Educational institutions have the reputation of being slow-moving behemoths, but this label is undeserved. According to the Organization of Economic Cooperation and Development, the educational sector worldwide is more innovative than it gets credit for.
We are taught to think that all great minds think alike. While this may have worked during pre-twenty first century industrial times, this is no longer the case today. We need creative and diverse minds that can navigate through the chaos, uncertainty, and adventure of our present-day society —each individual contributing in their own unique way.
The traditional paradigm holds that learning needs to be serious; if you’re having fun, you’re doing something wrong. Learning is meant to be hard work. It needs to be done in an orderly, disciplined fashion – the students silent as the teacher speaks. While there are some surprising exceptions, this is still the basis of most of the teaching happening in the world, and deeply entrenched in our way of thinking about learning. But is it true? Does serious learning require us to be serious?
November 25, 2013 | By: Fredrik Hacklin, Boris Battistini and Martin W. Wallin | In: Strategies
A decade ago, when purchasing a new cellphone,informed customers would likely choose between Nokia, Ericsson, Motorola, or perhaps even Siemens. Today, youngsters, hipsters, techies and executives alike opt for Apple, Samsung and LG. What happened?
As innovation becomes an important skill set, large organizations will seek to obtain training for their employees. We stand on the brink of an innovation training “land rush” with few rules and little information to identify the best programs. Evaluating an innovation training program is critical. Assess programs based on their depth, the experience of the trainers, the referenced body of knowledge and the inclusion of practical examples and hands-on exercises. Ignore certifications, because no standard exists.
As demand grows for alternatives to the traditional model of earning a university degree based on coursework, a new model where universities grant degrees based on skills competencies is gaining momentum and credibility.
November 28, 2012 | By: InnovationTools.com | In:
Today’s University is a rich resource for companies seeking game-changing technological breakthroughs. In this in-depth article Melba Kurman looks at the benefits of open innovation partnerships between companies and American university researchers.
Entrepreneurial former Stanford students Kit Rodgers, Steve Garrity and Divya Nag discuss whether entrepreneurship can be taught or learned, and whether entrepreneurial skills come from innate qualities within an individual. Concepts explored include exposure to conducive environments, being entrepreneurially-minded as a member of a team, and the importance of pattern recognition.
Higher education is facing unprecedented levels of change – MOOCs (Massive Open Online Courses) providing remote access, new providers developing new approaches, students’ expectations and demands rising. These changes will increase competition and require radical innovation from existing organisations in order to survive.
August 13, 2012 | By: Chuck Frey | In:
What could be better than free? With online education, some are finding that, not only are the courses free, they may also be better for learning and teaching.
The legacy of the industrial education model is strong. There is little dispute that the model must change at a system level, but progress towards and evolution of the needed changes are still glacially slow. Inspiring examples of a 21st century model are present today, but the imperative to build an education model that is open, connected, engaged and personalised has not yet reached its tipping point.
There has been a huge amount of growth in the outsourcing industry over recent years, so much so that it has become engrained in the way many large enterprises run their business. As the industry matures and the range of outsourcing services extends to higher value activities, client firms raise the bar regarding their expectations, seeking the delivery of high impact innovation from their vendors.
The University of Cambridge has partnered up with global pharmaceutical company Eli Lilly and Company in an active collaboration programme helping to find and develop potential new medicines, particularly in the areas of greatest need. Gianluigi Cuccureddu comments on the challenges and possibilities of the initiative.
In their new book The Innovative University Clayton Christensen and Henry Eyring explore why higher education is heading for disruption. As budget deficits and healthcare costs squeeze government support for higher education, enrollments at traditional institutions will steadily shrink. This will force the education sector to major changes and the students will come out winners, as is typical when disruption reshapes an industry. InnovationManagement asked the writers to elaborate on trends in higher education and the way education is delivered to students.
Higher education is heading for disruption. In the new book The Innovative University: Changing the DNA of Higher Education From the Inside Out, Clayton Christensen and Henry Eyring explore why this is inevitable and what traditional universities and colleges can do about it. Professor Bill Fischer, himself an avid believer in disruption, reviews this book covering an extremely timely subject.