Individuals in Action: Bringing about Innovation in Higher Education

Autor/inn/en	Hasanefendic, Sandra; Birkholz, Julie M.; Horta, Hugo; van der Sijde, Peter
Titel	Individuals in Action: Bringing about Innovation in Higher Education
Quelle	In: European Journal of Higher Education, 7 (2017) 2, S.101-119 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hasanefendic, Sandra) ORCID (Horta, Hugo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-8235
DOI	10.1080/21568235.2017.1296367
Schlagwörter	Higher Education; Educational Innovation; Qualitative Research; Case Studies; Individual Characteristics; Entrepreneurship; Foreign Countries; Interviews; Motivation; Educational Change; Interests; Experience; Social Networks; Individual Power; College Faculty; Administrators; Consultants; Portugal; Netherlands; Germany; Hong Kong; Macau + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Instructional innovation; Bildungsinnovation; Qualitative Forschung; Case study; Fallstudie; Case Study; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Unternehmungsgeist; Ausland; Interviewing; Interviewtechnik; psychologische; Motivation (psychologisch); Bildungsreform; Bildungsinteresse; Erfahrung; Social network; Soziales Netzwerk; Eigeninitiative; Fakultät; Consultant; Berater; Niederlande; Deutschland; Hongkong
Abstract	This article addresses academics who innovate in higher education and their characteristics. We undertake a qualitative case study of six individuals who implemented disruptive and transformative pedagogical approaches and curricular practices in their departments and/or at their institutions. Our findings point to six common characteristics--motivation to change institutionalized practices, interest in change, experience in the field, multi-embeddedness, authority to act, and the strategic use of social networks--which seem to play a role at individual levels in driving these disruptive and transformative approaches. While acknowledging studies in higher education that address innovation as a response to exogenous influences, this study highlights the role of individuals with certain characteristics in driving innovation and processes of endogenous change in higher education institutions. These findings are also relevant for higher education practitioners in their desire to foster innovative initiatives in institutional settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01