Innovation Pedagogy for Universities of Applied Sciences

Abstract

This study presents the concept of innovation pedagogy, which is a pedagogical approach developed for the universities of applied sciences. Innovation pedagogy emphasises efficient learning and the institution's external impact on regional development. It is based on customer-oriented and multi-field needs of working life; integrates applied research and development and entrepreneurship with education in a flexible way; and promotes regional and international networking. This approach is clearly wider than the traditional individual-based learning, because it emphasises group-based and networked learning to promote innovations in working life.

Changing the face of coach education: using ethno-drama to depict lived realities

“…Collaborative learning is based on social constructivist theory which assumes that learning emerges as learners interact in groups (Vygotsky, 1978) often in a 'community of practice' which has its own social and cultural customs (Lave & Wenger, 1991). According to Kettunen (2011), although individual learning has its place where relatively simple recall tasks are undertaken, group-based pedagogies are required for complex problem solving such as addressing the scenarios presented in this study.. Cognitive load theory (Paas, Renkel & Sweller, 2004) offers a possible explanation for this. It is a position which suggests that a group is more efficient at dealing with complex problems due to the vastly increased available processing capacity which is shared amongst the participants.…”

Boosting the Employability of Students and Staff at European Higher Education Institutions: An Educational Framework for Entrepreneurship, Internationalisation and Innovation

“…It is rooted in constructivism and social learning theories which emphasise the learning effects of group interaction (Kettunen et al, 2013). Innovation pedagogy comprises five elements: 1) multifield interactions of different parties and organisational entities within inter-university network projects; 2) applied research that makes use of regional knowledge and networks; 3) flexible curricula to enable entrepreneurial and international activities; 4) entrepreneurship; and 5) internationalisation (Kettunen, 2011). Hence, innovation pedagogy provides a more holistic educational framework that includes entrepreneurship and internationalisation, however, it lacks a detailed approach to how the latter can be integrated into HEI curricula.…”

“…Incorporating internationalisation (Hénard, Diamond, & Roseveare, 2012;Wit, Hunter, Howard, & Egron-Polak, 2015), entrepreneurship education (e.g. Henry, Hill, & Leitch, 2005a, Neck & Greene, 2011 and innovation pedagogy (Kettunen, 2011;Kettunen, Kairisto-Mertanen, & Penttilä, 2013) into HEI curricula is an important step towards establishing entrepreneurial universities (OECD & EC, 2012). This paper is structured as follows: The literature review in part two briefly introduces the concepts of entrepreneurial universities, internationalisation of HEI, entrepreneurship education and innovation pedagogy.…”

The Competencies and Challenges of Leading a Student Entrepreneurship Organisation in South Africa

“…Kettunen (2011) points out that the process of managing knowledge flows in learning configurations has become of principal strategic importance for organisations. Value is now created through innovation.…”