBE) that fosters Business Model Innovation, and (v) experience-based learning in entrepreneurial education. This paper examines the role of disruptive innovation in entrepreneurial education, proposing research directions and highlighting unresolved areas for investigation. [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]