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Conceptualizing Innovation in Higher Education

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Higher Education: Handbook of Theory and Research

Part of the book series: Higher Education: Handbook of Theory and Research ((HATR,volume 31))

Abstract

Higher education is currently confronted by global forces that necessitate innovative research, innovative pedagogies, and innovative organizational structures. For these reasons, we suggest that a theoretical understanding of innovation is imperative for higher education’s continued development in the twenty-first century. Grounded in the innovation literature from a variety of academic disciplines, this chapter outlines a conceptual framework in five sections. First, we delineate four imminent trends in higher education that may compel innovative responses. Afterwards, working definitions of creativity, innovation, and entrepreneurship are generated through the clarification of several terms that are related to innovation. Next, we discuss the concepts of sustainable and disruptive innovation by demonstrating how change and innovation has been a consistent fixture of higher education since its inception. Then, we consider three dimensions of innovation – diversity, intrinsic motivation, and autonomy – that positively impact the ability of individuals working within higher education to be innovative. Finally, we address three additional concepts – time, efficiency, and trust – that are important for a thorough consideration of innovation within an institutional setting.

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    William G. Tierney & Michael Lanford

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    Michael B. Paulsen

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Tierney, W.G., Lanford, M. (2016). Conceptualizing Innovation in Higher Education. In: Paulsen, M. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 31. Springer, Cham. https://doi.org/10.1007/978-3-319-26829-3_1

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