Purpose This study aims to focus on living labs as a means of achieving radical innovation by discussing the differences in their network structure and its effect on the type of innovation outcome. Design/methodology/approach This research analyses 24 living labs in four countries using qualitative methods. Findings A specific network structure referred to as a distributed multiplex supports radical innovation in living labs, while distributed and centralized network structures support incremental innovations. Also, the results suggest that radical innovation depends on the driving actor and objectives in a living lab. Research limitations/implications A bias on the perceived novelty of innovation may exist when analyzing data collected through interviews with a limited number of living lab participants compared to a large number of informants. This study proposes a two-dimensional framework based on the network structure to investigate innovation in living labs. Practical implications This paper offers a classification tool to identify, categorize and make sense of organizations’ participation in open innovation networks and in living labs. Originality/value The study provides evidence that, although the distributed multiplex network structure supports the emergence of radical innovations, the distributed and centralized network structures support incremental innovation. A combination of a provider- or utilizer-driven living lab and a distributed multiplex network structure, with a clearly defined and future-oriented strategic objective, offers good potential for radical innovation to occur.
The purpose of this paper is to design a rubric instrument for assessing oral presentation performance in higher education and to test its validity with an expert group. Design/methodology/approach: This study, using mixed methods, focuses on (1) designing a rubric by identifying assessment instruments in previous presentation research and implementing essential design characteristics in a preliminary developed rubric and (2) testing the validity of the constructed instrument with an expert group of higher educational professionals (n=38). Findings: The result of this study is a validated rubric instrument consisting of eleven presentation criteria, their related levels in performance, and a five-point scoring scale. These adopted criteria correspond to the widely accepted main criteria for presentations, in both literature and educational practice, regarding aspects as content of the presentation, structure of the presentation, interaction with the audience and presentation delivery. Practical implications: Implications for the use of the rubric instrument in educational practice refer to the extent to which the identified criteria should be adapted to the requirements of presenting in a certain domain and whether the amount and complexity of the information in the rubric, as criteria, levels and scales, can be used in an adequate manner within formative assessment processes. Originality/value: This instrument offers the opportunity to formatively assess students' oral presentation performance, since rubrics explicate criteria and expectations. Furthermore, such an instrument also facilitates feedback and self-assessment processes. Finally, the rubric, resulting from this study, could be used in future quasi-experimental studies to measure students' development in presentation performance in a pre-and post-test situation.
Purpose -University-workplace partnerships are becoming increasingly important as the demands for authentic learning are growing. Partnership management ensures availability of authentic learning environments, joint-learning tasks, and knowledge-producing commissions for the students. Universities, however, can have difficulties in managing these crucial partnerships. This paper's purpose is to investigate the problems and to suggest a solution.Design/methodology/approach -The approach is based on a case study of Laurea University of Applied Sciences in Finland.Findings -In the case study, the program is run by business students, who as a part of their education, learn important skills in managing ''customers'' and projects. This results in improved learning for the students as they not only gain first hand experience in customer relationship management, but also deeper partnerships as the relationships evolve over time. Partnerships are centrally managed and available to all participants. This program is non-exclusive: it does not assume or require participation from the educators. If an educator wishes to keep his/her own workplace contacts private, this is possible.Research limitations/implications -The results stem from a case study. Even though good results are reported in the case, every organization is different and using a similar approach is not guaranteed to work.Practical implications -The paper suggests a way for universities to deepen partnerships, overcoming typical hurdles.Originality/value -The non-exclusive approach to partnership management described in the paper is original and will benefit universities in their quest for improving partnerships. The authors believe that the use of students as the task force of the program to this extent is a novel idea and benefits the local workplaces (new knowledge) as well as students (authentic learning).
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