Innovation in higher education; will there be a role for “the academe/university” in 2025?

Blass, Eddie; Hayward, Peter

doi:10.1007/s40309-014-0041-x

Cited by 56 publications

(42 citation statements)

References 17 publications

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“…The engagement of HEIs in the social innovation process is challenging for several reasons. First, HEI is considered as a change-resistant organization [54]. The institutional culture, legacy, and bureaucratic environment slow down evolution and make them resist change.…”

Section: Framework For Heis To Participate In Cosoimentioning

confidence: 99%

“…The outcome-based learning approach provides a way for assessment and developing the praxis to keep a balance between theoretical and practical approaches. Designing a social learning approach in the educational curriculum helps learners to change their attitudes and behavior towards societal problems and support them in creating social innovation [54,71]. This learning process focuses on the transformation of cognitive structure and behavior for human development and can develop a more shared knowledge between the partners.…”

Section: Embedding Social Innovation In Education (Learning Theories)mentioning

confidence: 99%

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Co-Creation for Social Innovation in the Ecosystem Context: The Role of Higher Educational Institutions

et al. 2019

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This study examined the role of Higher Educational Institutions (HEIs) in promoting, creating, and sustaining social innovation. Recently, HEIs have extended their contribution beyond the traditional function of teaching and research to perform in socio-economic problem-solving. Considering the increasing trends of higher education involvement in social innovation practices, this study tries to examine the tools such as learning processes and systemic thinking approach that could be helpful to align the function and responsibilities of HEIs towards social innovation. The objective is to develop a theoretical understanding of the “co-creation for social innovation” concept and to understand the functions and activities of HEIs that can contribute to this process. To promote co-creation for social innovation, HEIs should actively encourage collaborative learning tools that focus on open platforms for collective action and systemic change that help them to engage with society and strengthen their collaboration with social actors. Different activities such as mutual learning and knowledge diffusion using a transdisciplinary approach, technology-based learning and collaboration, and relational transformation are key enablers that can promote social innovation.

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Section: Framework For Heis To Participate In Cosoimentioning

confidence: 99%

Section: Embedding Social Innovation In Education (Learning Theories)mentioning

confidence: 99%

Co-Creation for Social Innovation in the Ecosystem Context: The Role of Higher Educational Institutions

et al. 2019

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“…Currently, HEIs' research activities put more weight on producing research publications in international journals and less weight on the research outcomes that have impacts on and added value for society. However, according to [18], the efforts for increasing publications are not enough to make universities able to survive or be sustainable beyond 2025. Therefore, they need to refocus their research policies to facilitate social innovations and added value for society.…”

Section: Innovation Process and Theoriesmentioning

confidence: 99%

Identifying Innovation Leverage in the University of Indonesia

Hutapea¹,

Huseini²,

Kusumastuti³

2020

SAR Journal

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Indonesia has been looking for a way to improve its current policy applied for higher education institutions, which puts more weight on increasing publications in order to be able to survive in the future. They need to change their practices and behaviors in order to prepare for these future scenarios. One way to do it is by studying directly about the practices done at universities which become sources of innovation. This study is aimed at identifying the sources of innovation variables that have the highest leverage on research social innovation production. The study used a postpositivism paradigm by collecting 117 questionnaires and interviewing 24 informants from the University of Indonesia (UI). A system dynamic was used for simulation through Vensin PLE. The highest leverage to increase the number of publications, but not the patents and social innovations, came from a production loop consisting of UI research grants and rewards. However, the research rewards and grants cannot improve creativity and the innovation ecosystem. The University reward structure which put more weight on research publication output and ignore innovation ecosystem degrades the production of patent, social innovation as well as the teaching quality. Therefore, to set the priority of research publicity in the university the management of the university should not ignore the teaching and innovation practices.

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“…Probablemente ninguna, dicen quienes se ocupan de imaginar escenarios futuros de la educación superior, partiendo del supuesto de que la universidad se halla a las puertas de innovaciones disruptivas (Blass & Hayward, 2014;Barnett & Bengtsen, 2017). Se provocarían, por el lado de la producción de conocimientos, reorganizaciones en la división del trabajo académico, impulsadas por procesos de convergencia tecnológicapresentes desde ya en la nueva economía-entre saberes, industrias, métodos y prácticas como la Nanotecnología, la Biotecnología, las Ciencias Cognitivas y las Ciencias Informáticas.…”

Section: Conclusión Mirando Al Futurounclassified

Idea moderna de universidad: de la torre de marfil al capitalismo académico

et al. 2019

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El presente artículo analiza la evolución de los discursos acerca de la universidad moderna a partir de la revisión reflexiva de textos clásicos y actuales sobre el tránsito desde la universidad como torre de marfil a la universidad emprendedora, examinando las tensiones que esta evolución genera en términos de principios formativos y organización del conocimiento. Para ello, este ensayo comienza argumentando que la universidad se hace parte de la Ilustración y accede a la modernidad cuando la Facultad de filosofía deja de ser conceptualizada como sierva de la Facultad de Teología y cuando deja, por lo tanto, de llevar su cola (philosophia theologiae ancilla), según ironiza Kant, para pasar en cambio a comprenderse como responsable de iluminar con una antorcha su camino. En las décadas siguientes el nuevo rol que asume la filosofía en la división del trabajo académico transforma las relaciones de la institución universitaria con el poder político y el poder religioso, abriendo las puertas, al mismo tiempo, hacia el Estado nacional y, más adelante, hacia la subordinación de sus actividades al capitalismo global. Consecuencia de lo anterior, los referentes normativos tradicionales de la universidad propiciados por Kant y Humboldt como responsable de la evolución de la sociedad moderna pierden plausibilidad y son sometidos a la crítica de las ideologías. El artículo concluye examinando futuras tendencias de la educación e investigación realizadas en las universidades contemporáneas y argumenta que la crisis de la idea moderna de la universidad es, de hecho, expresión de su carácter moderno que ahora se vuelve contra la misma institución.

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Innovation in higher education; will there be a role for “the academe/university” in 2025?

Cited by 56 publications

References 17 publications

Co-Creation for Social Innovation in the Ecosystem Context: The Role of Higher Educational Institutions

Co-Creation for Social Innovation in the Ecosystem Context: The Role of Higher Educational Institutions

Identifying Innovation Leverage in the University of Indonesia

Idea moderna de universidad: de la torre de marfil al capitalismo académico

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