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The reform can better improve students' innovation and entrepreneurial skills and comprehensively improve the innovation and entrepreneurial competitiveness of college students, which is conducive to their survival and development in the market. Therefore, this paper analyzes the data generated in the educational process from the perspective of educational data mining and studies students' entrepreneurial interests and motivations so as to improve the quality of students' entrepreneurial guidance. The knowledge map, an important visualization tool in personalized learning systems, is used as a research object to analyze students' online evaluation data. We develop a prototype system for improving teaching quality—a knowledge map generation and knowledge point recommendation path analysis system. We hope to further explore new ways and methods to promote the reform of innovation and entrepreneurship education in colleges and universities, giving full play to the proper role and value of innovation and entrepreneurship education. [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]

In the huge number of online university education resources, it is difficult for learners to quickly locate the resources they need, which leads to "information trek." Traditional information recommendation methods tend to ignore the characteristics of learners, who are the main subjects of education. In order to improve the recommendation accuracy, a recommendation algorithm based on improved collaborative filtering model is proposed in this paper. Firstly, according to the student behavior data, consider the behavior order to create the behavior graph and behavior route. Then, the path of text type is vectorized by the Keras Tokenizer method. Finally, the similarity between multidimensional behavior path vectors is calculated, and path collaborative filtering recommendations are performed for each dimension separately. The MOOC data of a university in China are introduced to experimentally compare the algorithm of the article as well as the control group algorithm. The results show that the proposed algorithm takes better values in evaluation indexes, thus verifying that this algorithm can improve the effectiveness of innovation and entrepreneurship education resources recommendation in universities. [ABSTRACT FROM AUTHOR]

Innovation in education has been heavily focused on pedagogical, technological, or regulatory elements, while service innovation relates to other elements involving interpersonal and community co-production too. This paper provides a conceptual framework to understand innovation in education from a service economic perspective. This is done by bridging two rather disconnected research areas: service innovation and education innovation. The results indicate that (i) the characteristics of education as a service (such as interactive co-production) should be taken into account to better understand how innovations are created and implemented; (ii) innovation modes in education can be aligned with service innovation modes, mainly when a public service logic is adopted; (iii) the tension existing in service innovation between customization and standardization is replicated in the education sector; and (iv) multiagent frameworks in service innovation are particularly visible in innovative learning communities. Managerial and policy implications should be guided by service-friendly principles such as freedom, autonomy, and subsidiarity. [ABSTRACT FROM AUTHOR]

Across the world the digital era has proven to transform most education processes and systems. Yet along with this new development a challenge has been how most developing countries including Tanzania can benefit from the digital era while avoiding its downsides in education systems. Through the integrative literature review, the article draws on the recent increasing use of digital technologies among education systems in developing countries. While understanding the infrastructural and resource challenges in the region, the paper seeks to address the knowledge gap related to the digital technology in education by pointing out both the problematic areas and the promising approaches to be adapted in the efforts to harness advantages of digital technology in education processes. It is recommended in this paper that the decision to either use a particular strategy in addressing the technology gap or not, needs to be done carefully so that a particular technology for use is not blindly adopted, rather guided by research evidence that demonstrates productive and counter-productive approaches to technology in use. [ABSTRACT FROM AUTHOR]

This response to the two papers (by Rodriguez and Carlone et al.) on science education reform acknowledges first the coherence of the arguments presented around four reform narratives; that of the process of becoming science-enthusiastic, the nature of beliefs of science reform teachers, the barriers to reform, and the institutional expressions of these barriers. In the commentary I first discuss the reform 'problem' in terms of two interacting issues-the purposes of school science and the value placed on it in an elementary school curriculum. The insights produced in these papers are then used to reflect on a range of experiences and current policy debates in Australia. Finally, in this commentary, I point out: (a) the relationship of the papers to the reform issue of opposition to Standards Based Science (SBS) from proponents' traditional conceptions of science education, discussing how this more specific reform question relates to the two papers; and (b) the singular nature of the I-meanings characterised in the Carlone et al. paper, describing (using Australian examples) how the notions of tempered radicals and I-meanings might also be used to characterise complexities in the processes of school science reform. [ABSTRACT FROM AUTHOR]

The article focuses on the significant effect of instructional television use in educational institutions in the U.S. Educational television refers to the cultural and community broadcasting which includes audio-visual programs intended for school use. According to editor Robert M. Diamond, it refers to the television used on any educational degree within a formal classroom discussion. A broad overview on the instructional television resources at National Public Broadcasting Archives (NPBA) is also presented.

Creativity has been flagged as an essential 21st century skill. The move in the 21st century teaching and learning environment, is the development of skills supporting the creation of knowledge and innovation. As a result, creativity in education has become an international concern that has led to a greater emphasis of promoting and rewarding creativity of teachers. Teaching through creative practices ensures that classroom approaches are interesting and thus, is a more efficient way of fostering learning and personal growth. However, the key question to raise is therefore how to ensure successful creative teaching takes place in the classroom. Here, we discuss the development and use of a mentoring tool that may be used to nurture English language teacher creativity. The paper also makes a critical differentiation between teaching creatively and teaching for creativity. The mentoring tool serves as a training framework for teachers and covers key professional development areas as instructional planning, observations and discussions aimed at systematising teachers' efforts and procedural knowledge in creativity. Through a careful and extensive review of literature and theorising, this paper reconciles the fundamental elements of creativity and collaborative mentoring to develop a framework to enhance teachers' creative practices. [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]

This paper analyzes the findings of an international survey questionnaire to which responses were received from over 500 members from different technical societies of the Institute of Electrical and Electronics Engineers (IEEE). The survey is primarily intended to uncover members' perceptions of patent filing and research‐driven innovation. Our thesis statement is twofold. First, the introduction of basic intellectual property (IP) courses to university Science, Technology, Engineering, and Mathematics curricula would teach students valuable basics of IP and associated issues, technology protection; and possibly stimulate novel/innovative R&D outcomes. Second, studying relevant active/lapsed/expired patent documents could provide stimulating input for ongoing academic research. After analyzing the survey results we conclude that IP coursework could be a catalyst for students and researchers to explore patent opportunities related to their specific interests. The resulting knowledge would further enable researchers to prepare more compelling funding applications. In our experience, IEEE conference publications are often closely aligned with inventions to solve pressing technical problems. Conference papers typically comprise of cutting‐edge research/industry findings, with a short time between paper submission and presentation. Furthermore, conference organizers choose themes representing the forefront of technologies that often lead to inventions. These could fuel patent developments, but academic research environments often provide little if any incentives for academic researchers to prepare and file patent applications. Indeed, the attainment of high impact journal publications remains the primary metric by which research activity is judged and future academic tenure achieved. [ABSTRACT FROM AUTHOR]

Recently, education and teaching have been significantly impacted by information and communication technologies. New cohorts of students, COVID-19 pandemic and pressure in the labor market on the labor force to master the technology-related skills and competence serve as main drivers for universities to redesign the way of teaching. A radical transformation of education caused by technologies is related to several aspects, such as online teaching or using other technologies in both physical and online learning environments with the focus on student-centered learning. The existing literature suggests that educational innovation through technologies allows for the adoption of collaborative, inclusive and student-driven pedagogy. The paper aims at revealing educational innovation through information and communication technologies in one of the courses for master’s students, namely People Analytics. While disclosing the particular case of one course, the paper seeks to provide the argumentation (advantages and disadvantages) for choosing specific tools and how these tools are embedded. The use of tools such as Zoom, digital escape rooms, Centimeter, and Padlet, is presented. The paper concludes that technologies may offer many wide-ranging benefits in education; however, the further study is needed for revealing the students’ acceptance of technologies and the impact of technologies on learning outcomes. [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]

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

Purpose: Access to finance and corruption are two major institutional obstacles hindering firm innovation in Africa whose implication on the fit between managerial characteristics and firm innovation has not been examined. The purpose of this paper is to examine whether firms may want to hire managers with a good fit when faced with institutional constraints and the authors suggest managerial level of education and experience within an industry could play a vital role in helping such firms innovate. Design/methodology/approach: Secondary data was obtained from the World Bank Enterprise Survey on 17 African countries and a series of hierarchical regression analyses were conducted to achieve the aim of the research. Findings: The findings show that while managers with primary and secondary education had a negative relationship with firm innovation (product and process), managers with a university degree had a positive relationship. This relationship was also confirmed when the authors' split the full sample into two sub-samples (the firms that are institutionally constrained by access to finance and corruption) and therefore confirm the institutional implications of managers fit for firm's innovation. Originality/value: While research on the effect of management characteristics on firm innovation has focused more on large firms and mostly from developed economies testing both direct and mediation effects, little research exists as to whether the institutional obstacles faced by small firms could influence the type of managers required to drive their innovation. [ABSTRACT FROM AUTHOR]

Inner-city school systems serving marginalized populations around the world are hindered by undemocratic and anti-public, political forces given global neoliberalism. This paper highlights a three-year case study of community organizers' efforts to resist such forces and increase school access, equity, and local control in Detroit, MI (USA). Authors emphasize how the leadership of African American mother organizers was particularly instrumental to positive change. Literature on educational activism, leadership, and community organizing help frame the organizational and political value of the organizers' efforts. In-depth interview, observation, and artifact data further reveal how the activist-mother-organizers, motivated by their spiritual beliefs and liberatory aims, guided effective educational reform campaigns to oppose school closure and cultivated critical hope among their fellow organizers through a process the authors name as "spiriting urban educational justice." Spiriting urban educational justice involves enacting border crossing and boundary spanning activities to navigate placed-based politics and seek educational equity with spiritual clarity and drive. Authors discuss how school and district leaders can learn from this process and collaborate with activist-organizers who serve as spiriters of justice to improve urban schools. [ABSTRACT FROM AUTHOR]

This paper explains the steps carried out for the design of an educational innovation and the outcomes of its implementation. The innovation consists of integrating the contents of two courses ('biological wastewater treatment' and 'bioprocesses applied to the treatment of wastes') for the same academic year using project-based learning methodology to connect knowledge between subjects and to utilize transversal competences. Students from the second year of a chemical engineering master's degree worked on an open-ended project based on a current environmental problem. This methodology lets the students properly acquire several transversal competences, such as 'Design and project', 'Teamwork and leadership', and 'Effective communication', which were evaluated with rubrics. However, according to the students' perception, other skills, such as 'Comprehension and integration, analysis and problem solving', 'Knowledge of contemporary problems', and 'Planning and time management', were also worked on and improved. Based on the results from the matrix analysis and the Likert questionnaire, the organization and development of the activity were positively assessed, highlighting the importance of the lecturers' feedback. The learning outcome in terms of knowledge integration was accomplished, reaching project marks 8.5–10 on a 0–10 scale. [ABSTRACT FROM AUTHOR]

Copyright of Economía, Sociedad y Territorio is the property of El Colegio Mexiquense 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.)

Over the past several decades large philanthropies have adopted aggressive approaches to education reform that scholars have labeled venture philanthropy. These efforts focused on broad changes to schooling and education policy, borrowing techniques from the venture capital world. But many foundations have recently become convinced that market forces and macro-level policymaking alone cannot drive educational improvement, particularly in areas related to classroom teaching and learning. In response, foundations have begun to design their own instructional innovations and identify providers to implement them. This paper interprets these recent efforts as early evidence of a distinct adaptation in the evolving role of philanthropies, which we dub design philanthropy. Although this approach represents an attempt by foundations to simultaneously increase democratic engagement, directly influence the instructional core, and spur educational innovation, it poses new risks for coherence, scalability, and sustainability in education policymaking. [ABSTRACT FROM AUTHOR]

The urgency of the current climate crisis emphasizes the need for university graduates equipped with relevant knowledge and skills to tackle environmental and social problems such as material consumption, environmental degradation and inequality at all spatial scales. Geographic and spatially sensitive concepts and approaches to sustainability and greening are particularly relevant as best practices and success models are not easily transferable across different contexts. But how can students learn the necessary skills to connect theory with practice? Based on a third-year geography module at a British university that teaches green economy concepts, this paper presents insights from a problem- and project-based group learning exercise designed to help students translate conceptual approaches into practice highlighting the strength of geographic thinking. As part of the exercise, students work in groups to develop a green project that they present in a green dragons' den-style ideas pitch to an expert panel for evaluation. Students are tasked to develop innovative, feasible and applicable proposals that address specific sustainability challenges. Findings from five consecutive years of teaching illustrate the value of project- and problem-based learning to students through the diversity of practical applications, the need for critical thinking and context-dependent assessments and enhanced transferable skills. [ABSTRACT FROM AUTHOR]

How to utilize human, financial, and material resources reasonably in the technological innovation of new energy vehicles to obtain the maximum benefit with the least investment is an important issue that needs to be solved urgently. This paper employs the stochastic frontier model to analyze the innovation efficiency and its influencing factors of new energy vehicles in China. The investment of innovation is divided into four dimensions: human resource input, R&D input, technology acquirement input and environment support input. The results demonstrate that the mean of innovation efficiency of the new energy vehicle industry is low in general. The Yangtze River Delta and Pearl River Delta regions have the highest innovation efficiency comparable to that of other regions. There is a significant positive impact of asset turnover ratio, per capita compensation of management, and education level on innovation efficiency. The effects of asset-liability ratio and government support on innovation efficiency are not significant. But the government support has a significant positive moderation effect on innovation efficiency through financial factors. Based on the conclusions, this paper proposes insights to promote the development of the new energy vehicle industry. [ABSTRACT FROM AUTHOR]

Purpose: The science of Foresight differs from the commonplace notion of what a science is because it is a metadiscipline – a logical type of science higher than the logical type of disciplinary sciences. It is practical, uses transdisciplinary processes that combine scientific disciplines and often examines counterfactuals in a scientific manner. This study aims to demonstrate that Foresight is a science, by presenting a number of best practices and potential innovations in higher education that could facilitate obtaining skills for Foresight science. Design/methodology/approach: The methods of scientific education that have served us well in the past are inadequate for metadisciplinary sciences such as Foresight. The paper discusses what metadisciplinarity is, using a variety of examples, and distinguishes it from disciplines and ways of crossing disciplinary boundaries. Understanding the essential characteristics of Foresight as a metadisciplinary science leads to identifying current best practices and possible educational innovations in undergraduate education that will facilitate obtaining Foresight skills. Throughout the paper, examples are drawn from the education and professional experience of the author in the USA and Europe. Findings: This paper demonstrates that Foresight is a science and presents a number of best practices and potential innovations in higher education that could facilitate obtaining skills for Foresight science. It identifies barriers to those innovations and approaches to overcome them. Originality/value: This viewpoint paper clarifies the meaning of the terms interdisciplinarity, transdisciplinarity and metadisciplinarity to identify the essential characteristics of Foresight as a science. Then, it identifies and advocates needed changes in North American higher education to provide earlier and more efficient opportunities for Foresight researchers and users to obtain the skills they need. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including innovation in academic education; similarity between the modern patent system and the protection the Ancient Greeks; and innovation in Great Britain wave energy.

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]

The article focuses on the publication of research papers from the Asia-Pacific region concerning developments in distance education. It states that a survey of 695 papers published between 2000 and 2008 in five education journals found that 80 percent of the papers originated from the U.S., Great Britain, Canada, Australia and China, and that only a third of contributions to the "British Journal of Educational Technology" came from the Asia-Pacific region. It comments on the expansion of distance education in the Asia-Pacific and integration of information and communications technology in open and conventional schooling. It talks about reasons for rejected papers including questionable research methodologies and data analysis and a lack of coherence, persuasiveness and logic in arguments.

Studies show that a significant fraction of students graduating from high schools in the U.S. is ill prepared for college and careers. Some problems include weak grounding in math and writing, lack of motivation, and insufficient conscientiousness. Academic institutions are under pressure to improve student retention and graduate rates, whereas students are under pressure to graduate and find employment. Consequently, there is room for substantial innovation in better motivating students, improving their performance, and helping them succeed. This paper describes two interventions consisting of cinematic meditation and online books. We utilized them to improve student engagement while developing important skills including conscientiousness and communication. In cinematic meditation, we engaged students in goal directed and guided viewing of films concerning important technological developments. We administered this exercise during the first week of class, which helped to motivate students and stimulate classroom discussion. We asked students to write an essay describing their responses to questions related to the films. Online books help to log student activity and provide supplemen tary learning material for the students to master. Both these interventions produce quantitative data about student behavior, such as timeliness, which we used to predict subsequent student performance. A timeliness measure, obtainable as early as within 5 weeks of the semester, is cor related (r = 0.4, p < 0.001) with a cumulative score computed at the midpoint of the semester. This facilitates the early identification of at-risk students, and could avert further performance problems in the semester. The interventions and data-driven techniques described in this paper are easy to administer and scalable to large class sizes. [ABSTRACT FROM AUTHOR]

This paper takes an interdisciplinary approach combining digital education with disability theory to investigate disabled children's digital use practices for formal learning. Evidence suggests that children's lives have been transformed through engagement with digital technologies, eg, computers, laptops and mobile devices. Even so, empirical studies about disabled children's uses of technology remain limited, particularly studies that engage with disabled children's own views in context. In response, an exploratory, participatory research study was designed to gain up‐to‐date insights into how visually impaired children, as an illustrative case, experienced digital technologies for learning within the context of inclusive education policy. Disabled children and teachers were interviewed in mainstream schools in England; results were analysed using social practice theory to identify digital use practices characterised as digital learning and digital accessibility practices alongside children's experiences. Outcomes were mixed. Youngsters saw benefits to using digital technologies, particularly tablets, for learning. Nevertheless, digital accessibility practices were potentially stigmatising and carried an extra task load to overcome barriers that occurred when teachers had not developed inclusive digital pedagogy. The paper discusses the implications of these findings and calls for further research to guide schools to use digital technologies to support inclusion. [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]

Function-Based (FB) representations of complex systems play an important role in Biologically Inspired Design (BID) by easing the knowledge interchange among biologists, engineers and designers. Many representations have been proposed by scholars over the years, but none of them has ever become a clear favorite. As a matter of fact, each model represents the system from a distinctive perspective. This paper explores the effects of these different representations as creative stimuli for students in order to obtain recommendations for fostering innovation in education and training practices. After introducing a selection of FB models for BID, the paper describes an experiment designed to allow a quantitative comparison of the outcomes of a BID design challenge among undergraduate students attending a course on methods and tools for conceptual design. An analysis of the results of the experiment is followed by the authors' reflection on directions for educational development. [ABSTRACT FROM AUTHOR]

The process of Internationalization strongly influences the developed economies, including the EU, whereas the large scale of international trade in goods is characterized by production with high value added. Based on this, the fabrication of such commodities requires a highly qualified workforce and is very often followed by international patent protection. This paper focuses on the link between the fraction of highly educated with tertiary education and the innovation output, measured by the number of EPO patent applications per million inhabitants. Due to the rising mobility of a highly qualified workforce, we have also tested the correlation between the fraction of tertiary educated foreigners and the innovation output. The aim of the paper is to state whether the higher share of a highly qualified workforce and the fraction of highly qualified foreigners correlate with innovation activities within the EU Member States. Given the number of EU Member States, the EU macro-regions division based on the social models of Esping-Andersen (1990), Sapir (2005), as well as Dolwik and Martin (2014) will be applied. [ABSTRACT FROM AUTHOR]

In order to assess the development tendency in teaching methods adopted in private and government secondary schools, the study was carried out during 2014 in Tandojam district Hyderabad (Sindh) as the area of study. Forty students were divided into two groups such as: experimental group (attended teacher with modernized/innovative teaching methods) and control group (attended teacher having traditional teaching methods). Using a checklist, the impacts and students? perceptions were assessed. 10th class students of private and government secondary schools were evaluated to study impact of teaching methods on learning concepts of the students. Modernized English teaching techniques and conventional teaching were compared on English subject. The respondent students? ability to learning concepts in relation to English subject was tested on the basis of their conceptual as well as traditional way of test. In conceptual test for English subject, experimental students secured 71.15% (SD ±5.6154, S.E.±1.3004) and control group secured 58.55% marks (SD= ±4.8165, S.E. ±1.0772) indicates that students attended innovative teaching methods in class acquired 12.60% higher marks in the conceptual test than those attended conventional teaching methods. In test based on traditional questions, experimental group secured 69.95 %marks (SD=±4.9468, S.E.±1.1061) and students of control group secured 68.75% marks (SD=±4.0115, S.E.±0.8570) showing 1.20% difference in favour of students attended modernized English teaching methods. The performance of students attended teachers using innovative teaching methods performed very well in concept paper as well as in the traditional test. The performance of control group students was poor in test based on concept paper, but performed well in the tradition test. High majority experimental group rated all innovative teaching methods adopted at their schools as „good? and „satisfactory? but fewer gave „unsatisfactory? opinion. The majority of the control group students rated modern teaching methods as „unsatisfactory? at their schools. [ABSTRACT FROM AUTHOR]

A systematic review was carried out to examine the use of robots in early childhood and lower level education. The paper synthesizes the findings of research studies carried out in the last ten years and looks at the influence of robots on children and education. Four major factors are examined - the type of studies conducted, the influence of robots on children's behaviour and development, the perception of stakeholders (parents, children and educators) on educational robots, and finally, the reaction of children on robot design or appearance. This review presents the approach taken by researchers in validating their use of robots including non-experimental (mixed-method, anecdotal, cross-sectional, longitudinal, correlational, and case studies) and quasi-experimental (pre- and post-test). The paper also shows that robot's influence on children's skills development could be grouped into four major categories: cognitive, conceptual, language and social (collaborative) skills. Mixed results are shown when it comes to parents' perception of the use of robots in their children's education while design was shown to influence children's perception of the robot's character or capabilities. A total of 27 out of 369 articles were reviewed based on several criteria. [ABSTRACT FROM AUTHOR]

In the early 1990s, Mike and his wife and collaborative partner Ann started building the foundations for an ambitious research agenda to support creative engagements with computing and crafts. On the contrary, in their "Shop Class" paper (Eisenberg & Eisenberg (Nishioka), [8]), Mike and Ann state a position that, twenty years later, was rediscovered by many of us in the present era. 8 Eisenberg, M., & Eisenberg (Nishioka), A. (1998). 9 Eisenberg, M., & Eisenberg (Nishioka), A. (1999). [Extracted from the article]

Purpose The purpose of this paper is to share the experience of Centre for Management Studies, NALSAR University of Law in developing the new MBA programme in Court Administration and Management.Design/methodology/approach This paper describes the urgent need of skilled managers for court management and administration in an Indian context. The identification of the gap in skilled manpower and the availability of a structured learning platform at a master’s level is also discussed in the paper. In addition, the detailed process that the university adopted in developing the programme objectives, structure and curriculum is also explained.Findings Educational innovations are rare. This programme is one-of-its-kind in India. NALSAR University of Law introduced this programme after a rigorous screening and evaluation process. This paper highlights the importance of proper planning and execution in introducing innovative programmes. The paper also highlights the acceptance that the programme received from all stakeholders due to its relevance and diligent planning.Practical implications This paper makes an attempt to provide the detailed workflow that any university should undertake prior to launching any programme. The importance of identifying relevant stakeholders, the process of developing a programme, curating and conducting the process for best outcomes, with an emphasis on the contribution that a university can make is discussed in detail.Originality/value MBA in Court Administration and Management offered by NALSAR University of Law is unique as similar programmes are not offered by any other university in India. Thus, this paper is a novel contribution in highlighting the development and launch of the programme in Asia. [ABSTRACT FROM AUTHOR]

Purpose Education is subject to the same pressures as a business, it has to spur innovation, improve customer service and achieve operational excellence. Education is expected to solve intricate problems that heralded the twenty-first century. Niche areas emerged in education that need further study and research. The authors postulate such demands may be met by information and communication technologies (ICTs) that opened up the avenue for innovation and experimentation in education. One such innovation is online learning and massive open online courses (MOOCs) that represent immense opportunities in education. With their advent, even the permanent relevance of physical classrooms has been questioned. The purpose of this paper is to answer to all these questions and attempts to fill gaps in the understanding of the future of education.Design/methodology/approach The paper came into being after a review of literature pertaining to the changing ecosystem of education and an analysis of newer platforms like MOOCs. The paper surveyed books, scholarly articles, reports, conference proceedings and online databases in the area of education and related technological developments.Findings The existence of MOOCs in the education landscape cannot be ignored. This is proven by the fact that MOOC enrollment surpassed 35 million users in 2015. MOOCs were considered a popular concept in the developed world to start with. But, today MOOCs are being offered by universities in developing nations too. As the number of participant countries increases, MOOCs in vernacular languages are being developed to overcome the language barrier. The paper found that the online model cannot replace the brick and mortar model completely. Rather, it will complement it by providing an enriching experience to various stakeholders, including the learner and the instructor. In the future, students will have the advantage of a blended classroom where the best of online and offline models converge into an optimal experience.Research limitations/implications As the theme of the paper is new and the educational landscape continues to evolve, it is very difficult to determine the pace of transformation of education. However, the authors have tried to suggest a conceptual framework for the future in education, subject to empirical validation.Practical implications This paper helps us understand that we are in a rapidly evolving scenario where innovations have the potential to disrupt the existing model. Such disruptions can have behavioral, economical and social ramifications. A better understanding of such alterations will help academicians equip themselves for evolving classrooms and the changing nature of their jobs. The new ICT enabled ecosystem will also try to overcome issues related to the quality of education and knowledge dissemination.Originality/value The present paper is a comprehensive study of the opportunities and challenges posed by emerging classrooms. [ABSTRACT FROM AUTHOR]

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New findings from the neurosciences receive much interest for use in the applied field of education. For the past 15 years, neuroeducation and the application of neuroscience knowledge were seen to have promise, but there is presently some lack of progress. The present paper states that this is due to several factors. Neuromyths are still prevalent, and there is a confusion of tongues between the many neurodisciplines and the domains of behavioral and educational sciences. Second, a focus upon cognitive neuroimaging research has yielded findings that are scientifically relevant, but cannot be used for direct application in the classroom. A third factor pertains to the emphasis which has been on didactics and teaching, whereas the promise of neuroeducation for the teacher may lie more on pedagogical inspiration and support. This article states that the most important knowledge and insights have to do with the notion of brain plasticity ; the vision that development is driven by an interaction between a person's biology and the social system. This helps individuals to select and process information, and to adapt to the personal environment. The paper describes how brain maturation and neuropsychological development extend through the important period of adolescence and emergent adulthood. Over this long period, there is a major development of the Executive Functions (EFs) that are essential for both cognitive learning, social behavior and emotional processing and, eventually, personal growth. The paper describes the basic neuroscience knowledge and insights – or "neuroscientific literacy" – that the educational professional should have to understand and appreciate the above-described themes. The authors formulate a proposal for four themes of neuroscience content "that every teacher should know." These four themes are based on the Neuroscience Core Concepts formulated by the Society for Neuroscience. The authors emphasize that integrating neuroscientific knowledge and insights in the field of education should not be a one-way street; attempts directed at improving neuroscientific literacy are a transdisciplinary undertaking. Teacher trainers, experts from the neuroscience fields but also behavioral scientists from applied fields (notable applied neuropsychologists) should all contribute to for the educational innovations needed. [ABSTRACT FROM AUTHOR]

The place of grammar instruction in second or foreign language (L2) pedagogy has always been highly controversial and although there is currently consensus that such pedagogic intervention is beneficial, numerous questions remain as to how it should most propitiously be conducted. Different theoretical perspectives have resulted in a wide array of instructional options intended to enhance the effectiveness of grammar teaching, both with respect to ensuring fuller understanding of grammar rules and helping learners use these rules in communicative interaction. The paper provides a selective overview of such "new solutions" and argues that they have not really contributed much to solving the "old problems" of grammar instruction. Reasons for this state of affairs are considered and some suggestions for how the situation can be improved are offered. The Challenge: The last few decades have seen a number of theoretically and empirically driven innovations aimed at making the teaching of foreign language grammar more effective. Have those proposals succeeding in helping learners employ grammar structures successfully in communication? The papers addresses this question and points to the way forward. [ABSTRACT FROM AUTHOR]

Universities of applied sciences (UAS) have a strong mandate to carry out research, development and innovation (RDI) activities in collaboration with local stakeholders. Geographical proximity is one of the key factors for the creation and success of RDI activities because of the positive balance between costs and benefits of local knowledge transfer, but they also depend on the networks of individual staff members. This paper aims to explore how maintaining and developing purpose-built and individual RDI partnerships during the COVID-19 pandemic has been managed. An enhanced conceptual framework for assessing contextual dimensions of the RDI activities beyond academic entrepreneurship as business ventures has been developed. The paper focuses on a single case study drawing on semi-structured research interviews investigating how the swap to remote working have affected RDI activities at Tampere University of Applied Sciences, one of the biggest UAS in Finland with intense regional linkages. The contribution of the study is twofold; firstly, the paper introduces an expanded theoretical approach for assessing the external and internal factors having an impact on the RDI activities beyond academic entrepreneurship. Secondly, by testing the proposed framework, it shares insights and good practices derived from empirical evidence, namely binary data and semi-structured interviews revealing experiences of RDI personnel and project managers involved with different phases of RDI process, for optimising high-quality innovation support, knowledge transfer activities and co-creation of new knowledge in exceptional circumstances. [ABSTRACT FROM AUTHOR]