Innovation Competence Research Articles

How to shape individual innovation competencies? Proposing a tool for the corporate environment

Purpose In recent years, there have been many discoveries in terms of identifying and measuring innovation competencies (ICs) but not regarding the process of shaping such ICs. This study aims to understand how ICs are shaped in a corporate environment and thereby broaden the existing knowledge on IC development in the business context Design/methodology/approach The authors conduct a qualitative study using the design science research methodology. This methodology makes it possible to find solutions instead of merely explaining the research problem and generates a greater impact through artifact creation. Findings This study proposes the use of the innovation competencies development cycle, a tool that develops employee ICs and comprises a diagnostic stage and six fundamental stages. The diagnosis stage is intended to analyze whether the environment in which the tool will be applied has the required foundation to guarantee its effective functioning and obtain the expected results. The other six stages are designed mainly using the innovation pedagogy approach, the individual IC behaviors and the experimental learning. Research limitations/implications The study’s limitations include the application of the tool to a single sector and company size. In addition, the sample of participating employees was reduced. Practical implications This study has practical implications in the field of management, as it delivers a tool that can be applied to business companies. This tool aims to help managers shape innovation skills in their employees. Social implications This study contributes with a real proposal for a tool to shape innovation competencies. This study will help employees and organizations become more innovative. Originality/value The IC theme has been previously examined only within the academic and not the corporate environment, a gap addressed by this study. Therefore, this study adopts the perspective of developing ICs by not only measuring but also identifying and classifying this group of competencies.

Future-Proofing Tech and Energy Organizations: The Strategic Role of Competence and Quality in Driving Innovation and Overcoming Failures

The Oil and Gas Industry (OGI) plays a vital role in sustaining a strong national economy, with its efficiency and competitiveness heavily shaped by the adoption of innovative technologies. Thus, the strategic role of competence and quality in driving innovation within the OGI is explored in this study. A quantitative approach is undertaken, and data is obtained from 260 middle- and senior-level executives spread across 15 registered and operational Oil and Gas (O&G) companies in the United Kingdom. To explore the relationship between innovation capabilities and performance outcomes, correlation, and Regression Analysis (RA) are undertaken. As per the findings, competence, particularly through structured feedback mechanisms and failure analysis, has a significant positive relationship with the quality of output performance. Also, in mitigating innovation failures and improving subsequent innovations, the structured feedback mechanisms are the most influential factors. As per the findings, developing innovation competencies enhances performance and sustainability in the O&G sector. Keywords: Innovation, Failures, Competitiveness, Quality, Oil and Gas industry.

Innovative Competency Development of Vocational Teachers Through Professional Learning Community: A Participatory Action Research

This research aimed to 1) study the components and indicators of innovative competency of vocational teachers, 2) study the current status, desired status and needs in developing innovative competency of vocational teachers, 3) develop innovative competency of vocational teachers through professional learning communities, and 4) evaluate the outcomes of innovative competency development of vocational teachers. The research was divided into 4 phases: Phase 1 studied the components and indicators of innovative competency of vocational teachers. The informants were 9 qualified persons who were selected by purposive selection. Phase 2 studied the current status, desired status and needs in developing innovative competency of vocational teachers. The sample group was 234 administrators and teachers from government vocational education institutions in Roi Et Province, selected by stratified random sampling. Phase 3 developed innovative competency of vocational teachers through professional learning communities. The target group was 9 teachers who volunteered to participate in the development. Phase 4 evaluated the outcomes of developing innovative competency of vocational teachers. The informants were 9 teachers who volunteered to participate in the development. The research instruments were interview forms, observation forms, assessment forms, and questionnaires, with a reliability of 0.937 for the entire questionnaire. Data were analyzed using basic statistics, the priority need index, and inductive analysis. The research results found that: There were 4 components and 14 indicators of innovation competence in vocational education teachers, consisting of: 1) Creativity, with 4 indicators; 2) Application of knowledge to develop innovation, with 3 indicators; 3) Creative confidence, with 3 indicators; and 4) Teamwork, with 4 indicators. The current state of innovation competence in vocational education teachers is at a high level, and the overall desired state is at the highest level. The needs for innovation competence development in vocational education teachers are ranked as follows: 1) Application of knowledge to develop innovation; 2) Creative thinking; and 3) Creative confidence and teamwork, which have the same need index for development. The results of the development of innovative competence of vocational teachers with professional learning communities in 4 components, 14 empirical goals in the first round of research, 9 items were successfully developed, 5 items were not successfully developed, namely 1) teachers think outside the box to create works, 2) teachers have new ideas that are useful, 3) teachers design innovations, 4) teachers have skills in testing innovations, and 5) teachers can communicate effectively. When developing again in the second round of research, all empirical goals were successfully developed. 4. The results of the development of innovative competence of vocational teachers through professional learning communities found that there was a change resulting from learning by doing at the individual, group, and organizational levels. At the individual level, there was learning from following the research steps, there was an exchange of knowledge and experiences about creating inventions and innovations continuously. At the group level, there was a culture of systematic collaboration and a strong network of innovative teachers within the educational institution. At the organizational level, executives, teachers, and personnel had an effective knowledge management approach for developing innovative competence of teachers, an organizational culture that emphasized learning by doing, and the overall product innovation evaluation results were at a very good level

A Study on the Relationship Between Creative Attitudes of Secondary School Teachers and Their Professional Competence in Teaching Students with and Without Disabilities

Introduction: Teacher professional competence may be an indicator of general, special and inclusive education quality. However, creative attitudes of teachers may contribute to an increase in their motivation, self-awareness and subjective well-being. Furthermore, teachers’ professional competence may constitute grounds for developing creative competence which enables an analysis of the relationship between teachers’ creative attitudes and teachers’ professional skills in working with students with disabilities and without special needs. Research Aim: The present study aimed to compare the levels of perceived professional competences in teaching students with and without disabilities as well as to examine the relationship between the creative attitudes and the aforementioned competences in a sample of secondary school teachers. Research Method: A diagnostic survey method as well as the following instruments were used: Creative Behavior Questionnaire KANH by Popek, Teachers’ Perceived Professional Competences Questionnaire by Byra and Kazanowski, a short demographic survey aimed at teachers. Results: The teachers place greater emphasis on evaluative and innovative competence in teaching students with disabilities. However, psychological and communicative competence in working with students without special needs are rated higher. There is a relationship between teachers’ creative attitudes and the self-reported professional competences in teaching students with and without disabilities. The interdependencies are more recognizable regarding the students without special needs. The hypothesis was partially verified. Conclusions: The findings prove that fostering teachers’ creative attitudes may improve teachers’ professional competences in special, mainstream and inclusive education. Pedagogically, it is important to promote both student and teacher creativity.

The ANP method to relate innovative personal competencies in sustainable development in Ecuadorian fruit exporting SMEs

The development of the personal innovative competences in workers is of capital importance for the competitiveness of organizations, where the ability of the employees must respond in an innovative way to diverse situations that arise in specific contexts. Considering this, the question arises: How do innovative employees’ competences affect the sustainable development of Micro, Small and Medium Enterprises (MSMEs)? Therefore, the objective of this work is to present a multi-criteria method based on the Analytic Network Process (ANP), to relate innovative personal competences and the sustainable development of MSMEs. An instrument was applied to groups of experts from 31 Ecuadorian fruit-exporting MSMEs, to develop a multi-criteria decisional network that allowed identifying the innovative personal abilities that have the greatest impact on the sustainable development of these organizations. The results demonstrate the relevance of the elements of innovative personal competencies, with a cumulative participation of 39.15%, Sustainable Export Development with 32.18% and Improvements with 28.66%. It also presents three types of analysis: i) Global to establish the weight of each variable; ii) Influences, to establish solid cause-effect relationships between the variables and iii) Integrated. The most relevant innovative personal competences for sustainable development and improvements for exporting SMEs are teamwork, critical thinking, and creativity within the international context.

Mapping Innovation in Chemistry Education: Expert Insights on Innovation Competence and Learning Environments

Mapping Innovation in Chemistry Education: Expert Insights on Innovation Competence and Learning Environments

Prediction of Entrepreneurship Spirit and Innovation Competency of Post Graduate Students in University

Prediction of Entrepreneurship Spirit and Innovation Competency of Post Graduate Students in University

Prediction of Entrepreneurship Spirit and Innovation Competency of Post Graduate Students in University

Prediction of Entrepreneurship Spirit and Innovation Competency of Post Graduate Students in University

대학생의 인성역량, 혁신역량, 창의융합역량, 소통역량 간의 구조적 관계 분석

The purpose of this study is to analyze the structural relationship among university students' character competency, innovation competency, creativity confluence competency and communication competency, and to identify the mediating effect of innovation competency and creative convergence competency in the impact of character competency on communication competency. For this purpose, an online survey was conducted among students at University A in Gyeonggi-do using the variables of creativity competency, innovation competency, creative convergence competency, and communication competency. Data analysis was performed using SPSS 27.0 and AMOS 27.0 statistical programs. As a result of the study, first, creativity competency, innovation competency, creative fusion competency, and communication competency all showed a significant correlation, and it was confirmed that the structural relationship was appropriate. In the final model, each path coefficient was statistically significant in all paths. Second, as a result of verifying the mediating effects of innovation and creative convergence competency on the influence of university students' character competency on their communication competency, it was found that character competency had a significant indirect effect on creative convergence competency through innovation competency. In addition, it was found that character competency had a significant indirect effect on communication competency through innovation competency and creative convergence competency. Based on the research results, the relationship among character competency, innovation competency, creative convergence competency, and communication competency was structurally analyzed and identified, and the direction of competency development and educational implications were provided.

Analysis of innovation competencies and the creation of entrepreneurship

The research explores the role of innovation competencies in the university environment and its influence on the creation of entrepreneurship, in the Ecuadorian context. These competencies, understood as a set of technical, creative, digital and strategic skills, are essential to transform ideas into sustainable initiatives. The relationship between innovation and entrepreneurship is analyzed from a theoretical and empirical perspective, addressing how institutional and cultural factors can influence entrepreneurial development. A mixed-methods approach was adopted. The qualitative phase consisted of interviews with technology startup entrepreneurs to identify key competencies; while the quantitative phase included surveys of 150 entrepreneurs from various sectors, statistically evaluating the relationship between these competencies and business performance. Tools such as the Likert scale and linear regression analysis were used to measure the impact of competencies on performance. The results underscore the relevance of strategic and digital competencies to generate competitive advantages, highlighting their role in uncertainty management and process optimization. Additionally, challenges such as limited access to resources and the stigma associated with failure were identified, which hinder the consolidation of entrepreneurial projects in Ecuador. This study contributes to the design of educational strategies and public policies aimed at strengthening the innovation and entrepreneurship ecosystem, promoting a positive impact on the sustainable development of the country

TRAINING A MODERN MATHEMATICS TEACHER: THE EXPERIENCE OF THE YURY FEDKOVYCH CHERNIVTSY NATIONAL UNIVERSITY

The article analyzes research on the issues of readiness of a modern mathematics teacher; the advantages of using innovative technologies over traditional ones by a teacher are presented. The purpose of the article is to substantiate the feasibility of training future mathematics teachers by introducing innovative technologies into the educational process of a higher education institution. Research methods include theoretical – analysis, synthesis, comparison, study of best practices and empirical – pedagogical experiment, expert assessment, testing, questionnaires. It is proven that the main function of innovative technologies is the direct inclusion of students in life itself and the implementation of the doctrine of “lifelong learning”. It is determined that the use of innovations and the application of pedagogical innovative technologies in work is one of the components of the innovative competence of a mathematics teacher. The features of the formation of the readiness of future mathematics teachers for innovative pedagogical activity and the classification of pedagogical technologies that are implemented in their work are presented. The academic disciplines of the educational program of the specialty 014.04 «Secondary education (mathematics)» for the field of knowledge 01 «Education/Pedagogy», which is implemented at the Faculty of Mathematics and Informatics of Yuriy Fedkovych Chernivtsi National University, are considered. As a result of studying professionally oriented disciplines, a complex of innovative teacher competencies is formed. The integration of innovative technologies in mathematics teacher training at Yuriy Fedkovych Chernivtsi National University sets a benchmark for modern education. By fostering competencies such as digital literacy, critical thinking, and adaptability, the university prepares future teachers to navigate the challenges of contemporary classrooms effectively. These advancements contribute to the broader goal of creating a resilient, innovative, and capable educational workforce. Future research and continuous adaptation will further enhance the training process, ensuring alignment with global trends and local needs.

Transformasi Pembelajaran dengan Coding: Membekali Pendidik MI Manba’ul Huda dalam Meningkatkan Literasi Digital Siswa

In the era of globalization which is marked by rapid technological development, education has undergone a significant transformation so it is considered important to innovate learning with coding through the ScracthJr application which aims to increase digital literacy in students and the introduction of coding as a learning method at MI Manba'ul Huda. This study uses a qualitative descriptive approach, with data collection through observation and in-depth interviews with teachers, madrasah heads, and students' parents. The results of the study show that the application of coding not only improves students' digital skills but also stimulates critical and logical thinking skills. A total of 57.1% stated that this coding was appropriate to be applied in learning, but as many as 64.3% stated that this coding could improve digital literacy in students while 35.7% expressed doubts. This is because there are difficulties from educators to master the coding, but this is a demand for educators to have more innovative competencies.

Fostering Education for Sustainable Development in Higher Education: A Case Study on Sustainability Competences in Research, Development and Innovation (RDI)

This study explores how higher education institutions (HEIs) can foster the relevance of education for sustainable development (ESD) and strategic human resource development for a holistic sustainability transformation. Sharing a case example, it discusses how sustainable and responsible research, development and innovation (RDI) competences can be recognised, described and acknowledged to support the contextualised application of ESD and human resource development in one HEI of the INVEST university alliance and its stakeholders. It compares education professionals’ and stakeholders’ views on current and future competence needs and investigates inter-organisational competence development practices. The methodology encompasses a qualitative and interpretive case study based on focus group interviews. The results on the current sustainable competences indicated that HEI and stakeholder respondents identified disciplinary competences as the most important competence cluster followed by systems-thinking, strategies-thinking and integration competences. Although HEIs and stakeholders jointly regard disciplinary competences as most critical for the future, they have considerably different perspectives on the megatrends influencing these needs and the overall spectrum of the required competences. This study provides methodological means for contextualising sustainability competences and enhancing stakeholder-informed competence development. The results may serve as a point of reference for aligning higher education curricula and human resource development with ESD for more sustainable higher education.

An Investigation for Business Performance on Indonesia's Small and Medium Medical Companies Sustainability

The purpose of this study is to investigate how small and medium-sized medical (SMM) businesses might improve their performance and long-term viability by utilizing innovation, improvisation, and creativity. The research employed a purposive sample of 403 managers and owners of small- and medium-sized health clinics, medical equipment suppliers, and diagnostic laboratories across the country, using a quantitative approach. The data were analyzed using structural equation modeling with a multi-group analysis. The results indicate that spirituality significantly and positively moderates the relationships between creativity, improvisation, business performance, and innovation capability. Furthermore, creativity has a positive influence on business performance, improvisation, and innovation. Improvisational skills are shown to greatly affect both innovation capacity and business performance. Additionally, innovation competence in SMM businesses positively influences business performance, which in turn enhances sustainability. Since the data were gathered only in Indonesia, future studies are encouraged to replicate this research in other countries to validate the proposed theoretical model. These insights provide a fresh understanding of the connections between spirituality, creativity, improvisation, innovation, business performance, and sustainability, enriching existing literature and offering a foundation for future research on SMM enterprises.

Facilitating an Evidence-Based Quality Improvement Learning Culture in Nursing Teams Through Coaching and Identification of Key Influencing Factors: An Action Research Approach.

To explore how coaching can facilitate the development of an Evidence-Based Quality Improvement (EBQI) learning culture within nursing teams in hospital and community care settings. This study also explores the specific contextual factors that influence effective outcomes. Action research. Nine teams, including 254 nurses were selected from four hospitals and two community care organisations to participate in the development of an EBQI-learning culture under the guidance of internal and external coaches. Data were gathered from 27 focus groups with 56 unique participants (of whom 31 participated multiple times) and six individual interviews with three external coaches. Transcripts of all interviews were subjected to abductive thematic analysis. To promote an EBQI learning culture in nursing teams, it is essential that internal coaches effectively guide their team members. The internal coaches in this study focused on enhancing readiness for EBQI by providing support, encouraging involvement and motivating team members. They deepened innovation competencies including assessing daily care, implementing well-structured changes in care practices and embedding small steps in the change process in daily routines. It was found that barriers and facilitators within the team's context can influence the development of EBQI-learning culture and therefore need to be considered when seeking to make changes. The presence of external coaches served as a valuable resource and a motivator in supporting internal coaches to apply and improve their coaching skills. To stimulate the development of an EBQI-learning culture, internal coaches need to focus on team readiness to work with EBQI. Priority needs to be given to enhancing the care change competencies of team members. Barriers to change must also be addressed. Internal coaches require external support and motivation to continually develop coaching skills. The Standards for Reporting Qualitative Research. No patient or public contribution.

Reimagining the future through the co-creation of social entrepreneurship in higher education: a multivariate prediction model approach

PurposeThis remastered analysis focuses on the impact of entrepreneurial interventions in higher education institutions (HEI), particularly in social entrepreneurship. The study evaluated the effectiveness of such interventions through a pre-and post-test approach, examining various skill sets in students. The primary goal was to analyze the influence of entrepreneurial training programs on students' competencies in social entrepreneurship by analyzing changes in personal behavior, leadership, innovation, social value and management skills before and after the educational interventions.Design/methodology/approachThe study employed a quasi-experimental design, analyzing pre-and post-test results in three distinct social entrepreneurship training experiences. The sample consisted of 304 participants, providing a comprehensive view of the impact of these interventions.FindingsThe main findings were: (1) Educational interventions in social entrepreneurship must emphasize strategies for self-awareness, emotional intelligence and personal development improvement. The analysis revealed significant improvements in these areas, indicating that targeted strategies in these domains are essential for enhancing the effectiveness of social entrepreneurship education. (2) The impact of educational interventions on these capabilities can be effectively evaluated using machine learning methods such as ordinary least squares (OLS) regression. This approach allows for the inclusion of variables such as gender, age or location, providing a comprehensive assessment of the interventions' impact. (3) The interventions were particularly effective in improving students' innovation and leadership competencies. The analysis demonstrated substantial enhancements in these areas, underscoring the success of the interventions in developing these critical skills. (4) The study highlighted the need for a more focused approach in future interventions, emphasizing the importance of management, social value and personal skills. Additionally, it pointed out the necessity of developing and utilizing appropriate tools to create and evaluate these interventions effectively.Practical implicationsThe study provides insights into improving educational interventions in social entrepreneurship to better develop essential skills in students.Originality/valueThis research introduces a significant approach to educational interventions for educational communities and decision-makers by demonstrating the effectiveness of entrepreneurial training for competencies in innovation and leadership, which are crucial for societal and economic development.

Assessing green innovation competencies for sustainable construction practices in Nigeria: A Delphi survey

Assessing green innovation competencies for sustainable construction practices in Nigeria: A Delphi survey

Training it Forward: The Role of Embedded Research Fellows in the Network of Scholars Program in Nova Scotia Comment on "Early Career Outcomes of Embedded Research Fellows: An Analysis of the Health System Impact Fellowship Program".

Kasaai et al describe the career trajectories of embedded scientists trained through the Health System Impact Fellowship (HSIF), showing that 37% of 2017-2019 HSIF alumni continue as embedded researchers in health systems. These findings suggest that the HSIF program effectively supports career readiness in health services and policy research (HSPR). Similarly, the Network of Scholars (NoS) program, launched post-pandemic in Nova Scotia, mirrors these results, with alumni continuing in embedded roles and mentoring a new cohort of learners from undergraduate to postgraduate levels. NoS has incorporated competencies in quality, project management, and innovation to strengthen training for embedded scientists, aligning with the mandate of the Institute of Health Services Policy and Research. Since 2021, NoS has supported over 100 learners, contributing to over 300 rapid reviews and 100 rapid evaluations addressing top health system priorities while enhancing learner competencies and advancing Nova Scotia's Learning Health System (LHS) vision.

STEM, STEAM OR STREAM-EDUCATION: IT IS YOUR CHOICE!

The article deals with an actual problem of the improvement of pedagogical education system, namely a new direction – STEM-STEAM-STREAM-education. The objective of the study is to outline the origins of the problem genesis, to analyze the essence and content of STEM-education, to identify the main problems and contradictions, to identify the main means of its implementation. Synergistic, systemic, competence-oriented and activity-oriented approaches have become theoretical and methodological foundation of the study. The conclusion about the expediency of STEM-STEAM- STREAM-education combining has been made on the basis of theoretical analysis of the problem and the students of higher pedagogical institutions questionnaires. It will allow to develop left and right hemispheres of a brain simultaneously, which will contribute to its holistic functioning. With the aim of formation of future natural sciences teachers’ key and subject competences the means of STEM- STEAM-STREAM-education have been determined. That is the implementation of environmental projects in the process of education. The essence and methodology of the following projects implementation have been characterized: «Plastic bottle – a valuable thing from the past or a useless thing of nowadays? », «Let’s save the Christmas tree together», «Destruction of nature», «Eco-feeder for our feathered friends», «Clean gullies – clear conscience». Enumeration of competences based on the reflection of students’ own activities, the formation of which is mostly facilitated by the mentioned project activity has been determined. Fulfilment of eco-projects has a positive effect on the development of components of innovative competence of the students of higher pedagogical institutions (the ability to apply scientific methods of cognition in the educational process, the ability to use innovations in professional activities, the ability to apply various approaches to solving problems in pedagogical activities). The prospects for further study consist in the research of the following problem: preparation of future natural sciences teachers for modeling of educational activity using STEAM-technologies and their significance in the methodology of forming a model of bioethical behaviour of school students on the basis of the concept of sustainable development.

REFLECTION IN THE STRUCTURE OF INNOVATIVE COMPETENCE OF TEACHERS IN GENERAL SECONDARY EDUCATION INSTITUTIONS

The issue of the article concerns the topical issue of innovative competence and its components. The author aimed to characterize one of the components of this education, which refers to the ability to analyze the effectiveness and efficiency of pedagogical activity, as well as to adjust it as necessary. It is about the skill of reflection as one of the leading features of a teacher with highly developed innovative competence, since the creation and implementation of innovations requires regular analysis not only of the process of implementing something new in the educational process but also of observing and evaluating the personality of the teacher as a specialist who carries out innovative activities. Thanks to the use of such methods of scientific research as system-structural and system-functional analysis, generalization and systematization of theoretical aspects of the topic, observation, and study of the products of pedagogical activity, the author conducted a review of scientific literature regarding the essence of innovative competence of a teacher of a general secondary education institution, its structure and key characteristics, in particular, reflection skills. In addition, the publication provides information on reflective competence, which, on the same level as innovative competence, occupies a prominent place in the system of professional characteristics of a teacher regulated by normative documents. The unifying feature for both is the skill of reflection, therefore the article also presents the views of domestic scientists on the essence of this phenomenon and methods of its development and improvement. In addition, practical tools (reflective questionnaires, tables; reflective essays; pedagogical portfolios, etc.) are characterized, which contribute to the formation and improvement of the ability to reflect on one's pedagogical activity, in particular innovative ones. The publication analyzes fragments of reflective essays from teachers of general secondary education institutions who took the experimental course "Innovative aspects of the teacher's activity". This made it possible to conclude the reflexive competence of teachers, the development of reflection skills, as well as to substantiate reflection as a component of innovative competence.