anna lašáková & Ľubica bajzíková - selecting promising practices

Methodology for selection of promising innovative practices in

higher education

Presentation by Anna Lasakova & Lubica Bajzikova

Comenius University in Bratislava, Slovakia

Peer Learning Activity and Training Course, Poitiers, 25 - 27 January 2016

AimsAims

• To raise awareness in respect to important aspects of innovations at higher education institutions (HEIs)

• To provide innovation leaders at HEIs with an user-friendly tool to detect promising innovative practices in education

• To help in essential managerial decisions over innovations and their implementation

• To support collectives at HEIs in transparent decision-making in regard to new methods and models of education


Starting point: Innovation in HEStarting point: Innovation in HE

Innovation in the GAIHE project


A trend that has expanded over the past five years and has attracted considerable attention, having the

potential to provide fundamental alternations to the higher education offer

Innovation in HE at the end of the day...Innovation in HE at the end of the day...

• Implemented

• Adopted

• Contributing

• Being more effective

• Meeting various needs


Promising innovative practice (PIP)Promising innovative practice (PIP)

• An integrated solution that represents a specific and original way of responding to a challenge

Three contemporary challenges in HEIs acc. to GAIHE project


Competitiveness & Success

Planning & Longitudinality

Commitment to global community


CONTEMPORARY CHALLENGES IN HE

PROMISING INNOVATIVE PRACTICES


The The Tool for selection of PIPsTool for selection of PIPs


Criteria for “PIP adds value”


ADVA_1. Promoting University – Business – Government cooperation ADVA_2. Promoting learning of new practices ADVA_3. Promoting lifelong learning ADVA_4. Enabling easy access to knowledgeADVA_5. Supporting goodwill of the HEIADVA_6. Diversification of the current modes of education ADVA_7. Internationalization/networking ADVA_8. Fostering the ICT-related skills ADVA_9. Fostering practical knowledgeADVA_10. Empowering teachers/students

Criteria for “PIP is sustainable”SUS_1. Maintaining its underlying character continuouslySUS_2. Standardized operating procedure at the HEISUS_3. Formal feedback channels from the usersSUS_4. Buy-in from the leadership of the HEISUS_5. Employees are motivated/incentivized SUS_6. Clear employee accountability in job descriptionsSUS_7. Easy training for the usersSUS_8. Coherence with HEI's vision and strategySUS_9. Link to accreditation procedures and criteriaSUS_10. Link to requirements of HEIs stakeholders


Criteria for “PIP is transferable”


TRANS_1. Adaptability to various cultures & mentalities TRANS_2. Adaptability to various institutional & legal contexts TRANS_3. Easy administrationTRANS_4. Straightforward training of the staffTRANS_5. Not a bureaucratic burdenTRANS_6. Value-for-moneyTRANS_7. No need for change in the HEI's governance/management structures

TRANS_8. Convergence with the public policies agendaTRANS_9. No need for change in current practices or processes at the HEI

TRANS_10. Easily monitored by QA/QM processes

SummarySummary

• The Tool o Linked to the management of innovation in HEo Supports the modernization trend in HEo Reflects on current major challenges of HE Criteria for selection of

PIPso Enhances our knowledge on important aspects of innovation in HEo Helps in essential managerial decisions over HE innovations and their

implementationo Measurement of actual/potential benefits of particular innovationso Being primarily a collective decisional tool it builds on the idea of

empowerment and shared leadership at HEIs o Potential to be utilized in HEIs as an integral part of QA/QM processes,

internal planning and strategic orientation toward innovation-oriented HE

o Needs validation in further empirical research


ReferencesReferences

• Bajzíková, Ľ., & Lašáková, A. (2014). On the drivers, barriers and challenges of innovation in university education. In Kvalita jazykového vzdelávania na univerzitách v Európe 5. Bratislava: Ekonóm, pp. 24-33.

• Florea, S., & McGrath Hoareau, C. (2014). Governance and Adaptation to Innovative Modes of Higher Education Provision. Management of Sustainable Development Journal (MSD), 6(1), 35-38.

• GAIHE Final report. Section Project methodology. (2016). Drafted by Lašáková, A., & Bajzíková, Ľ.

• Innovation in Governance and Public Administration: Replicating What Works. (2006). New York: United Nations.

• Mioduser, D., Nachmias, R., Forkosh‐Baruch, A., & Tubin, D. (2004). Sustainability, scalability and transferability of ICT‐based pedagogical innovations in Israeli schools. Education, Communication & Information, 4(1), 71-82.

• Salmon, G. (2005). Flying not flapping: a strategic framework for e-learning and pedagogical innovation in higher education institutions. ALT-J, Research in Learning Technology, 13(3), 201-218.
