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INNOVATION MANAGEMENT (UNE-CEN/TS 16555-1:2013) APPLIED TO SUPERIOR EDUCATION: INTEGRATION OF DISRUPTIVE TECHNOLOGIES FOR THE TEACHING OF CHEMISTRY
Abstract and Figures
Brussels-based CEN (the European Committee for Standardization) is the solely recognizedorganization for the planning drafting and adoption of European Standards in all major areas of business. Concretely, on July, 2013, was published the UNE-CEN/TS 16555-1:2013, the European Standard for Innovation Management. This technical specification provides guidance on establishing and maintaining an innovation management system (IMS).
On the other hand, when considering the range of available technologies and their potential impacts on learning, an important distinction can be made between two categories of technology tools. With the first of them, students essentially learn "from" the technology. Technologies of the second type are those that engage students in communication, hypothesis testing, and interactive information sharing.
Also sometimes referred to as “disruptive technologies”, second-type applications have proven to be powerful agents of change in the classroom when teachers learn to adapt their instructional practice to the design and capabilities of these “cognitive tools”. Taking into account the above mentioned aspects, this works presents the integration of disruptive technologies for the teaching of Chemistry, from the point of view of the innovation management.
In this context, innovation management techniques can be used to plan activities at the superior educational level. On the other hand, when integrated meaningfully into curriculum and instruction, technology can positively impact student learning and achievement. Likewise, students using simulations can gain deeper and more flexible knowledge of scientific concepts. In fact, when integrated into curriculum-based student-centred classroom activities, tools such as word processors, spreadsheets, databases, modelling and presentation software can promote the development of such 21st century skills as communication, collaboration, and analytical thinking. “Meaningful integration” of technology, then, refers to the process of matching the most effective tool with the most effective pedagogy to achieve the learning goals of a particular lesson.
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... The impact of IMS/ST on companies' performances was analyzed in three articles. The findings of the case studies conducted by [28,[58][59][60][61] were that innovation management techniques could be used to plan the activities and affect the company's performance positively. They further demonstrated that IMS/St is consistent with ISO 9001, and with maintaining, developing, and innovating R&D&I research. ...
... In studies of this group, various fields were studied, i.e., services [64], communications, construction, industry, nanotechnology [62], education [60], labs [65], mobile industry [66], aerospace [58] and countries (Peru, Colombia, Spain, France, etc.). Just one study examined the main innovation challenges of managing uncertainty and risk, and the difficulty of cross-functional coordination [67]. ...
... Regarding compliance with ISO 9001, several articles concluded that IMS/St is consistent with this standard, and that they can be processed in parallel and reinforce each other [46,62]. In the context of the education sector, Ref. [60] found that IMS/St could be used to organize higher education level activities, and could have a significant effect on students' learning and achievements. However, in the context of the high-tech sector, Ref. [57] studied a telecommunications company in China and concluded that three main elements should be prioritized in IMS/St: "Strategic innovation plan, Internal R&D practices and External cooperative innovation", in addition to considering the intellectual property management, market focus and cooperation on the industrial chain. ...
In order to establish an innovation culture, a set of organizational procedures and practices called “Innovation Management”, which may differ among companies, should be followed. At the enterprise level, systematic innovation management becomes more complicated. A number of works covering various aspects of this subject have been published. However, a systematic synthesis of all of these contributions is still lacking in management literature. In this review, we aim to analyze and classify the main contributions published on the topic of innovation management systems/standards in management literature, seeking to discover the gaps which still remain in the literature, and to outline future avenues of research in this domain. More than 70 articles in Innovation Management Systems/Standards (IMS/St) studies published in peer-reviewed journals during 2006–2020 are reviewed and analyzed systematically by searching the science databases ScienceDirect, Scopus and Emerald, etc., and using Google Scholar and Mendeley Elsevier to identify related terms. A complete and accurate view of the latest literature on IMS/St is provided, which identifies the main topics developed in the management literature on IMS/St, as well as significant gaps, and demonstrates the low maturity level of the current state of the field. This paper contributes theoretically to the development of literature on IMS/St and provides a clear understanding of the state of the field during the period 2006–2020, shedding light on the research needed in the future in this field of study. From a managerial perspective, it can help companies to better understand the implications of IMS/St, and to harvest the best benefits from the implementation of IMS/St. Our study also answers these three important questions: 1. What are the main topics developed in the management literature on IMS/St so far? 2. Are innovation management standards mature from a practical point of view? 3. What are the main research gaps in management literature, and how could future avenues of research be shaped?
... While certifying RDI for these companies is a big financial obligation (Peetri and Xavier, 2013). And whatever is the firm's field of work (manufacturing or services), innovation management techniques can always be used to plan activities (Barandika et al., 2015). ...
While Sustained success is the result of the ability of an organization to achieve and maintain its long term's objectives. And its elements have been defined. It is still ambiguous for companies to achieve it. From another point of view, hundreds of companies around the world tend to be certified with national Innovation Management Standard such as UNE 166002: 2006, BS 7000-1:2008(Guide to managing innovation). Motivated by their seeking for success in the highly competitive markets these days. Purpose: To study the Innovation management Standards' impact over sustained success factors. Methodology: Review and analysis the published literature related to Innovation Management Systems', who observed the relation between Innovation Management Systems' implementation and the sustained success factors, by searching in the science databases "ScienceDirect, Scopus, and Emerald", and using "Google Scholar" to track relevant terms. Findings: Innovation Management Systems' implementation has a positive impact on most of the sustained success factors at a different level. No evidence available for the impact on customer loyalty, spiritual values, and using Business Process Management principle. Also, evidence declare moderate effects for the balancing between economic-financial interests and social and ecological environment Research limitations: The limit number of companies certified compared to other standards certifications, relatively new issued standard (the ISO 56000 is issued 2019), the differentiation of the national standards. Originality/value: To the authors' knowledge, there is no such review of the papers on Innovation management standards and sustained success factors.
One notable 'disruptive' impact of massive open online courses (MOOCs) has been an increased public discussion of online education. While much debate over the potential and challenges of MOOCs has taken place online confined largely to niche communities of practitioners and advocates, the rise of corporate 'xMOOC' ventures such as Coursera, edX and Udacity has prompted popular mass media interest at levels not seen with previous educational innovations. This article addresses this important societal outcome of the recent emergence of MOOCs as an educational form by examining the popular discursive construction of MOOCs over the past 24 months within mainstream news media sources in United States, Australia and the UK. In particular, we provide a critical account of what has been an important phase in the history of educational technology-detailing a period when popular discussion of MOOCs has far outweighed actual use/participation. We argue that a critical analysis of MOOC discourse throughout the past two years highlights broader societal struggles over education and digital technology-capturing a significant moment before these debates subside with the anticipated normalization and assimilation of MOOCs into educational practice. This analysis also sheds light on the influences underpinning how many people perceive MOOCs thereby leading to a better understanding of acceptance/adoption and rejection/resistance amongst various professional and popular publics.
A variety of activities can be carried out for the development of a subject, and in the case of " General and Inorganic Chemistry " in the grade of Pharmacy (University of the Basque Country, UPV/EHU) there are up to four different methodologies: traditional lecture, room, computer, and laboratory practice. In this sense, the teaching team of the above mentioned subject has detected that students usually have difficulties to establish connections between the different activities. On the other hand, the team has also identified that during the last years students have been obtaining lower marks than average on aspects related to acids and alkalis. Therefore, these aspects needed special attention, and a plan was designed to this purpose where the objective was integration of room, computer and laboratory practice. The selected activity was the determination of the concentration of acetic acid in vinegar via volumetric analysis, making use of the reaction of acetic acid with a strong base, sodium hydroxide. Reactions, reactants, materials, procedure, and calculations were explained during a room-practice session. Then, the activity itself was carried out in the laboratory, where students performed a volumetric analysis by using a device consisting of an automatic burette attached to a pH meter. The as-acquired data were later analysed in comparison to the theoretical curves. Thus, this work is focused on the description of the implementation of the three activities, and its further evaluation. The work also includes the identification of improvement actions for next course.
This article is a case study of an integrated, experiential approach to improving pre-service teachers' understanding and use of educational technologies in one New Zealand teacher education programme. The study examines the context, design and implementation of a learning activity which integrated student-centred approaches, experiential learning, authenticity and the particular needs of the New Zealand school curriculum to foster pre-service teachers' learning about educational technologies as both pedagogical tools, and as 'disruptive' forces which can promote the re-imagining of existing practices. Evaluation data are used to highlight support for an integrated approach to the use of educational technologies outlined in the case in question.
Interactive visualizations are being used extensively for effective teaching and learning. Higher degree of interaction in visualizations improves comprehension and leads to deeper learning. However, some research studies have reported ambiguous, inconclusive results in terms of learning benefits of interactive visualizations. The conditional results in such studies suggest some additional features to be instrumental in assisting learners in deriving benefits of interactivity in visualizations. We refer to these features as ‘Interactivity Enriching Features’. This study examines how degree of interaction of the user with the visualization affects learning outcome. The study proposes how interactivity in visualizations can be enriched by offering apt affordances and evaluates what additional features could make learning from interactive visualizations more effective at the same degree of interaction. The study has been carried out in the context of a course on Signals and Systems in Electrical Engineering on second year engineering students (N = 134). The subjects were assigned to one of the four conditions: a Non-Interactive Visualization, an Animation, a Simulation, and an Interactivity Enriched Visualization. The dependent variable was test-score for ‘Understand conceptual knowledge’, ‘Understand procedural knowledge’ and ‘Apply procedural knowledge’ categories. The research findings indicate that, i) different degrees of interaction are required for learning different types of knowledge and ii) interactive visualization could not deliver its learning benefits unless it was augmented by ‘Interactivity Enriching Features’ in the form of appropriate affordance for variable manipulation, especially for higher learning outcomes. This research study contributes towards the design of educationally effective interactive visualizations.
This paper is devoted to integrate and discuss the latest arguments on the Disruptive Innovation theory, and to provoke questions for further research. The key issues have been summarized into three major perspectives: (1) "What is disruptive technology and disruptive innovation", including the evolution, description, and the actual definition of disruptive innovation. (2) "The predictive use of the theory" and (3) "How to enable a potential disruptive innovation". After an extensive and reflective review, we have found that the research focus to- date has well studied the business model and organizational challenges of exploiting disruptive innovation. There is a trend to tailor abundant knowledge and tools of marketing literature to study identification of emerging markets and customers' latent needs. The technology perspective received very limited coverage and a significant amount of research is recommended on the purposeful creation of candidate technologies for disruptive innovation. A series of potential inhibitors and enablers of Disruptive Innovation are also identified as managerial "take-away".
Organizations in today's hypercompetitive world face the paradoxical challenges of "dualism," that is functioning efficiently today while innovating effectively for tomorrow. Corporations, no matter how they are structured, must manage both sets of concerns simultaneously. To do this, organizations have to understand and learn to manage the dynamics of innovation that underlie both disruptive and sustaining innovations. Most analyses have been flawed by giving too little weight to the interactions between needs and technologies. Based on a dynamic model of these interactions, three distinct patterns of substitution are identified that illustrate how these two forces intersect.
Concepts of innovation management in the 21st century
- Di Biase
Di Biase, S.A. (2009). Concepts of innovation management in the 21st century. 238th ACS
National Meeting, Washington, DC, United States, August 16-20, BMGT-002.