Innovation In Higher Education Research Articles

MyITS Services Integrated Service Innovation in Higher Education

The demands of higher education today are increasingly various and complicated as they provide technology and information-based services to students, lecturers, education staff, and alumni who need services easily and quickly. One solution is to integrate through the Integrated Service Centre, Institut Teknologi Sepuluh Nopember (ISC-ITS), by developing digitalization services through the myITS Services platform. The stages of innovation begin with legalisation services, translate diplomas, and graduation certificates, while future innovation development plans to expand into human capital services, finance, and cooperation. The purpose of this research is to analyze integrated service innovation in the Integrated Service Centre. This research uses qualitative methods and Albrecht and Zemke’s theory of public service innovation which examines technology-based services, human resources and service recipients. Data were obtained from observations, interviews, and documentation from service providers and recipients. The results of this study show that myITS Services can respond to the challenges of integrated service innovation needs at the Integrated Service Centre, as a university in realizing digital transformation and as an effort to implement Good University Governance (GUG), but that human resources teams must be supported and assistance provided for service recipients. As innovation continues to be carried out in public service, breakthroughs ISC-ITS come in the form of creative original ideas and adaptations and modifications to existing working methods to provide benefits, both directly and indirectly, to stakeholders. Keywords: innovation, public service, myITS Services

NEP 2020 REVISITING, REIMAGINING & REVAMPING HIGHER EDUCATION IN INDIA: VISION 2047

The National Education Policy (NEP) 2020 is a visionary document that aims to transform the education system in India, including higher education, with a futuristic perspective towards the year 2047. This paper discusses the key proposals and recommendations of the NEP 2020 and its potential impact on higher education in India. The NEP 2020 emphasizes the importance of digital adoption, research, and innovation in higher education and promotes flexibility and choice in course selection. The paper also highlights the proactive steps taken by the government of Madhya Pradesh in implementing the NEP 2020 recommendations. The focus on online platforms, high-quality digital content, and credit transfer systems could improve access to education, especially for students in remote areas. Furthermore, the promotion of research and innovation could lead to economic growth and development by encouraging collaboration between universities, industry, and other institutions. Overall, the NEP 2020 has the potential to revolutionize higher education in India and make it more equitable, holistic, and experiential.

Entrepreneurship education to improve the world:The role of the sustainable development goals to stimulate innovation in higher education

Entrepreneurship education to improve the world:The role of the sustainable development goals to stimulate innovation in higher education

Faculty’s Attitudes Towards Integrating Technology and innovation in Higher Education in Saudi Arabian Universities from Literature Review Perspective

To summarize, the majority of existing research on technology use in Saudi Arabian universities has framed faculty’s use of technology in the classroom positively. However, each study contains a group of faculties with persistently negative attitudes toward using technology regardless of the reasons or experiences that led them to this attitude Alenezi (2012), in example, observed in his study that certain faculty members who hold unfavorable opinions on e-learning believe that it prioritizes memorization over real-world learning. According to the study's staff, pupils' chances for creativity were diminished by the online learning environment (Alenezi, 2012). Alghamdi and Bayaga (2016) looked at faculty perceptions regarding the use of LMS in their instructional activities. According to the report, even though their universities offer LMS services, some faculty members choose not to use them. However, a lot of teachers are just unwilling to incorporate technology into their lessons, although there are a lot of other reasons for this. The group of faculties considered reluctant may include those who are technologically illiterate and those who believe that traditional teaching methods are preferable (Hagner & Schneebeck, 2001, p. 2-4). Carey and Dorn (1998) pinpoint a specific form of reluctancy as “technophobia,” which describes the fear of using technology for reasons such as a perception that it does not align with their teaching strategies, a lack of usefulness, and a lack of control (p. 71). However, the authors suggested that faculty can overcome technophobia by having greater self-efficacy to use technology and practice with technology so that it may become "familiar, useful, and controllable" Carey & Dorn, 1998, p. 71). Therefore, as Mishra et al. (2007) posit, there are critical issues that face faculty in higher education, such as lack of experience with teaching with technology, as they integrate technology into their teaching technique. Ultimately, the research described throughout this literature review supports the claim that the majority of university faculty in Saudi Arabia perceive technology-based teaching negatively.

Pedagogical innovation in the context of higher education 4.0: A systematic literature review

Higher education is experiencing a revolution in teaching practices. At the same time, the problem of improving learning has become a debate for many researchers, especially in the context of the industrial revolution. This period of revolution requires a new form of education—education 4.0—based on innovative new approaches. Research on innovation in the academic world has also undergone some evolution since the 2000s. Previously, pedagogical innovations in higher education were not well received. This article proposes a systematic analysis of the literature published between 2013 and 2023 using PRISMA guidelines to ensure the reliability of our results. Content analysis of the 30 selected articles. The results of our study indicate that the adoption of innovations in the academic field remains a crucial issue. Education 4.0 has facilitated innovation, and this observation presents promising prospects for enhancing the quality of education by focusing on the implementation of these innovations, adaptation and resilience to change, the development of skills necessary for Industry 4.0, creative thinking, and digital literacy for future students.

Education for a Sustainable Future: Analysis of Universitiesvision and Mission Statements in Line With Global Sustainable development Goals

Objective: The objective of this study is to analyze the vision and mission statements of universities in the context of their alignment with the Global Sustainable Development Goals (SDGs) to provide insights for strategic direction development in higher education institutions. Theoretical Reference: This study is grounded in strategic planning theory and its application within higher education, focusing on how institutional vision and mission statements can guide universities towards sustainable development. Method: A meta-synthesis approach is employed, synthesizing findings from multiple qualitative studies. Data collection includes a comprehensive literature review on higher education trends, best practices, and challenges, along with document analysis of vision and mission statements from various universities. Thematic analysis is utilized to identify key themes, trends, and challenges. Results and Conclusion: Key findings reveal current trends such as digitalization, globalization, and the integration of technology in teaching and learning. Emerging challenges include financial sustainability, accountability, and alignment with labor market demands. Best practices in vision and mission development emphasize stakeholder engagement, alignment with institutional values, concise and inspirational language, and adaptability to changing circumstances. The proposed vision and mission statements for the state university reflect aspirations for global recognition, interdisciplinary collaboration, innovation, entrepreneurship, ethical leadership, and fostering sustainable and inclusive communities. Implications of Research: The study underscores the importance of strategic planning and innovation in higher education. Engaging stakeholders and fostering collaboration are identified as critical strategies for addressing the highlighted challenges. These findings provide evidence-based recommendations for the state university's strategic direction, ensuring it remains adaptive, resilient, and aligned with both global and national goals. Originality/Value: This research offers a novel synthesis of qualitative studies on strategic planning in higher education, providing valuable insights into effective vision and mission development. It contributes to the discourse on aligning university strategies with global sustainability objectives, offering practical recommendations for higher education leaders.

Research Status, Practical Dilemmas, and Optimization Strategies of Blended Teaching in Universities

Blended teaching has emerged as a prominent subject in the recent reform and innovation of higher education. It has become imperative and guiding for colleges and universities to embrace a mixed teaching approach that aligns with the evolving needs of education and teaching in the new era. This paper aims to provide a comprehensive overview of the research status surrounding blended teaching, encompassing fundamental issues, teaching design, practical guidance, teaching effectiveness, and evaluation. By critically examining the current challenges associated with blended teaching, this study proposes optimization strategies including enhancing student participation and interaction, promoting deep learning, improving teachers’ preparedness, teaching technologies, and curriculum design capabilities, strengthening top-level design, and perfecting evaluation and incentive mechanisms. These strategies provide new directions for the reform of blended teaching.

Digital Transformation and Teaching Innovation in Higher Education: A Case Study

The digital maturity of universities has been a key element in coping with the forced situation brought about by COVID-19 and in subsequent years. This research paper presents a case study of a private Spanish university that aims to analyze the challenges and opportunities that have arisen after the pandemic in terms of resource management and training for teaching innovation and digitization. The nature of this study is qualitative, in which nine interviews were conducted with managers from different faculties and those responsible for Information and Communication Technologies. After analyzing the data with Atlas.ti, four categories were established (technological resources and devices, challenges, opportunities, and others). The study concludes by discussing the commitment to online training, the popularization of videoconferencing tools for teaching sessions, meetings, or synchronous tutorials, and the acceleration of digital transformation, among others.

Embedding entrepreneurship and technology literacy in the student curriculum: A case study of a module for real estate students

ABSTRACT Ensuring a pedagogical emphasis on practical entrepreneurial experiences and technology literacy is essential across all educational stages. This paper presents a pioneering case study of curriculum innovation in higher education, specifically within real estate and planning programmes. The ‘Managing Change in the Real Estate Sector’ module is examined as a transformative initiative that integrates entrepreneurship and technology literacy in a subject-specific curriculum. Leveraging experiential learning principles, the module design addresses industry demands and aligns with contemporary educational paradigms. The systemic impact of the module is explored at the student, curriculum, and wider university levels. The study reveals positive outcomes, marked by enhanced student satisfaction, skills development, and industry engagement. The impact extends beyond the classroom, influencing curriculum design and receiving commendation at both internal and external levels. The paper concludes by discussing the broader implications for higher education, emphasising adaptability and innovation.

La inminente transformación educativa ante la Inteligencia Artificial

The digital culture implies the development of digital knowledge that requires a permanent updating for technological appropriation from universities, said Dr. Alberto Ramirez Martinell, Researcher at the Center for Research and Innovation in Higher Education of the Universidad Veracruzana. Interviewed in the framework of the National Congress of Educational Research, the General Coordinator of the States of Knowledge of the Mexican Council of Educational Research, said that the challenges of education have displaced some priorities for others, according to the social reality in technological advances.

La inminente transformación educativa ante la Inteligencia Artificial

The digital culture implies the development of digital knowledge that requires a permanent updating for technological appropriation from universities, said Dr. Alberto Ramirez Martinell, Researcher at the Center for Research and Innovation in Higher Education of the Universidad Veracruzana. Interviewed in the framework of the National Congress of Educational Research, the General Coordinator of the States of Knowledge of the Mexican Council of Educational Research, said that the challenges of education have displaced some priorities for others, according to the social reality in technological advances.

What’s an innovation? Capitalising on disruptive innovation in higher education

ABSTRACT This article conceptualises how disruptions to conventional teaching models may lead to innovative practice. We have identified a gap in current knowledge around how innovations in higher education teaching and learning are initiated in times of crises. Disruptive Innovation Theory and Roger’s Diffusion of Innovation Theory are used as lenses to understand how academics’ epistemic positioning impacts the implementation of educational innovations, and how such innovations fundamentally change practice. We use COVID-19 restrictions as an illustrative example to deconstruct the catalysts for academics’ experimentation with new digital tools, new ways to connect with their students, and novel means of facilitating collaborative learning strategies in the online space. This study makes a distinctive and original contribution by revealing three characteristics of disruptive tools, practices, and mindsets in Initial Teacher Education that differ from the typical efficiencies in other markets.

Innovation in Higher Education: A Study of an Interdisciplinary Experience of Challenge-Based Learning (CBL) in Early Childhood Education Teacher Training

Innovation in Higher Education: A Study of an Interdisciplinary Experience of Challenge-Based Learning (CBL) in Early Childhood Education Teacher Training

The relevance of open educational resources for post-soviet higher education in the digital age

ABSTRACT The digital era has seen the rise of innovations such as online training platforms and digital toolkits for teaching and learning whilst at the same time open access initiatives are losing the attention of educators. The problem under consideration in this paper is the replacement of open educational resources (OER) with digital innovations in higher education (HE). The purpose of this study is to identify the relevance of OER to post-Soviet HE in the digital age. The research employed methods of descriptive analytics to process data on users’ activities extracted from OER repositories with web-analytic apps. The survey was conducted among 441 lecturers to elucidate their request for access to and patterns of usage of digital OER. The findings confirmed the relevance of OER in contemporary education through the similarity of lecturers’ experience worldwide. During the urgent transition to remote learning owing to the COVID-19 pandemic, OER helped lecturers access informed digital practices through appropriate methods and content. OER has thus retained its relevance against the backdrop of the emergence of digital innovations in HE. The international comparison of findings demonstrates the existence of a shared awareness of the importance of OER and similar drivers for OER production and usage.

Thriving in scarcity: Harnessing intellectual capital for open frugal innovation

Private higher education institutions (PHEIs) are struggling to invest in the facilities, tools, and staff required to build a complete IR4.0 education ecosystem due to a lack of funding and technological resources. This research investigates the role of intellectual capital elements (Human, Relational, and Structural Capital) in promoting frugal innovation in Malaysian private universities utilizing knowledge-based theory. Using a quantitative research approach, we collected survey data from 308 respondents affiliated with Private Higher Education Institutions (PHEIs) in Malaysia. The study found that human capital is not statistically significant in its relationship with frugal innovation in higher education, while structural capital and relational capital do show significant relationships. These findings contribute to our understanding of intellectual capital's role in frugal innovation in Malaysian PHEIs.

Bridging theory and practice: CFD simulation and interactive VR for conduction heat transfer learning

AbstractSoftware simulation programs and virtual reality (VR) have become powerful tools for several educational purposes, and recently, they were used in a wide range of applications. In cases of inaccessibility to labs, workshops, or industries, as happened before in the coronavirus disease 2019 pandemic, these tools could be effectively integrated with practical lab experiments. In this study, a computational fluid dynamics (CFD) simulation and a VR module were utilized to simulate heat transfer by conduction through various experimental cases. The CFD simulation results were obtained using ANSYS/FLUENT software. Meantime, the experimental data were obtained by carrying out three experiments of heat conduction with different heat transfer rates through simple, composite, and different cross‐sectional area bars. At last, the experimental procedure and devices used were virtually constructed using SolidWorks software as three‐dimensional models, which were then extruded into VR and augmented reality models. It was found that the simulation results closely align with the experimental ones, and the temperature profile in both cases has the same behavior with small differences, which indicates the validity of the developed module to be used as a simulation of the actual experiments. In addition to improving knowledge of heat transfer principles, this combination of simulation and VR technology advances many Sustainable Development Goals (SDGs), including advancing quality education (SDG 4) and innovation in higher education (SDG 9). Additionally, this method assists in achieving the course learning objectives by mimicking real‐world lab experiments, guaranteeing that students graduate from the course with the required information and abilities.

The Effect of Employee Involvement Participation in Directive Decision Making and its Impact on Employees Creativity: A Case Study of Higher Education in Oman

Purpose: The purpose of this study is to understand how the private higher education sector in Oman is adapting to global trends and industrial partnerships to prepare students for the workforce. Specifically, it aims to explore the relationship between employee involvement in participation, directorial decision-making, and employee innovation in this context, and how these factors contribute to differentiating institutions in a competitive environment. Method: This study employs quantitative analysis to investigate the relationships between employee involvement, directed decision-making, and innovation within Oman's private higher education sector. Through the use of surveys and statistical methods, the study explores how directorial decision-making moderates the link between employee involvement and creativity. Results and Conclusion: The findings suggest that directorial decision-making plays a significant moderating role in the relationship between employee involvement and creativity. All proposed hypotheses were supported, indicating a positive correlation between employee participation in decision-making processes and innovation. These results underscore the importance of directorial strategies that encourage employee involvement as a catalyst for creativity within the sector. Originality/Value: This study contributes uniquely to the body of knowledge on employee creativity in the private higher education industry by highlighting the critical role of leadership decision-making styles in fostering an innovative work environment. It provides empirical evidence supporting the need for policy reforms that encourage participative decision-making processes, thereby enhancing the sector's competitiveness and its ability to meet the demands of the global workforce. Through its insights, the study offers a foundation for further research and policy development aimed at nurturing innovation in higher education.

STUDENTS' PERSPECTIVES ON CHATGPT: AN EXPLORATION OF PERCEPTIONS

This master's thesis represents a meticulous scholarly endeavor meticulously crafted to illuminate the multifaceted perspectives of Indian students enrolled in MBA, B.Tech, BBA, and B.Com programs regarding the integration of ChatGPT within the academic landscape. Positioned at the intersection of technology and education, this research aims to provide a comprehensive understanding of students' viewpoints, experiences, and perceptions concerning ChatGPT—an advanced language model renowned for its potential to revolutionize learning environments. Adopting a meticulous mixed-methods research approach, this study embarks on a journey to delve into the intricate nuances of students' interactions with ChatGPT, encompassing facets such as usability, impact on learning experiences, and overall satisfaction. Through meticulously structured surveys and in-depth interviews meticulously tailored to capture the diverse array of perspectives held by students, the research methodically collects and analyzes data to unveil the underlying factors shaping students' perceptions. By rigorously examining the data gleaned from these methodologies, the study aspires to unravel the complexities inherent in students' engagement with ChatGPT, thereby offering invaluable insights into the implications of its integration into the Indian higher education landscape. As such, this thesis serves as a pivotal contribution to the scholarly discourse surrounding the responsible adoption and implementation of advanced language models in educational settings. In essence, this research endeavors to inform decision-makers, educators, and stakeholders about the transformative potential of ChatGPT within the realm of higher education. Through its meticulous examination of students' perspectives, the thesis seeks to facilitate informed decision- making, foster meaningful dialogue, and ultimately drive positive change in educational practices, leading to enhanced learning experiences and academic outcomes for students across diverse academic disciplines. Moreover, this study recognizes the evolving nature of educational practices in the digital age and the imperative to adapt to emerging technologies. By shedding light on students' perceptions of ChatGPT, the research not only provides insights into the current state of technological integration in education but also paves the way for future advancements and innovations in pedagogical approaches. As such, this thesis contributes to the ongoing dialogue on the intersection of technology and education, shaping the trajectory of educational practices in the digital era. Furthermore, the comprehensive nature of this research underscores its significance as a foundational resource for policymakers, educators, and researchers seeking to navigate the complex landscape of technology-enhanced learning. By synthesizing diverse perspectives and offering actionable insights, this thesis lays the groundwork for informed decision-making and strategic planning in the integration of advanced language models like ChatGPT into educational settings. In doing so, it fosters a culture of evidence-based practice and continuous improvement, driving positive change and innovation in higher education.

Picturing innovation in higher education: A photovoice study of innovative pedagogies

Picturing innovation in higher education: A photovoice study of innovative pedagogies

How popularising higher education affects economic growth and poverty alleviation: empirical evidence from 38 countries

The popularisation of higher education supports UNESCO’s aim of developing inclusive and equitable quality education to achieve the fourth Sustainable Development Goal. However, the effect of popularising higher education on economic growth and poverty alleviation remains unexplored. Therefore, this study investigated the effects of higher education and adult education within populations (popularisation of higher education) on economic growth (gross domestic product; GDP) and the poverty line using panel data from 38 countries. OLS and quantile regression were performed using data for the period 1995–2021 extracted from the OECD and World Bank databases. The results showed that the population segments with higher education had a significantly positive impact on GDP growth. Moreover, an increased proportion of the population with higher education, of working age, was found to be a contributing factor to GDP growth. Popularising higher education also played a positive role during the initial stage of social and economic development. This study also highlighted that popularising higher education play a key role to influence a country’s educational development and scientific and technological innovation drives the deepening of a country’s economy. It suggested that both national and local governments worldwide should pay much attention to the popularisation degree of higher education to greatly improve the innovative ability of talents and scientific and technological innovation in higher education for both the economic growth and poverty alleviation.