Innovation Competence Research Articles

Innovative competence of the teacher of financial disciplines of the institution of professional preliminary education

The paper is devoted to the innovative competence of the teacher of financial disciplines of the institution of professional higher education. The definition of the concept of innovative competence in scientific sources is considered, the content and structure of this phenomenon are outlined. Innovative competence is understood as a mandatory competence of a specialist, without which it is impossible to effectively perform professional activities by a person, as it requires a willingness to change in connection with the constant innovations and modernizations taking place in society. The modern tendencies of development of professional higher education are covered and the character of pedagogical technologies with the use of innovative tools is analyzed. On the basis of generalization of thematic researches and practice separate offers concerning application of an innovative technique on a researched profile of preparation of the competitive expert are formulated. A review of current research suggests that the question of the importance and feasibility of introducing innovative pedagogical technologies in training to ensure a system of defined competencies of the modern specialist is axiomatic. The analyzed thematic literature sources show that the development of pedagogical technologies (content, nature, selection of tools) in the system of pedagogical science is proposed on the basis of the use of variable technologies. The innovative competence of the teacher is shown in the updated, more effective forms, ways, methods and, accordingly, qualitatively new results of educational activity which are received as a result of realization of innovations. More systematically innovative competence of the teacher is revealed in the content of components of its structure, which includes: social competence, motivational and value competence, theoretical and methodological competence, technological competence, information and communication competence, reflexive and regulatory competence.

MANAGERIAL COMPETENCIES REQUIRED OF BUSINESS EDUCATION GRADUATES FOR HANDLING ENTREPRENEURSHIP CHALLENGES IN ANAMBRA STATE, NIGERIA

This study determined the managerial competencies required of business education graduates for handling entrepreneurship challenges in Anambra State. Two research questions guided the study. Four null hypotheses were tested at 0.05 level of significance. Related literature pertinent to the study were reviewed which exposed the need for the study. Descriptive survey research design was adopted, using a population of 1124 entrepreneurs of small and medium scale enterprises. Stratified random sampling technique was used to select a sample size of 338. A structured questionnaire developed by the researcher was used for data collection. Cronbach Alpha method was used to establish the reliability of the instrument. The reliability yielded coefficient values of .91 and .85. Data collected were analyzed using mean, standard deviation, t-test and ANOVA. Mean was used to answer the research questions and standard deviation was used to explain how the responses of the respondents varied. ANOVA and t-test were used to test the hypotheses at 0.05 level of significance. The results showed that entrepreneurs of SMEs agreed that innovative and ICT competencies are required by business education graduates for handling entrepreneurship challenges in Anambra State. The results also showed that there was no significant difference in the mean ratings of entrepreneurs on innovative and ICT competencies required of business education graduates based on gender and years of experience. Based on the findings, the researcher recommended among others, that the management of tertiary educational institutions through the centre for entrepreneurship development should work in collaboration with the existing entrepreneurs/ business organizations around them in providing entrepreneurship training to students in order to enable students develop self-employment initiatives through the programme. Article visualizations:

English

The purpose of this study is to determine the relationship between level of innovation competence of school principals and innovation level of schools with the opinions of teachers working in Vocational and Technical Anatolian High Schools. The research was designed with the correlational survey model. The research population consists of 306 teachers working in the Vocational and Technical Anatolian High Schools in the center of Giresun in the 2019/2020 academic year. According to results obtained from the research, the relationship between innovation competence of the school principals and innovation levels of the schools is at the middle level. There are statistically significant differences in the views of teachers about the sub-dimensions of innovation competencies of school principals according to gender and age variables. There is no statistically significant difference in terms of branch, educational background, professional seniority and duty duration variables. According to the teachers' opinions, it was found that the innovation level of schools did not differ significantly according to age, branch, education level, professional seniority and duty duration at school. Statistically significant difference was found in the teachers' opinions regarding the organizational barriers sub-dimension of the innovation levels of the schools according to the gender variable. At the end of the research, it is recommended that studies be conducted on the innovation competencies of school administrators and the innovation level of schools and to support innovative applications especially for vocational and technical education.   Key words: Innovation, innovation competence, innovative school, vocational and technical high school teachers and principals.

중소기업의 혁신활동과 네트워크활동이 기업성과에 미치는 영향

본 연구는 중소기업 성과의 선행요인으로 기업 내부의 혁신활동과 외부지향 네트워크 활동을 통해 축적되는 혁신역량과 네트워크역량이 기업성과에 미치는 영향을 다루는 것이다. 기존연구들이 기업의 내부 자원이나 내부 역량에 국한하거나 단지 혁신활동만을 강조하였다면, 본 연구는 내부적인 혁신활동(기술개발역량, 마케팅역량, 조직문화)과 외부지향 네트워크 활동(외부기관과의 정보교류, 협력관계)을 동시에 고려한 연구이다. 이를 바탕으로 기술혁신, 개방형 혁신, 혁신역량을 연구모형에 반영하여 중소기업의 경쟁력에 관하여 내부적 혁신활동과 외부 협력활동을 동시에 검토하고자 한다. 실증분석을 위해 250개 중소기업을 대상으로 자료를 수집하였으며, 자료정제과정을 거쳐 238개 표본으로 구조방정식모형을 이용하여 분석하였다. 연구결과 혁신역량과 네트워크 역량은 기업성과에 긍정적인 영향이 있는 것으로 나타났다.

Sustainable Innovation in Higher Education: The Impact of Gender on Innovation Competences

There is currently an increasing interest for sustainable innovation in our society. The European agendas highlight the role of higher education institutions in the formation and development of innovation competences among students. Our study aimed to contribute to the analysis of the level of achievement of students’ innovation competences by considering two sustainable development goals (SDG) of the 2030 United Nations’ Agenda: Gender Equality (SDG 5) and Quality Education (SDG 4). This article tries to answer how business students perceive their own innovation competences and which innovative competences are best achieved by students, as well as if there are differences in the achievement of these competences depending on the students’ gender. Our results, from a sample of 360 students in the Business Administration and Management Bachelor’s Degree at the Universitat Oberta de Catalunya, confirm the extensive development of innovation competences. Moreover, female students present a high level of preparation for innovation-oriented action. These findings have educational implications for potentiating the innovation competences and environments where females can attain innovation skills.

An integrative conceptual model of innovation and innovative thinking based on a synthesis of a literature review

Innovation is an engine of growth and an important 21st-century competency. The cognitive process that leads to innovation is conceptualized as innovative thinking. The literature presents many non-unified definitions of innovation, and several definitions of innovative thinking, most of which are very general and are grounded in specific disciplines. Addressing this theoretical gap, the goal of this study was to define a comprehensive conceptual model of innovation and innovative thinking, particularly in relation to educational perspectives, through analysis and synthesis of a sample of 100 definitions of innovation from various disciplines. The synthesis yielded a conceptual model consisting of five cognitive competencies: define a need/problem, generate new/changed ideas, develop an outcome in accordance with new/changed ideas, implement a new/improved outcome, and adopt a new/improved outcome with added value. This integrative conceptual model of both innovation and innovative thinking can serve as a framework for developing an innovation competence to be implemented among learners of all ages.

Characterization of the Teaching Profile within the Framework of Education 4.0

The authors of the Education 4.0 concept postulated a flexible combination of digital literacy, critical thinking, and problem-solving in educational environments linked to real-world scenarios. Therefore, teachers have been challenged to develop new methods and resources to integrate into their planning in order to help students develop these desirable and necessary skills; hence, the question: What are the characteristics of a teacher to consider within the framework of Education 4.0? This study was conducted in a higher education institution in Ecuador, with the aim to identify the teaching profile required in new undergraduate programs within the framework of Education 4.0 in order to contribute to decision-making about teacher recruitment, professional training and evaluation, human talent management, and institutional policies interested in connecting competencies with the needs of society. Descriptive and exploratory approaches, where we applied quantitative and qualitative instruments (surveys) to 337 undergraduate students in education programs and 313 graduates, were used. We also included interviews with 20 experts in the educational field and five focus groups with 32 chancellors, school principals, university professors, and specialists in the educational area. The data were triangulated, and the results were organized into the categories of (a) processes as facilitators (b), soft skills, (c) human sense, and (d) the use of technologies. The results outlined the profile of a professor as a specialized professional with competencies for innovation, complex problem solving, entrepreneurship, collaboration, international perspective, leadership, and connection with the needs of society. This research study may be of value to administrators, educational and social entrepreneurs, trainers, and policy-makers interested in implementing innovative training programs and in supporting management and policy decisions.

The innovation competence profile of teachers in higher education institutions

ABSTRACT The institutional drive to implement innovation in higher education institutions, in line with the goals of the European Higher Education Area, is insufficient to achieve the effective implementation, as it is conditioned by a number of factors, most importantly, the motivation and training of university teachers. This study aims to analyse the level of innovation competence among teachers of higher education, establishing a framework adapted to the university environment and creating a questionnaire to determine the innovation competence profile of teachers. A sample of 1,404 teachers in Spain, Mexico and Bolivia was used to conduct a comparative study of their innovation skills and resources which will aid the development of possible strategies for improvement. The results will facilitate decision-making in designing training policies to raise the level of innovation competence among university teaching staff and the adaptation of the teaching/learning process for the acquisition of 21st century competences.

A conceptual model for measuring the competency level of Small and Medium-sized Enterprises (SMEs)

Small and Medium-Sized Enterprises (SMEs) are of major importance to developing countries. SMEs are the main drivers to strengthen society in sustaining economic growth and development. Governments provide various support programs to improve their industrial power and to increase the number of enterprises in the market. The enterprises must be assessed and suitable funds should be provided to those in need, to achieve an effective support program in the most efficient way.This requires implementing an assessment methodology based on a predefined set of scientific criteria. The current literature is comprehensive enough to assess the healthiness of the enterprises concerning strategic, technologic, financial as well as intellectual competencies but on the other hand, it lacks of an assessment model. This study aims to introduce a general framework for sustaining an effective assessment methodology for SMEs to eliminate this gap. The proposed model measures five different types of competencies such as Technological Competency, Strategic Competency, Financial Competency, Intellectual Competency, R&D and Innovation Competency. These competencies are to put forth the conditions in which the enterprises are running accurately. A real-life case study is conducted to ensure the baseline of the model to be implemented. The governmental organizations may utilize the model for sustaining their support role effectively to SMEs.

Innovative competences, the financial crisis and firm-level productivity in Denmark and Finland

ABSTRACT This paper examines how intangible assets contribute to firm-level productivity in the small open economies of Denmark and Finland from 2000 to 2013. We examine whether the role of intangible assets has changed over time, from the period of fairly stable growth prior to the crisis in 2008 to the more difficult period of recovery afterwards where intangible capital deepening decreased in 2008–2013 in many European countries. The productivity analysis is conducted in two stages. First, we derive total factor productivity (TFP), and second, we estimate the effects of intangible assets on total factor productivity. Our approach for measuring intangible assets is based on occupational classifications in a linked employer–employee dataset. We construct measures for three types of intangibles: broad R&D assets (R&D), organizational assets (OC) and information and communication technology assets (ICT). In both countries, the TFP effects of broad R&D increase slightly in the period after the crisis. For Finland, we also find that the TFP effects of OC increase after the crisis, while Denmark experienced a considerable increase in OC assets after financial crises in intangible intensive industries such as information, education and health industries, where productivity is lower.

Using a Mixed-methodology to assess innovativeness and adoption of new practices in engineering management in construction industry

In the present business landscape, innovative competence is considered as a salient component for the business success, notably in the developing engineering and construction companies. To assess the extent of innovativeness and adoption of new practices in engineering management in the construction industry. The research adopted a mixed research design in which the data was collected by two tools: questionnaire and a semi-structured interview. The data was collected from 357 individuals who were employed in the construction companies operating in Jordan. Correlation analysis and regression analysis was used to analyze the data collected. Results revealed males made up 67.3% of the study sample and 33.3% were females. Responses showed that internal and external innovative work environment as well as strategic management practices significantly impact the innovative competence of the firm. It also revealed an insignificant impact of the stakeholders on engineering management in the construction sector. Organizations should develop an innovative strategy and identify that enhancing innovation demands both external and internal innovative environment.

Opportunities for Adaptive Learning Environments to Promote Sustainability-Oriented Innovation Competence in Vocational Education and Training

Achieving a sustainable economic system is a key challenge facing society. However, sustainable business to date has been only minimally considered when it comes to the requisites and curricula of business trainees. It generally has been left up to schools and teachers to provide their students with sustainable business skills. This involves creating teaching and training that effectively harmonize with learner requirements. 
 
 To support teachers in this process, the following develops a sustainability-oriented innovation competence typology using a latent profile analysis based on data gathered from 1,149 business trainees who were in the first, second, or third year of their apprenticeship. This typology can be used to plan and develop classroom teaching. Competency assessment was done using a multiple-choice test along with a questionnaire to determine students’ beliefs about sustainable development. 
 
 The latent profile analysis revealed six groups of learner competence profiles, each of which require specific teaching when it comes to achieving sustainable innovation skills. Based on these, the following paper develops recommendations for specific teaching methods and lessons that effectively promote business trainee sustainability-oriented innovation competence, while at the same time including their specific requirements into teaching.

ІННОВАЦІЇ В ОСВІТІ: НЕОБХІДНІСТЬ, СУТНІСТЬ, ЗМІСТ

Педагогічну інновацію визначаємо як процес оновлення чи вдосконалення теорії і практики освіти, що оптимізує досягнення її мети. В основу інноваційної діяльності мають бути покладені системний і компетентнісний підходи; принцип науковості; важливою ознакою освітніх інновацій є його структурованість; інновації в освіті мають бути спрямовані на гарантоване досягнення цілей освітнього процесу, складати цілісну канву навчального процесу і забезпечувати прогнозований результат.

Effects of absorptive capacity and innovation spillover on manufacturing flexibility

PurposeShifting demand and ever-shorter production cycles pressure manufacturing flexibility. Although the literature has established the positive effect of the firm's absorptive capacity on manufacturing flexibility, the separate role of the innovation competencies of exploitation and exploration in such a relationship is still under-investigated. In this study, the authors examine how these competencies affect manufacturing flexibility.Design/methodology/approachThe authors use survey data from 370 manufacturing firms and analyze them using covariance-based structural equation modeling (CB–SEM).FindingsThe results indicate that absorptive capacity has a strong, positive and direct effect on exploitative and exploratory innovation competencies, proactive and responsive market orientations, and manufacturing flexibility. The authors’ findings also demonstrate that the exploitative innovation competencies mediate the relation between responsive market orientation and manufacturing flexibility. Essentially, these exploitative innovation competencies produce a direct positive effect on manufacturing flexibility while simultaneously being a vehicle for absorptive capacity's indirect effects on it. An exploration innovation strategy does not significantly affect manufacturing flexibility.Originality/valueThis study contributes by combining key strategic features of firms with manufacturing flexibility, while providing new empirical evidence of the mediation of the exploitative innovation competencies in the relation between responsive market orientation and manufacturing flexibility.

Designing an incubator for social innovations in libraries: Learnings from the Research through Design approach

Promoting social innovations in libraries requires a new approach to designing innovation programs. In order to provide the effective learning program on social innovations for libraries, the Research through Design methodology was selected as a tool for setting the program for the needs of participants as well as for providing scalable approach to designing innovation programs aimed at increasing the innovation competencies of librarians. Design thinking and the design process are a suitable basis for incubating new socially innovative services. However, the design process needs to include the subsequent phases of the social innovation life cycle, such as demonstrating the impact, its successful presentation or scaling. For a higher social impact, it is necessary to strengthen the importance of participatory community network mapping as a key input in solving community problems and the role and future direction of the library. When designing, it is necessary to integrate all these components into one whole, and when facilitating, it is necessary to pay attention to all these parts. Four runs of the incubation program are described as well as their results, outputs, and learnings from the whole designing process. Gasparini’sconcepts of openness, dialogical spaces and temporality have proven to be applicable also for designing the incubation programs for public libraries. Within the incubation programs attention should be paid both to user-oriented and inner organizational social innovations.

A Framework of Professional Transferable Competences for System Innovation: Enabling Leadership and Agency for Sustainable Development

System Innovation (SI) is a critical approach in driving individual and collective actions towards sustainable development (SD). This article presents the validation process of the Climate-KIC Professional Competence Framework (CF) for SI. This framework is based on principles of system thinking and the need for human capital to deal with challenges related to long-term sustainability. It comprises twenty competences grouped into five stages that describe contexts where professionals implement transformations: Exploring, Framing, Designing, Implementing and Strengthening. The stages are not linear or strictly sequential because overlapping and loops are frequent in transformational and disruptive changes. The CF fulfils several functions in the development of human and social capital: competences’ assessment, their development and training, and their certification to make them more interpretable in the labour market. The methodology for assessing professionals’ competences and the certification procedure are described. Overall, the CF aims to promote the development and visibility of human capital in a critical area for sustainability.

The Green Multi Business Model Innovation Brain

Advanced Green technologies integrated in Business Models and Green Multi Business Model Innovation processes introduce a new leadership and management agenda of Green Business Models. Fast innovation of sensing, persuasive and virtual Business Modelling that can operate autonomously and dynamically primarily lead by machines. Green Multi Business Model Innovation Brains will soon be the state of the art in Business that want to become Green – but also for businesses that want to do circular and/or sustainable business modelling.
 Businesses will build Green Multi Business Model Innovation competence and advanced Green Multi Business Models Innovation Brains capable to innovated and operate Green Business Models to all kinds of Business Model Ecosystems. This will open up to new Green Multi Business Model Innovation potential and create a new generation or archetypes of Business Models, new practice of Multi Business Model Innovation.
 The paper is a second articles and extension of a conceptual paper on Multi Business Model Brains. First paper was presented at the BIT Sindri IEEE Conference 2020 conceptualizing on how a Multi Business Model Brain could be constructed and would operate supported by advance sensor technologies, artificial intelligence technologies, deep learning, persuasive technologies, Multi Business Model Innovation pattern analysis and libraries of BM archetypes. In combination they will all be important supporting tools to the Multi Business Model Innovation Brain – but now also to the Green Multi Business Model Innovation Brain. 8 case examples shows how Green Multi Business Model Innovation Brains can work in different contexts – in physical, digital, virtual and combined Business Model ecosystems.

HOW TO NOT MISS A PRODUCTIVITY REVIVAL ONCE AGAIN

Over the past 15 years, productivity growth in advanced economies has significantly slowed, giving rise to the productivity paradox of the New Digital Economy – that is, the notion of increased business spending on information and communication technology assets and digital services without a noticeable increase in productivity. We argue that time lags are the most important reason for the slow emergence of the productivity effects from digital transformation. This paper provides evidence that underneath the slowing productivity growth rates at the macro level, signs of structural improvements can be detected. In the United States most of the positive contribution to productivity growth is coming from the digital producing sector. The Euro Area and the United Kingdom show larger productivity contributions from the most intensive digital-using sectors, although the United Kingdom also had a fairly large number of less intensive digital-using industries which showed productivity declines. We also find that increases in innovation competencies of the workforce are concentrated in industries showing faster growth in labor productivity, even though more research is needed to identify causality. Finally, we speculate that as the recovery from the COVID-19 recession gets underway the potential for significant productivity gains from digital transformation in the medium term is larger than during the past 15 years.

Assessing the Impact of Social Innovation Education on Student’s Engagement

This paper presents the findings of the H2020 NEMESIS project that aims to design, test and validate a consolidated approach for embedding Social Innovation in Education. Social Innovation Education (SIE) is a new educational approach that aims to empower students to take action for a more democratic and sustainable society. During the academic year 2018-2019, eight schools from five European countries applied the NEMESIS SIE framework by involving 56 teachers, 1030 students and 69 community members in a variety of SIE approaches. This paper reports on these attempts with a particular focus on analysing their impact on student’s engagement. Data were retrieved through focus groups with 80 people, an online survey to 206 students, interviews, classroom observations and students’ narratives. Research findings suggested positive outcomes for students in terms of emotional, cognitive, behavioural and agentic engagement. Findings also showed a positive influence of SIE on the cultivation and progression of students’ social innovation competences. These initial findings have the potential to pave the way for more research in the under investigated field of SIE as well as to encourage policies and initiatives for promoting social innovation in education.

Educational Development And "Future Skills"

This article describes some considerations on the issues of individualization of students to the educational process in order to achieve success in the creative environment by forming innovative competence, to acquire the secrets of achieving superiority in competition.