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UCE as innovation lab for future education – potentials and limitations

Prof Eva Cendon, Dorothée Schulte, Anita Mörth

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02-06-21

Prof Eva Cendon

Dorothée Schulte MA Research Associate Anita Mörth Mphil

Research Associate

Chair University Continuing Education & Teaching and Learning

FernUniversität in Hagen

Institute of Educational Science and Media Research

Chair University Continuing Education & Teaching and Learning

Can UCE innovate the future of

education?

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What is your perspective on UCE as innovation lab?

• Research perspective

• Practitioner perspective

• HE management

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Can UCE innovate the future of education?

• What innovation is

• Context & methodology

• Findings: UCE’s potential for innovation

• Discussion

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Innovation

• Link to third mission: Interaction with / impulses for society

• Synergies by combining education, research, and innovation

(Blättel-Mink & Menez, 2015; Berghaeuser & Hoelscher, 2020; Poetzsch-Heffter & When, 2018)

• Something new – to the world / to the system of reference

• An improvement

• A social process

„Research and the production of knowledge becomes innovation once the knowledge is applied in a new and novel manner to create a new outcome (...).“

(Blass & Hayward, 2014, p. 1)

Innovation

in HE

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UCE & innovation – a good match

UCE….

• an in-between entity

• mediating between inside and outside of academia

• a boundary spanner and operating at the fringe

(Poetzsch-Heffter & When, 2018; Thomann, 2019)

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Context & methodology

• One quarter of all German HEIs (100 HEIs) developed UCE programmes and measures with federal-Länder funding (2011-2020)

• Innovation in four fields : target groups, formats, organisational structures, and cooperation

• Case study approach

(Ridder, 2017)

• Analysis against an innovation matrix

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New target groups

Project OPEN – OPen Education in Nursing

La ye rs of in no va tion

Product degree programme

Process theory-practice-integration blended learning

admission

Position target group

Paradigm potential students

improvement novelty

Degree of innovation

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Teaching and Learning formats Project Studium? Divers!

La ye rs of in no va tion

Product adjust existing programmes

Process new regulations for studying

part-time and for modularisation

Position new group of learners

Paradigm

HE positions for part-time study despite missing legal

requirements

improvement novelty

Degree of innovation

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Organisational structures Project mint.online

La ye rs of in no va tion

Product adjusted programmes new programmes

portfolio as a new product

Process new processes and standards

Position new potential students

Paradigm (new joint mission of the new

structure)

improvement novelty

Degree of innovation

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Cooperation Project QUP

La ye rs of in no va tion

Product new thematic field

joint programmes

Process new strategies for quality

development and collaboration

Position new target groups

cooperation between institutions

Paradigm cooperative synergies and

outsourcing

improvement novelty

Degree of innovation

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UCE as driver for innovation?

• Direction of innovation:

• inside & outside the organisation

• direct & indirect effects

• Potential of impact on the organisation varies on the

different layers

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Discussion

• What potentials and limitations do you see for UCE as driver for innovation in your institutions? Are there

transformations that were particularly initiated through UCE?

• Given disruptive changes such as the Covid-19 pandemic, what potentials has UCE to answering future challenges of higher education?

• Which conceptions of innovation do you use in your

research?

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Thank you

for your attention and the discussion!

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References

• Berghaeuser, H., & Hoelscher, M. (2020). Reinventing the third mission of higher education in Germany:

Political frameworks and universities’ reactions. Tertiary Education and Management, 26(1), 57–76.

DOI: 10.1007/s11233-019-09030-3.

• Blass, E., & Hayward, P. (2014). Innovation in higher education; will there be a role for “the academe/university” in 2025? European Journal of Futures Research, 2(1), 1–9.

DOI: 10.1007/s40309-014-0041-x.

• Blättel-Mink, B., & Menez, R. (2015). Kompendium der Innovationsforschung. Wiesbaden: VS.

DOI: 10.1007/978-3-531-19971-9_3.

• Poetzsch-Heffter, A., & Wehn, N. (2018). Humboldt 2.0: Über die Rolle Innovativer Universitäten im deutschen Wissenschaftssystem. In U. Dittler & C. Kreidl (Eds.), Hochschule der Zukunft: Beiträge zur zukunftsorientierten Gestaltung von Hochschulen (pp. 63–80). Wiesbaden: Springer VS.

DOI: 10.1007/978-3-658-20403-7_4.

• Ridder, H.-G. (2017). The theory contribution of case study research designs, Business Research, 10, 281–305. https://doi.org/10.1007/s40685-017-0045-z

• Thomann, G. (2019). Boundary spanning roles: Das Verhältnis von Bindung, Loyalität und Innovation für Transformationsprozesse an Hochschulen. Newsletter der wissenschaftlichen Begleitung des Bund- Länder-Wettbewerbs „Aufstieg durch Bildung: offene Hochschulen“. Retrieved from https://de.offene- hochschulen.de/themen/boundary-spanning-roles

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