1,721,048 research outputs found
Open innovation in schools: a new imperative for organising innovation in education?
No full textSchools are considered knowledge-creating organisations that find it difficult to develop and implement innovations on their own. Knowledge mobilisation is seen as the key to overcoming this problem. In particular, the use of external sources of knowledge is regarded as an important lever for change. However, there is a lack of concepts and empirical studies in educational research on the extent to which external knowledge is used for innovation in schools. Based on a sample of N = 411 schools, this article explores whether the concept of open innovation can be used in the context of education. Originating from the field of innovation research, open innovation regimes are seen as imperative if organisations are to create and benefit from technology. Multinomial logistic regression analyses show that mobilising external knowledge significantly increases the likelihood of implementing innovations in schools. A machine-learning approach reveals that it is necessary to tailor open innovation regimes to the specific conditions of any given school. In particular, with regard to the use of new technologies and innovations in the field of digitalisation, open innovation can be a lever for change.</p
Open innovation networks: a driver for knowledge mobilisation in schools?
Full text linkPurpose: In organisational and innovation research, the term “open innovation” refers to the inflow and outflow of knowledge to and from organisations: with open innovation theory suggesting active exchanges of knowledge with external actors leads to the development of exploitable new ideas. In the field of education, however, the exchange of knowledge with external parties represents a paradigm shift. In response, this article presents findings from research design to explore the nature and composition of school innovation networks, and the effects of such these networks on knowledge mobilisation. Design/methodology/approach: The study draws on data from a representative random sample of 411 German school leaders. Respondents were asked to detail their engagement in open and closed innovation activity and their school's external collaborations during the last 12 months. A latent class distal outcome model was developed to examine whether different types of collaboration associate with different knowledge mobilisation processes. Findings: The study findings suggest that schools in Germany mainly use internal knowledge for innovation, with external knowledge exchange taking place on a very limited basis. Knowledge mobilisation varies depending on the innovation network. The authors use the findings to indicate new insights for how schools can further innovate learning and teaching in future. Originality/value: Although there is increasing discussion on Professional Learning Networks in schools, the discourse on knowledge mobilisation within educational networks is limited, making concept of open innovation so far completely absent from discourses on school improvement. This paper initiates the population of this new research space.</p
ICT knowledge absorptive capacity: a critical factor for technology integration in schools
No full textThis study examines if and how a school´s information and communication technology (ICT) knowledge absorptive capacity (ACAP) affects technology integration in schools. In addition, it investigates the influence of various contextual factors on the degree of contingency of ACAP, such as activation triggers, social integration mechanism, and regimes of appropriability. The study is based on a random sample of N = 411 schools representative of Germany. Structural equation modeling and machine learning were employed. The findings indicate that ICT ACAP has a positive impact on technology integration in schools, and serves as a mediator in the relationship between external knowledge and technology integration. The impact of ICT ACAP on technology integration is contingent upon the presence and efficacy of knowledge-sharing mechanisms within the school, as well as the extent to which schools engage in collaborative efforts with competitors (coopetition). The insights of this study have implications for policymakers and educational leaders, who could prioritize building ACAP and fostering collaborative networks to create more adaptable and innovative school environments
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Schulinspektion in Hamburg – der zweite Zyklus 2012-2020: Perspektiven aus Theorie, Empirie und Praxis
No full textDie Schulinspektion Hamburg evaluiert seit dem Jahr 2007 mit Hilfe standardisierter Verfahren alle öffentlichen Schulen in Hamburg. Im zweiten Zyklus der Inspektion, der im Jahr 2012 begann, wurden alle staatlichen Schulen zum zweiten Mal inspiziert; dies auf Grundlage eines, im Vergleich zum ersten Zyklus, veränderten Orientierungsrahmens Schulqualität, mit teilweise geänderten, ergänzten und aktualisierten Erhebungsinstrumenten und einem angepassten Verfahren. Damit trägt die Schulinspektion der Tatsache Rechnung, dass sich wissenschaftliche Konzepte und Methoden ebenso wie die pädagogische und administrative Praxis in Hamburger Schulen stets weiterentwickeln. Dieser Band bietet daher einen Überblick über die der Hamburger Schulinspektion zugrunde liegenden theoretischen Annahmen und Konzepte aus Wissenschaft und Forschung. Er berichtet Befunde zur Prozessqualität an Hamburger Schulen in den Bereichen Steuerungshandeln, Pädagogische Qualität, Schul- und Unterrichtsentwicklung sowie Wirkungen von Schule und lässt dabei Praktikerinnen und Praktiker aus Schule, Administration und Inspektion zu Wort kommen
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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