A summative content analysis of innovation in the AACN essentials informed by Pillay's innovation competencies.

Innovation has been cited as the single most critical source of competitive advantage and enables firms to respond creatively to competitive threats and opportunities. That notwithstanding, innovation process has not been well developed and understood. This study aims at addressing this gap by scrutinizing four questions: (1) What costs need to be considered in innovation? (2) Under which innovation process model are the costs considered? (3) What benefits are available? and (4) What competencies are required for innovation? Answers to these questions will provide a valuable insight and a better understanding for successful innovation process. To achieve this, the paper proposes a framework to integratively map innovation stages, costs, benefits, and core competence for successful innovation to build sustainable competitive advantage. This study submits that until the costs, benefits and competencies for innovation are considered integratively, and mapped onto innovation stages, innovation and competitive advantage will suffer the consequence thereof.

PurposeThe purpose of this paper is to present an example of pedagogical strategy, called innovation pedagogy, and study whether its learning environments (activating teaching and learning methods, working life orientation and research, development and innovation (RDI) integration, multidisciplinary learning environments, flexible curricula, entrepreneurship and internationalization) can be associated with students’ innovation competences (creativity, critical thinking, initiative, teamwork and networking).Design/methodology/approachIn this case study, the electronic self-assessment questionnaire was distributed to third- and fourth-year bachelor students (n=236) from one Finnish university of applied sciences at the end of the Spring semester in 2017.FindingsTwo profiles of students concerning their level of innovation competences can be identified. The level of students’ innovation competences is associated with all the six elements of learning environments. The more students have experience with learning environments of innovation pedagogy, the higher they scored when assessed for their innovation competences.Research limitations/implicationsBecause of the case study setting and a limited sample, there are limitations to the generalizability of the findings.Originality/valueFocusing on different levels of innovation competences of students and approaching their study path in more detail, it could be better understood how to develop more effective education, and thus, respond to the demands of an innovation society. This study extends approaches on research in education and innovation and strengthens the understanding that learning environments should be versatile and include many-sided learning opportunities. It also shows that implementing pedagogical strategy needs lot of work to be revealed in practice.

To identify healthcare professionals' experiences of innovation competence and the factors associated with it; and to examine the instruments developed to assess innovation competence and its associated factors among healthcare professionals. A mixed-methods systematic review. Researchers independently screened original studies by title and abstract (n = 2996) and then full text (n = 189). Eighteen studies were included: 16 quantitative and two qualitative. Qualitative data were analysed using inductive content analysis, and quantitative data were tabulated and synthesised narratively. The review followed the Joanna Briggs Institute Mixed Methods Systematic Review methodology. Searches were conducted in Scopus, CINAHL, Ovid Medline, ProQuest, Web of Science, PsycArticles, and Medic. Articles published in English or Finnish with no date restrictions were included. The search covered records from database inception to August 2024. From qualitative studies, we identified three categories describing experiences of innovation competence: Competences for Innovation in Healthcare, Application and Impact of Innovation in Healthcare, and Challenges and Strategies for Implementing Innovation. Quantitative studies identified three conceptual domains: Individual Capacities in Innovation, Innovation-related Competence Behaviours, and Social and Organisational Enablers. Four categories of factors associated with innovation competence emerged: sociodemographic, career-related, organisational, and academic factors. Healthcare professionals' innovation competence is a multifaceted construct encompassing individual abilities, behavioural expressions, and social and organisational engagement. A systematic and multilevel approach that targets both personal attributes and organisational enablers is needed to strengthen competence. Enhancing innovation competence can improve the healthcare sector's ability to respond to complex challenges and sustain innovation capacity. Findings inform the development of education programmes and leadership strategies to enhance innovation competence among healthcare professionals, supporting innovation implementation in healthcare organisations. No patient or public involvement was included in this study. PROSPERO: CRD42024614551.

본 논문에서는 아시아유럽정상회담(ASEM) 교육장관회의 소속 혁신역량/기업가정신 (Innovative Competence/Entrepreneurial Skills) 실무그룹 소속 6개 회원국을 대상으로 기업가정신에 대한 교육행정가, 교사, 고용주 등 이해관계집단의 인식을 탐색적으로 분석하였다. 기업가정신은 빠른 과학기술과 통신기술의 발전으로 급격한 노동시장변화와 고용없는 성장의 추세가 진전되면서, 청소년의 미래역량으로 전세계적으로 강조되고 있는 핵심역량이다. ASEM 교육부장관회의 의제 회의 중 하나인 혁신역량/기업가정신 교육(Innovative Competence/ Entrepreneurial Skills) 실무그룹은 2014년에 결성하여 제1단계(2013-2015)에서는 시대 변화에 대응할 수 있는 핵심역량에 대한 개념적 논의를 진행하였고, 제2단계(2016-2018)에서 각국마다 혁신역량/기업가정신에 대한 인식을 실제로 살펴보는 실태조사를 실시하였다. 이 논문은 실태조사결과를 분석하여 제시한 것이다. 6개국의 다른 경제상황과 교육, 문화의 맥락에서 기업가정신에 대한 주요이해관계 집단의 인식을 살펴 본 바, 각국의 교육이해관계집단들은 공통적으로 기업가정신의 중요성을 인식하고 있었고, 특히 고용주들은 기업가정신을 더욱 중요하게 인식하고 있음을 볼 수 있었다. 그리고 이해관계자들의 중요성에 대한 인식은 강하다고 판단되나 실패에 대한 관용이나 위험이 따르는 새로운 대안 모색 등 기업가정신장려 문화나 혁신역량을 강화하는 교육이나 지원시스템은 취약한 것으로 나타났다. 조사 결과의 시사점으로 청소년들의 미래역량으로서 혁신역량/기업가정신을 함양하기 위해서는 체계적인 기업가정신 교육의 강화, 산업체와의 연계, 교사교육 강화, 실패를 허용하고 연습하는 프로그램 등을 도출하였다.Entrepreneurship is a core competence that is emphasized globally as the future capacity of young people along with the rapid change of labor market and the growth without employment growth. The Innovative Competence/ Entrepreneurial Skills Working Group, one of the agenda of the ASEM ㅡMinisters of Education, was formed in 2013, and in the first phase (2013-2015), the conceptualization of core competencies was discussed and in the second phase (2016-2018), a survey on the perception of innovative competence/ entrepreneurial skills in 6 countries was conducted. This study is based on the analysis of this survey. As a result of this study, we could find that all education interest groups such as education policy officers, teachers, employers, etc. perceived innovative competency/entrepreneurial skills are very important as the core competence to cope with changing society. However, it is recognized that the culture such as tolerance on risk taking and generosity to failure is not pervasive in each society. The lack of industry involvement in innovation competence/ entrepreneurship education was reaffirmed as in other areas of education. The survey showed that the industry is not actively involved in innovative competency/entrepreneurial skills education and that it lacks systems to support it. Therefore, it is important to have a variety of ways to encourage industry participation in the contents and delivery method of innovative competency/entrepreneurial skills education. Young entrepreneurs who have proven their innovation capability can be invited as role-models for entrepre­ neurship education. Risk takers and management competencies should be included and emphasized especially in content competency training. Risk-related factors can include planning and implementation of new projects, mock-ups, lectures by seniors, and performance-based tasks. In addition, since the risk-taking capacity is accumulated by learning and experiencing it repeatedly, we should provide opportunities to take various risk-taking and failure experiences starting from a young age. Teachers agree on the need for innovative competency/entrepreneurial skills education, but there is limited will or expertise to actually participate. There must be a lot of educational opportunities for teachers training and professional development. In this respect, many of the international best practices shared during Phase 1 and Phase 2 of the ASEM Working Group could be good reference cases. Based on experience in this working group, it would be helpful to build and operate a platform to share relevant knowledge and disseminate best practices. The results of this study showed that education interest groups agreed on the necessity, but the integrated efforts such as education policy area, school education, industry collaboration and cooperation were lacking. It is suggested that support system is needed for the expansion of innovative competency/entrepreneurial skills education and should support the ecosystem of entrepreneurship education including industry, school, parents, and government. Despite the differences in the educational environment, the administrative environment, and the situation of the research culture and administrative support, the survey was conducted in the same frame to discover common trends in different situations and to identify points of significant difference. However, due to financial and time limitations, it is difficult to strictly limit the size and sampling of the subjects to be surveyed. The results of this survey should be interpreted with caution and it is necessary to improve the size of the sampling and the sampling method for the future research.

The gap between industry needs and engineering graduates’ competences is being tackled by project-based courses, which also help to develop key innovation competences to address current societal challenges. Nevertheless, there is limited understanding about what innovation competences are developed through the different types of project-based courses. This study discusses innovation competences development in these courses with the aim of understanding how to better design educational strategies to improve them. Through content analysis, we compare the outcomes of two groups of Telecom Engineering students undergoing a capstone course following a classical product development project approach and a challenge-based course using Design Thinking. Results show that both course types contribute to developing innovation competences. Nevertheless, depending on the chosen pedagogy some competences are developed further. The traditional project-based course demonstrates better results in Planning and Managing Projects. Creativity, Leadership, and Entrepreneurship are more developed through a challenge-based approach combined with Design Thinking.

The purpose of this study is to evaluate the interrelationships between internal social capital, learning orientation, technology innovation and core competencies. A 43-item survey questionnaire was developed and 208 manufacturing and service firms in China were selected as the samples of this study. The results conclude: the emphasis of internal social capital is associated with the levels of learning orientation and core competencies; the emphasis of learning orientation is associated with the levels of technology innovation and core competencies; and technology innovation may enhance a firm to build core competencies. Since very limited studies have concentrated on above issues, the results of this study can provide important references to academicians and practitioners in the developing of technology innovation and building core competencies.

Purpose: The fields of competence development and capacity development remain isolated in the scholarship of learning and innovation despite the contemporary focus on innovation systems thinking in agricultural and rural development. This article aims to address whether and how crossing the conventional boundaries of these two fields provide new directions for developing learning and innovation competence in international development. Design/methodology/approach: Using mixed methods research, this article assesses work environments for experiential learning and innovation, and investigates effective ways of enhancing core competence in agricultural research, education, extension and entrepreneurship. Findings: Findings suggest that while the focus on input and output indicators are relevant for technological innovation competence development, outcome indicators, such as measures of changes in cognitive, affective and psychomotor domains of learning and innovation, would better serve the purpose of developing organisational and institutional learning and innovation competence. Practical implications: This research concludes that crossing the conventional boundaries of competence development and capacity development serves as a way to renew the role of education within the innovation systems thinking. However, such an attempt to enhance human capabilities and functionings through education should integrate theory-based, competence-based and experiential learning components as a coherent whole. Originality/value: This article demonstrates the value of crossing the conventional boundaries of the two seemingly unrelated fields—competence development through education and capacity development through extension—to provide new directions to operationalise innovation systems thinking in agricultural education and extension.

PurposeThis paper aims to identify the dimensions of a firm’s service innovation competence. This paper also aims to establish the relationship between a firm’s service innovation competence dimensions and customer-oriented service innovation configurations and customer adoption. This study probes the supply side of service innovation to assess the key drivers or capabilities that influence the service innovation process at the firm level.Design/methodology/approachThis study uses the triangulation method using existing theoretical concept supplemented by 18 in-depth interviews of senior level managers from service firms from three sectors – hospitality, mobile telecommunication services and financial services. The interview findings were supplemented by 12 service innovation case studies (four from each sector). Content analysis of in-depth interviews was performed using three raters, and inter-rater reliability was tested. Case studies were categorized in terms of the strength of the innovation competence dimension observed.FindingsBased on the content analysis of the interviews and categorization of case study observations, six distinct dimensions of the firm’s service innovation competence were identified. Four attributes of each dimension were also identified. Based on the interview insights and case observations, seven propositions are suggested, and a conceptual framework is presented to establish the relationship between the firm’s service innovation competence dimensions and service innovation configurations and customer adoption.Research limitations/implicationsThis study was conducted in the Indian context and remains to be tested using quantitative research. Therefore, researchers are encouraged to test the proposed framework in a different geographical context to ascertain its validity.Practical implicationsThe conceptual framework presented in the paper may help managers of service firms in building innovation capabilities that are relevant to development of customer-oriented innovations. This would lead to better customer adoption of their new services.Originality/valueThis paper fills an important knowledge gap regarding the dimensions of a critical supply-side component of service innovation, that is, innovation competence. Clear identification of competence dimensions and their relationship with customer adoption extends the current knowledge on service innovation.

PURPOSE: Facing the research gap of entrepreneurial learning by self-expatriated technology-based entrepreneurs, the purpose of this research is to explore those entrepreneurs’ beliefs and experiences across expatriation to identify the enhancement of their competencies. METHODOLOGY: Within a qualitative and exploratory multiple case theory-building approach, data was collected from twelve technology entrepreneurs from Brazil, Mexico, Germany, and Israel that went to the following destination countries: Spain, United Kingdom, United States, Germany, Ireland, Turkey, and the Netherlands. With interview data as the primary source, the data analysis rests on a qualitative content analysis. FINDINGS: Data allows structuring techpreneurs’ experience of expatriation along the following steps: (a) arrival in the destination country and initial process of socialization, (b) engaging in activities to get familiar with the culture of the destination country, (c) the gradual comprehensive understanding of the new context, and (d) comparisons between the home and destination country. Expatriation had an evident impact on the technology-based entrepreneurs that materializes in three groups of competencies: entrepreneurial competencies, knowledge and innovative competencies, and international competencies. Entrepreneurial competencies relate to relational and behavioral skills and the learning of doing business in different contexts. Concerning knowledge and innovative competencies, creativity, learning new techniques and international innovation environment stand at the fore. Finally, international competencies relate to the acceptance of different cultures (multicultural learning and perception of cultural differences), developing a sense of an international community and an international innovation culture. IMPLICATIONS: This study evidenced the influence of expatriation experiences on the training of skills of technology-based entrepreneurs, in a specific approach to entrepreneurial, innovative, and intercultural competencies. The research portrays self-expatriation as an opportunity for technology-based entrepreneurs to develop different competencies being helpful to innovate, to manage business and to operate in international markets. Universities and innovators may recognize their discretion to develop programs for people like former students who want to self-expatriate. In the same vein, government can design policy to attract self-expatriate in innovations hubs, considering that local inhabitants can benefit from the cultural exchange. ORIGINALITY AND VALUE: This study contributes to better understanding the influence of self-expatriation experiences on the development of skills of technology-based entrepreneurs. Compared to previous studies, it advances research through providing a wider range of learning from expatriation experiences beyond the effect of internationalization on market knowledge and cultural aspects. Furthermore, this study focuses the process, not the results of self-expatriation to understand entrepreneurs’ learning.

The article reveals the essence of innovativeness as a key competence in the field of science education, which involves the ability to generate and embody new ideas in models, developments, and projects. It emphasizes that innovativeness is not just about creativity, but also about applying new knowledge and approaches in practice, making it essential for preparing students for future challenges in a rapidly changing world. The psychological readiness of students of basic general secondary education for research, project, and creative activities is characterized, highlighting the importance of fostering curiosity, critical thinking, and problem-solving skills. The results of an online survey of teachers from general secondary education institutions are presented, which indicate their understanding of the essence of innovative competence and openness to new ideas. This feedback demonstrates that teachers are increasingly aware of the need for fostering innovative competence in students and are motivated to implement innovative teaching strategies. The survey also shows that there is a growing recognition among educators of the importance of integrating modern technologies, interdisciplinary approaches, and student-centered learning in the educational process. Based on the content analysis of regulatory and legislative documents, scientific research, and psychological and pedagogical literature, the psychological and pedagogical conditions for the formation of innovative competence in students of basic general secondary education in the process of learning physics are determined. These conditions include stimulating positive and productive motivation in students to master physical education, taking into account the achievements of science, the development of technologies, and the requirements of the labor market in the content of education. Such an approach ensures that students are prepared for both academic success and future professional challenges. Furthermore, the involvement of students in research (research, educational and research, research and experimental, design, invention), project, and interactive activities in accordance with the standards of education, educational, and training programs is emphasized. These activities not only engage students in the learning process but also help them develop the necessary skills for innovation. Active use of the latest pedagogical approaches to teaching and assessment, innovations in the field of education, the practice of interdisciplinary training, methods, and means of training are highlighted as essential tools for supporting innovative competence development. The article also discusses the organization of the educational process as a pedagogical interaction aimed at the development of the personality, preparing students to solve life tasks of various complexity. Examples of formative assessment of students in the process of teaching physics are given, which is used to track the personal development of students, their educational progress, and the process of gaining educational experience. This formative assessment is crucial as it serves as the basis for developing an individual educational trajectory, allowing teachers to support students in reaching their full potential. Through continuous feedback and adaptive teaching strategies, the educational process can be tailored to meet the unique needs of each student, fostering a deeper understanding of the subject matter and the development of innovative competencies.

The construction industry has been experiencing high waves of revolutionised innovative technologies globally. These resulted from the highly innovative demands of the 4th industrial revolution (IR), which does not exclude the construction industry. These technologies do not rely on traditional design and build principles, and they require sophisticated skills and competencies. Currently, the construction industry is still struggling to find professionals with innovative competencies and the skills needed to manage the building lifecycle process. These have been a major concern in developing countries’ construction industry sector. Employers in the construction industry are now looking for construction management graduates (CMG) who are academically qualified and also possess considerable construction-related innovative skills and competencies in related technological software or tools. This study investigates the expected core skills and competence required by CMG. The methodology entails a well-structured systematic literature review, wherein 13 expected core competencies and 27 expected core skills were identified. Based on these, primary data were elicited through an online Google Forms survey distributed to professionals in the Nigerian construction industry. A total of 330 valid responses were obtained. Relative Important Index (RII) and principal component analysis (PCA) were carried out and presented. The result reveals the industry’s expectations and provides guidance to CMG seeking employment in the construction industry. Understanding the industry expectations and possessing the required core competencies will enable the CMG to remain relevant in the dynamic built environments. This study contributes to building information modelling (BIM) knowledge and the current innovative competencies and skills required in the built environment.

BACKGROUND: The American Nurses Association designated forensic nursing (FN) a specialty in 1995. Nursing schools subsequently adopted Lynch's theoretical framework. Inconsistent sub-specialty-focused graduate education emerged, creating difficult-to-compare early programs of study. AIMS: Update FN domains, descriptions of and context for FN practices, core competencies, and sub-competencies with content for graduate curricula, align FN with new AACN Essentials, and create a certification foundation. METHODS: Methods include the mini-Delphi design (Estimate-Talk-Estimate), with Nominal Group Techniques methods, Cognitive Task Analysis, and NVivo™ qualitative analysis of experts' virtual recordings. The FN sample (N=126) included educators-clinicians, who gathered face-to-face (2002-4, 2014) and virtually (2020-22). RESULTS: The 2002-04 results informed the 2014 meeting, validating major knowledge pillars (legal foundations, forensic science, and nursing science). Analysis of 2020-2022 data named key domains, descriptions of and context for practice, core competencies, sub-competencies, concepts, and content in forensic nurse science and practice. The research included qualitative analysis of participant conversations, naming key content for each pillar. CONCLUSIONS: The 20-year Delphi study transformed knowledge integration for competent future Generalist and Advanced Forensic Nurse education and practice. The study confirmed Lynch’s thesis, three pillars of knowledge, and aligned FN core competencies with AACN Essentials and other national nursing publications, naming common practices, essential for all FNs. The study’s derivation of scientific content, important for certifications, arose from qualitative analysis of expert conversations, implying that as FN science evolves, the diverse practice roles of the FN mature with a common and basic core for application in all FN practices.

Innovation and entrepreneurship (I&E) ability has been defined as one of the key elements and expected outcomes of personal and professional development among pharmacy students. As an emerging trend in pharmacy undergraduate training, the organic integration of I&E elements in professional education offers a critical means to cultivate high-quality pharmacy professionals. However, the current methods of doing so have not incorporated adequate consultation with pharmacy undergraduates, who are key stakeholders in I&E and professional education. This work aimed to examine pharmacy undergraduates' attitudes and opinions about the integration of I&E programs into professional education and their preferred integration model. In this cross-sectional observational survey, a self-developed questionnaire was used to measure I&E practices, attitudes, and preferred implementation models regarding the integration of I&E programs into professional education among all pharmacy undergraduates enrolled at Wuhan University of Science and Technology, China. A total of 264 valid questionnaires were collected, with a participation rate of 91.7%. Only 33.7% and 20.8% of the respondents had applied for I&E training projects and had participated in I&E competitions, respectively. The mean self-rated scores on 5-point Likert scales were 2.99 for understanding of the pharmaceutical industry, 3.03 for understanding of pharmacy academic research, 2.33 for their own entrepreneurial competence, and 2.76 for their innovative competence. Most students showed positive attitudes towards the integration of I&E into professional pharmacy education; however, fewer than half had positive entrepreneurial attitudes at the individual level. 'Market uncertainty and tight competition' was perceived as the most important barrier jeopardizing pharmacy undergraduates' entrepreneurial prospects, and students were most concerned about 'innovative idea generation' in terms of their innovation. More students (39%) felt that I&E programs should be longitudinally distributed within the current professional education framework; 44% and 56% reported that their preferred stages of pharmacy education and types of courses for integration of I&E programs were 'professional theoretical training' and 'required courses,' respectively. Pharmacy undergraduates had a positive attitude towards integrating I&E into professional pharmacy education. However, further efforts are needed to improve students' understanding, confidence, practices, and competence with respect to pharmacy I&E.

Introduction. For the public sector to be innovative, it is necessary to have professionals with the skills to innovate and generate improvements in the provision of public services. Therefore, it is necessary to define and develop such competences in public servants using research techniques that generate quality and consistent results. Goals. Define the competences necessary for professionals working with innovation in the Brazilian public sector, based on data triangulation as a way to generate a more complete and consistent list from different sources of information. Methods. A descriptive, cross-sectional research with a mixed approach was carried out, the qualitative one with analysis of seven documents, 27 interviews and three focus groups with 14 participants in total, and the qualitative approach with the application of an electronic questionnaire with 674 participants to define and validate the necessary skills with triangulation of data. Data were subjected to thematic content analysis and descriptive and multivariate statistics. Results. 32 competencies to innovate were defined, all of which were identified in interviews, 25 in focus groups and 20 in documental research. All competencies had averages greater than 7, indicating the perception that they are necessary to innovate in the public sector, in addition to having factor loadings greater than 0.80, indicating the excellent quality of the items and internal consistency of 0.990, corroborating the quality of the data. generated by qualitative research. Conclusions. The use of triangulation allowed a more complete list and higher quality in the definition of competences for innovation, considering the advantages of the different collection techniques used, contributing to a greater validity of the results.

Competent educators are needed to ensure that social and healthcare professionals are effective and highly competent. However, there is too little evidence-based knowledge of current and required enhancements of educators' competences in this field. The aim of this study was to describe social and healthcare educators' perceptions of their competence in education. The study had a qualitative design, based on interviews with educators and rooted in critical realism. Forty-eight participants were recruited from seven universities of applied sciences and two vocational colleges in Finland, with the assistance of contact persons nominated by the institutions. The inclusion criterion for participation was employment by an educational institution as a part-time or full-time, social and/or healthcare educator. Data were collected in the period February-April 2018. The participants were interviewed in 16 focus groups with two to five participants per group. The acquired data were subjected to inductive content analysis, which yielded 506 open codes, 48 sub-categories, nine categories and one main category. The educators' competence was defined as a multidimensional construct, including categories of educators' competences in practicing as an educator, subject, ethics, pedagogy, management and organisation, innovation and development, collaboration, handling cultural and linguistic diversity, and continuous professional development. Educators recognised the need for developing competence in innovation to meet rapid changes in a competitive and increasingly global sociopolitical environment. Enhancement of adaptability to rapid changes was recognised as a necessity. The findings have social value in identifying requirements to improve social and healthcare educators' competence by helping educational leadership to improve educational standards, construct a continuous education framework and create national and/or international curricula for teacher education degree programs to enhance the quality of education. We also suggest that educational leadership needs to establish, maintain and strengthen collaborative strategies to provide effective, adaptable support systems, involving educators and students, in their working practices.