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Hero, Laura-Maija (2017). Innovation tournament as an activity system to promote the development of innovation competence. Journal of Professional and Vocational Education.
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... According to a recent systematic review and its complementary empirical studies (Hero, 2017;Hero and Lindfors, 2019), those requirements are (a) personal characteristics such as self-esteem (e.g. Avvisati et al., 2013;Santandreu-Mascarell et al., 2013), selfmanagement (e.g. ...
... Avvisati et al., 2013;Bjornali and Støren, 2012;Santandreu-Mascarell et al., 2013), development project management skills (e.g. Chatenier et al., 2010;Hero and Lindfors, 2019;Nielsen, 2015), implementation planning skills such as making, productisation, sales, marketing and entrepreneurship planning (Arvanitis and Stucki, 2012;Bruton, 2011;Hero, 2017Hero, , 2019Hero and Lindfors, 2019); and (c) knowledge, such as one's own and others' discipline content knowledge (e.g. Avvisati et al., 2013;Bjornali and Støren, 2012). ...
... Initially, we used the findings from a systematic literature review by Hero et al. (2017) as well as from its complementary empirical studies (Figure 2; Hero, 2017Hero, , 2019Hero and Lindfors, 2019) to uncover the factors linked with IIC. The benefits of the systematic review method as a base study here were its contribution to rigour in material collection through the use of strict inclusion criteria and bias assessment, and the ability to report findings in a transparent way (Higgins, 2008;Petticrew and Roberts, 2006). ...
University–industry collaboration produces networks that may be capable of innovations, such as novel products and services. The collaboration projects also need to benefit student learning, yet teachers have little clarity with regard to innovation competence development. Individual innovation competence is a set of personal characteristics, knowledge, skills and attitudes that are connected to create concretised and implemented novelties via collaboration in complex innovation processes. The paper reports on the findings from the development and validation of an individual innovation competence assessment tool. The aim is to determine which individual innovation competences are significant in university–industry collaboration and which of these competences are sensitive to educational interventions. The study used a three-phase method involving development of the questionnaire items, validation in teacher and student panels, and a pilot pre- and post-survey study. All seven domains of individual innovation competences were significant and sensitive to educational intervention (a multidisciplinary innovation project conducted with industry). The most responsive competence domains regarding change were concretisation and implementation planning skills, and project management skills. The paper concludes with application opportunities for the tool and recommendations for further research.
... Aims of the dissertation 49 Table 2. Methods, materials, participants and analysis methods of the substudies in relation to their research questions (sub-studies I-III) 55 Table 3. Research process and timing 56 . Innovation tournament activity system (Hero, 2017;adapted from Engeström, 1987adapted from Engeström, , 2014 72 Figure 4. Individual innovation competence, IIC (Hero, 2017Hero & Lindfors, in press) 80 Figure 5. A pedagogical innovation process, PIP (Hero, 2017;Hero et al., 2017;Hero & Lindfors, in press) 84 Figure 6. ...
... Aims of the dissertation 49 Table 2. Methods, materials, participants and analysis methods of the substudies in relation to their research questions (sub-studies I-III) 55 Table 3. Research process and timing 56 . Innovation tournament activity system (Hero, 2017;adapted from Engeström, 1987adapted from Engeström, , 2014 72 Figure 4. Individual innovation competence, IIC (Hero, 2017Hero & Lindfors, in press) 80 Figure 5. A pedagogical innovation process, PIP (Hero, 2017;Hero et al., 2017;Hero & Lindfors, in press) 84 Figure 6. ...
... Innovation tournament activity system (Hero, 2017;adapted from Engeström, 1987adapted from Engeström, , 2014 72 Figure 4. Individual innovation competence, IIC (Hero, 2017Hero & Lindfors, in press) 80 Figure 5. A pedagogical innovation process, PIP (Hero, 2017;Hero et al., 2017;Hero & Lindfors, in press) 84 Figure 6. In addition to competence factors, several pedagogical factors are crucial for teachers to recognise while facilitating learning to develop innovations in multidisciplinary teams (Hero, 2017;Hero et al., 2017;Hero & Lindfors, in press) 89 ...
... Teachers play a key role when deploying the maker movement in the context of formal comprehensive education. The recent studies (Hero, 2017(Hero, , 2019Hero & Lindfors, 2019) discussed developing innovation competence as a multidisciplinary activity system within the institutional higher education context. The findings suggest that conceptions of a learning experience in a multidisciplinary innovation project relate to: (1) solvable conflicts and unusual situations, (2) becoming aware of and claiming collaborative agency and (3) internalising the phases of the innovation process. ...
Finland has its own version of a "makerspace": craft class. Originally, there was one craft class for boys and one for girls. Later, there were classes for different materials, especially for wood and textiles, which are deep-rooted concepts in the Finnish crafts mindset. To reclaim craft class for pupils, or "makers", we must determine teachers' and pupils' mindsets concerning collaboration, differing interests and sharing. Craft is a compulsory learning-by-doing subject for pupils in grades one through seven, with activities based on craft expression, design and technology (CDT). This research is part of a national endeavour to develop innovative CDT as a basic education subject. The paper explores two pilot case studies in which technical and textile work teachers taught together in a shared learning environment, rather than in traditionally separate learning environments. The aim was to develop criteria for a new kind of learning environment that would promote learning to develop innovations and pupil's innovation competencies. The first study used a mixed methods approach, including systematic observation, inquiry and pair interviews of five co-teaching teams in primary school, to test the new teaching culture. The second study used an experience sampling method in the form of a mobile application to reveal various parts of pupils' design and making processes in a school setting. The key finding is that collaborative teams can support teachers' and pupils' innovative learning activities when the work is supported by shared spaces, practices and new tools. The paper concludes by relating preconditions for implementing makerspaces in the context of formal comprehensive education to learning outcomes, traditional workshops, learner differences and pedagogical innovation processes.
How competent are university teaching staff to deliver effectively their present and future university duties in Uganda? This question was explored in this study by collecting data from managers (n = 90), teachers (n = 126), and students (n = 179) through a questionnaire administered at Kyambogo University. The results show that teacher performance in the role of innovating; knowledge society facilitating; collaborating and networking; higher education designing and developing; and entrepreneurship, could not be considered as satisfactory. It was also established that there are significant differences in the perception of the aforesaid among the respondent categories. The findings suggest that urgent intervention is needed to develop teacher innovation competence if Uganda wants to have an effective higher education. This study also highlights the centrality of using various internal key stakeholders in the educational system such as students and educational managers if effective teacher performance evaluation is to be attained in universities.
Although generic skills have received widespread attention from both policymakers and educationalists, little is known regarding how students acquire these skills, or how they should best be taught. Hence, the aim of this study was to identify what kinds of pedagogical practices are behind the learning of eight particular generic skills. The data were collected from university students (N = 163, n = 123) via Internet questionnaires. The findings from regression analyses showed that teaching practices involving collaboration and interaction as well as features of a constructivist learning environment and integrative pedagogy predicted the learning of generic skills – such as decision-making skills, different forms of creativity, and problem-solving skills. In contrast, the traditional forms of university teaching – such as reading, lecturing, and working alone – were negatively associated to learning generic skills. Overall, this study offers detailed information about the pedagogical practices that nurture learning generic skills in university contexts.
This article aims at clarifying whether and how University Business Cooperation (UBC) can be expanded from knowledge transfer to the core field of education. Higher education institutions exert a decisive influence by teaching students to understand academic theories, methods and areas of knowledge, contributing to their cultural enrichment and development of personality, and preparing them for further work and other spheres of life. Higher education aims at establishing the basis of relevant knowledge that will help students to understand and acquire the competencies they will need in their professional lives. Universities supply graduates to the economy and that includes developing the right set of skills to acceptable levels. Consequently, an explicit goal of UBC should be to point out what those skills should be and how to target education at developing them. The competencies acquired by the flow of new graduates emerging each year from higher education institutions in the labour market is an expression of the multidimensional output obtained from the resources allocated to the higher education system. New ways for UBC are called to play a prominent role in defining both a model of teaching and learning that is better adjusted to social and economic demands and a dynamic and flexible system of continuing education to retrain people as social and economic conditions evolve. Nevertheless, the implementation of reforms in higher education calls for a deeper understanding of possible trade-offs between the diverse types of resources involved and the outcomes obtained. Resources should be examined in terms of their relative costs and the results interpreted with regard to their value to individuals and society.
Most prior research on academic entrepreneurship focuses on the interplay between university research and technology transfer activities in the form of joint research, spinoffs, licencing and patenting. Yet questions still remain with respect to the role of academic entrepreneurship in education and learning. Lifelong learning has been developing to one of the top priorities for many higher education institutions, with a greater emphasis on developing transversal skills in students, including entrepreneurship. An increasingly adopted approach to developing transversal skills through education is through problem-based learning (PBL) which shifts the focus from teacher-driven education to student-centred learning involving active participation of learners. By taking the students’ perspective, this article presents the effects of PBL in the context of university-business cooperation (UBC) on the development of student's transversal skills. According to our findings, UBC-based PBL has an effect on the interpersonal skills of students, such as teamwork and communication, and is a promising approach with regard to entrepreneurship education and paving the way for long-term and more intense UBC activities.
This article critically examines the implementation of Exploratory Practice in an English for academic purposes (EAP) context in a British university. The innovation involved challenges as well as opportunities for uniting learning, teaching and research. Particular emphasis is given to two teachers, who are the focus of this article: the story of one, ‘Jenny’, illustrates the processes of doing Exploratory Practice with learners of EAP, while the story of the other, ‘Bella’, provides insight into the notion of puzzlement, a central feature of the Exploratory Practice framework. For these practitioners, it was clear that the integration of pedagogy with locally relevant, small-scale research activity, held a wealth of opportunities for language learning and teaching.
The present study investigates pre-business students' reaction to Activity Based Learning in a lower division core required course entitled Introduction to Global Business in the business curriculum at California State University Chico. The study investigates students' preference for Activity Based Learning in comparison to a more traditional lecture and exam format. It also investigates whether or not students' with perceived interests in different aspects of business have preferences for activities that focus on different types of processes. It further analyzes whether or not gender and class standing play a significant role in these dynamics.