International Journal of Innovation in Education (7 papers in press)
Blockchain Technology and its Impact on Education Sector
by Shankar SUBRAMANIAN, Arumugam Seetharaman, Koilakuntla Maddulety
Abstract: The education sector has grown as one of the best in the World. The Education industry has been faced with disruption, digitization and educational transformation. Blockchain technology in education can change the education domain drastically and can enhance the way it works. In addition to higher efficiency, the key reasons for using blockchain technology include improving the education system, improving learner experience, improving analytics, launching innovative services and enhancing stakeholder experience. However, organizations struggle with the implementation of Blockchain Technology (BCT) initiatives and are not able to achieve their plans. There is a lack of credible literature written on the impact of BCT on the education domain. Moreover, it is based on secondary research. This study aims to identify the variables that drive educational transformation using BCT and to study the impact of BCT in the education industry
Keywords: blockchain technology (BCT); Application of blockchain (BCT); smart government initiative; BCT success in education; BCT features; educational BCT benefits and challenges; BCT impact in education framework.
The Way Forward: Collaborative Organizational Decision-Making
by Abeni El-Amin
Abstract: The focus of this deliberation is to analyze how educational leaders intentionally implement the politics of organizational decision-making. Leadership decision-making affects organizational effectiveness and determines how leaders forge alliances, influence, build trust, manage assets, empower, reproduce, encourage stakeholders to buy into the vision, incorporate deference for timing, promote explosive growth, and build a legacy. Given is an analysis of the requirement for senior leadership and predecessors to create succession plans. Moreover, as educational organizations face significant difficulties and pressure, organizational changes are often made with the most significant impacts felt by stakeholders. Explored is how decisions leaders make either create conflict or provide exceptional practice.
Keywords: collaborative leadership; educational leadership; leadership; higher education; organizational decision-making; organizational development; organizational leadership; shared leadership; stakeholders development; succession planning.
Factors influencing School Management Teams in implementing ICT policy in Botswana Schools
by Tshepo Kgwefane, Tshepo Batane
Abstract: According to research, school leadership is the most deciding factor for a successful implementation of Information Communication Technology (ICT) use in schools. This study investigates factors that impact School Management Teams (SMTs) in implementing ICT policy in Botswana schools. Data was obtained through interviews. The study found that the SMTs did not sufficiently drive implementation of the ICT policy in their schools and the reasons indicated were; lack of familiarity with the policy, curriculum overload, lack of assessment for ICT use, lack of training and no monitoring and evaluation. These results indicate that the SMTs perceive ICT use for classroom instruction as of less importance, warranting no urgency to pursue its implementation. The study highlights a need for a holistic approach to the education ICT policy process that would provide an enabling environment for SMTs to successfully lead implementation of the policies in their schools.
Keywords: School Management Teams; Information and Communication Technology Policy; learning; policy implementation; school governance; ICT integration; developing countries; school-based ICT policies; globalisation; Computer Awareness Program; monitoring and evaluation; training; support.
A novel model of neurocognitive bilingual effect
by Soyoun Choi, Ellen Choi
Abstract: This study accessed the idiosyncratic trend in Common Core subject grade point averages (GPA) of bilingual students from 3rd-8th grade in Brevard County. Bilinguals showed a higher overall GPA by 0.19 grade points. The standardised test scores of bilinguals were 11% higher than their monolingual counterparts. The bilingual cohort had both an average GPA and standardised test score higher than the monolinguals by a factor of approximately 1.06 times for GPA and 1.109 times for standardised test. The bilingualism enhanced cognitive competence index (BECCI) model was created which computed the predicted GPA and standardised test score of an individual bilingual based on four major variables. Of the 284 bilingual students in the study, the model provided an accurate prediction of GPA and standardised test scores (within the error margin of ±0.05) for 256 of the bilinguals giving the model an accuracy rate of approximately 90.14%.
Keywords: bilingualism; cognitive development; bilingual effect; adolescent academic potential; bilingualism enhanced cognitive competence index.
PUBLIC MANAGEMENT COURSES: THE POTENTIAL OF TRANSACTIONAL DISTANCE THEORY TDT FRAMEWORK TO SUPPORT A POLICY DIFFUSION NETWORK
by Ricardo Bueno, Heloisa Hollnagel, Evandro Lopes
Abstract: Professional associations promote policy diffusion through best practice reports, webinars, and workshops. Therefore, Distance Education [DE] specialization courses in Public Management, offered for civil servants, could provide connections structure for the policy agents at the local, regional, state and even national levels thus having a positive impact in policy diffusion. Considering that it is an opportunity to use DE courses to foster Peer Networks and Active Political Behavior improving policy diffusion, the objective of this research was also to identify in the context of Transactional Distance Theory [TDT] which factors influence the perceived quality of the course, by the variable intention to recommend the courses employing a nomologically validated scale (Paswan & Young, 2002). The proposed use of the scale proved to be efficient in predicting success in distance education network, and unlike expected, it is not the dialogue that explains success in distance education, but rather the structure of policy frameworks, the third predictive element is student autonomy. Thus, for the first time, a study was successful in employing a previously validated scale to highlight the importance of the three dimensions of TDT in the policy diffusion context. This study contributes to identify the main aspects to support a successfully policy diffusion network based in distance education tools fostering an effective interplay between bureaucrats and policy makers.
Keywords: Distance Education; Transactional Distance Theory; Success in Distance Education; Policy Diffusion Network; Public Management.
Learning throughout the Innovation Journey - A new dimension to Learning as a Search Process
by Gitte Miller Balslev
Abstract: This article explores learning processes of professionals in a case of innovation in education. Learning of professionals is here defined as a collective search process in contrast to a predominant understanding of innovation in the public sector where learning primarily leads to knowledge gain and can be limited to the idea-generating phase. Based on a case study of a concrete innovation process in an educational network the working hypothesis is that practice learning comes as iterative search processes through discovery and takes place throughout innovation. A key finding points to learning through search has different characteristics and dimensions, and hence has effect on organizational culture and identity. The author argues that there is an until now uncovered part of the learning process with implications for understanding learning in funded public sector projects, and hence the article contributes to a change in the way learning can be understood in educational innovation.
Keywords: Innovation; Education; Practice learning; Professional Learning Communities; Educational Networks.
Creative design studios: converting vulnerability into creative intensity
by Bruno Marques, Jacqueline McIntosh, Philippe Campays
Abstract: Design studios play an important role in training future architects and designers, representing a key space for experimentation and creative practice in the education of architecture, landscape architecture and interior architecture students. Unlike other courses, design studios confront students with the concrete practical aspects of the design process, along with the more abstract poetic experiences of designing. This combination of practice with theory introduces students to the concept of creativity and creative design processes. While conceptually exciting, student engagement often comes with feelings of vulnerability and fear of exposure that design practice brings, preventing them from experimentation. This article explores various experiments designed to foster trust to aid in students engagement in creative practices within studios. Several assignments follow where techniques are specifically designed to encourage creativity in the context of the architectural design studio. The article further examines how architectural studio style teaching can foster a way of creating as well as researching through design and can provide a forum for both the sharing of knowledge as well as communication and collaboration between a wide range of stakeholders.
Keywords: design studios; creativity; pedagogy; education; architecture; interior architecture; landscape architecture.