The moral foundations of makerspaces as unconventional sources of innovation: A study of narratives and performance

Gantert, Till Marius; Fredrich, Viktor; Kraus, Sascha

doi:10.1016/j.jbusres.2021.10.076

Cited by 21 publications

(16 citation statements)

References 97 publications

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“…These are seen as a variety of collaborative spaces for experimentation, tinkering, and innovation [32] that complement other educational environments [74]. The availability of various facilities, including shaped spatial architecture and infrastructure, stimulate the innovativeness of the users operating in these makerspaces [9,32,33,91]. It is suggested that rounded versus angular physical work environment is more likely to enhance divergent creativity [90].…”

Section: Discussionmentioning

confidence: 99%

A Systematic Review on FabLab Environments and Creativity: Implications for Design

2022

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Fabrication laboratories (FabLabs) and makerspaces are used to transform ideas into tangible products. Used in a design–learning context, they can enhance cognitive and creative skills. Creativity is the pivotal ability to produce innovative outcomes in makerspaces, and several studies have attempted to understand the role of makerspaces and creativity in specific fields. However, a comprehensive study offering a holistic view of the contributions of the makerspaces as built environments that foster creativity is lacking. Therefore, we conducted a systematic literature review on FabLabs, makerspaces, and creativity to address this research gap. While the review was performed using five major databases, only peer reviewed journal articles were considered. The findings revealed that makerspaces help to develop person, product, physical, and social environments, as well as process aspects of creativity. Moreover, makerspaces induce problem solving, collaborative, and communication skills; they also offer appealing environments and technologies for developing creative solutions to real-life problems. We identified and analysed five major themes dealing with technical skills, technological and environmental elements, STEM learning, and skill development, and elaborated upon their importance for enhancing creativity in FabLab and makerspace environments.

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Section: Discussionmentioning

confidence: 99%

A Systematic Review on FabLab Environments and Creativity: Implications for Design

2022

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“…It is argued that the exchange of ideas, information, and resources that typically occurs in makerspaces promotes innovation (Beltagui et al, 2021). Despite the growing understanding of makerspaces as being conducive for innovation practices, there is a lack of theoretical explanation for how they do so and what underlying mechanisms are at play (Oswald and Zhao, 2021;Gantert et al, 2022). Further, the way in which innovation practices are formed in makerspaces has been particularly overlooked in the K-12 context (Rouse and Rouse, 2022).…”

Section: Open Access Edited Bymentioning

confidence: 99%

“…Previous research suggests that the innovative potential of makerspaces lies in their rich technological resources, conjoined with a particular social climate conducive to innovation activity. For example, Gantert et al (2022Gantert et al ( , p. 1565) explain makerspaces' innovative potential with a conceptual model called "the trinity of makerspaces, " consisting of technical, social, and cognitive aspects. According to this conceptual model, the rich technological resources (technical level), the self-governing structure and participants' sense of community (social level), and features such as collaboration, open transfer of knowledge, and mentorship (cognitive level) are key features that advance the creation of innovations in makerspaces (see also Vinodrai et al, 2021).…”

Section: Makerspaces Promoting Innovation Practicesmentioning

confidence: 99%

“…According to this conceptual model, the rich technological resources (technical level), the self-governing structure and participants' sense of community (social level), and features such as collaboration, open transfer of knowledge, and mentorship (cognitive level) are key features that advance the creation of innovations in makerspaces (see also Vinodrai et al, 2021). These rich resources, coupled with access to training, tutoring, and social companionships, can improve one's opportunities to innovate individually and in collaboration with others (Halbinger, 2018;Gantert et al, 2022). Further, in a study located in a university design studio context, West and Hannafin (2011) found that features such as flow and "the hacker ethic" contribute to what they call a "Community of Innovation. "…”

Section: Makerspaces Promoting Innovation Practicesmentioning

confidence: 99%

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Learning to innovate: Students and teachers constructing collective innovation practices in a primary school’s makerspace

Leskinen

Kajamaa²,

Kumpulainen³

2023

Front. Educ.

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The need to foster citizens’ innovation skills is widely recognized. Although current research acknowledges the potential of makerspaces to promote innovation activities, research still lacks an understanding of underlying mechanisms that can lead the creation of innovations in makerspaces by students. Moreover, research to date has overlooked how innovation practices are formed in K–12 makerspaces. In this sociocultural study, we used ethnographic video data from a Finnish primary school’s makerspace and applied methods of abductive Video Data Analysis to investigate how innovation practices are constructed in first to sixth grade students’ and teachers’ interactions. The results of this study show that the innovations created by the students in the makerspace were an outcome of students’ and teachers’ collective innovation practices. The study provides a typology of these collective innovation practices, namely: taking joint action to innovate, navigating a network of resources, and sustaining innovation activities. Further, our results reveal that the collective actions encouraged students to use skills deemed to be important for innovation creation. Also, adding to existing research knowledge, our results reveal two mechanisms that potentially promote students’ learning to innovate. These mechanisms include the teachers’ orientation to facilitating open-ended STEAM projects and practices that emphasize students’ ownership over their personal projects.

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“…Studies that capture the significance of innovation in enterprise activities gained much attention after the seminar by Griliches (1979) and Mario et al (2018) . Innovation management researchers have since then advanced the scholarly discourse on the link between innovation and its associated effect on organizational performance ( Li and Wang, 2016 ; Jeff et al, 2020 ; Chao et al, 2022 ; Gantert et al, 2022 ). China is recognized globally for its enormous production capabilities ( Hyejin et al, 2018 ; David et al, 2019 ; Mingshan et al, 2019 ; Yongtao et al, 2022 ); hence studies that seek to establish how the innovation influences the performance of Chinese firms are imperative in current times ( Diéguez-Soto et al, 2019 ; He, 2019 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Innovation and organizational performance: A perspective among Chinese enterprises

2022

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The influence of innovation on the performance of Chinese enterprises still remains inconclusive in the literature of innovation management. The aim of this research therefore is to examine the link between innovation and performance of Chinese enterprises, and explore the influence of sentiment expressed by investors in this relationship. The data for our study are drawn from 3,500 Chinese listed firms, operating within the periods, 2009–2017. Panel autoregressive models (fixed and random effects) are employed in our empirical analyses. We further performed Hausman tests in order to ascertain which of the models is more suitable for our dataset. Results from the analysis show that innovation significantly influences the performance of Chinese enterprises and it is moderated by sentiment expressed by investors. Specifically, it is found that Chinese enterprises tend to be innovative as feedback to sentiment expressed by investors and this consequently results in higher performance.

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The moral foundations of makerspaces as unconventional sources of innovation: A study of narratives and performance

Cited by 21 publications

References 97 publications

A Systematic Review on FabLab Environments and Creativity: Implications for Design

A Systematic Review on FabLab Environments and Creativity: Implications for Design

Learning to innovate: Students and teachers constructing collective innovation practices in a primary school’s makerspace

Innovation and organizational performance: A perspective among Chinese enterprises

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