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Similar to Stéphan Vincent-Lancrin - Stimulating Innovation in Higher Education
Stéphan Vincent-Lancrin - Stimulating Innovation in Higher Education
- 1. HIGHER EDUCATION AND INNOVATION StéphanVincent-Lancrin Senior Analyst and Project Leader OECD Directorate for Education and Skills Poitiers, 25 January 2016
- 2. Skills and educationfor innovation « 21st Century Skills » Innovation Skills Education and training
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- 4. Qualifications for innovation Innovation Skills Education and training •What skills/qualifications foster innovation in the economy? • Creative destruction and lifelong skill development?
- 5. Diversity of qualificationsfor innovation across sectors Mining Electricity, Water, Gas Finance and insurance Source: Toner (2010)
- 6. Fields of studyof highly innovative professionals (%), selected sectors 0 10 20 30 40 50 60 70 80 90 100 Manufacturing Financial intermediation Business activities Health others law education arts humanities social sciences business agriculture health architecture sciences & maths engineering & computing
- 7. Fields of studyof highly innovative professionals (%), by type of innovation 0 10 20 30 40 50 60 70 80 90 100 Product innovation Technology innovation Knowledge innovation Any innovation others law education arts humanities social sciences business agriculture health architecture sciences & maths engineering & computing
- 8. Skills for innovation Innovation Skills Education and training •What skills/qualifications foster innovation in the economy? • Creative destruction and lifelong skill development
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- 10. skills for innovation(and entrepreneurship)
- 11. Skills that tertiary-educatedprofessionals report as very important in their job Percentage of employees reporting the following skills as very important in their job Source: OECD, based on REFLEX and HEGESCO data 22.7 30.6 40.2 40.3 40.4 40.4 40.5 41.8 46.5 48.0 50.0 53.4 54.2 55.0 56.5 56.9 58.6 60.8 61.7 0 10 20 30 40 50 60 70 knowledge of other fields write and speak a foreign language assert your authority negociate alertness to opportunities present ideas in audience willingness to question ideas mobilize capacities of others analytical thinking come with news ideas/solutions write reports or documents acquire new knowledge master of your own field coordinate activities use computers and internet make your meaning clear work productively with others perform under pressure use time efficiently
- 12. Critical skills forentrepreneurship (according to tertiary-educated workers) Likelihood (odds ratios) of reporting the following skills: people in self-employed vs. employees Source: OECD, based on REFLEX and HEGESCO data 0.7 0.8 0.8 0.9 1.0 1.0 1.0 1.1 1.1 1.1 1.1 1.1 1.2 1.2 1.2 1.3 1.3 1.4 1.6 0.5 1 2 work productively with others use computers and internet write reports or documents write and speak a foreign language analytical thinking use time efficiently mobilize capacities of others make your meaning clear coordinate activities acquire new knowledge present ideas in audience perform under pressure willingness to question ideas knowledge of other fields come with news ideas/solutions master of your own field alertness to opportunities assert your authority negociate
- 13. Critical skills forinnovative entrepreneurship (according to tertiary-educated workers) Likelihood (odds ratios) of reporting the following skills: people in innovative entrepreneurs vs. entrepreneurs Source: OECD, based on REFLEX and HEGESCO data 1.1 1.2 1.2 1.2 1.2 1.2 1.3 1.3 1.4 1.4 1.4 1.4 1.5 1.6 1.6 1.6 1.6 1.6 2.0 0.8 1.6 knowledge of other fields negociate use time efficiently make your meaning clear assert your authority coordinate activities perform under pressure write reports or documents work productively with others mobilize capacities of others master of your own field use computers and internet analytical thinking present ideas in audience write and speak a foreign language willingness to question ideas alertness to opportunities acquire new knowledge come with news ideas/solutions
- 14. Critical skills forthe most innovative jobs (according to tertiary-educated workers) 1.56 1.76 1.76 1.81 1.94 1.95 1.97 1.98 1.99 2.00 2.02 2.05 2.11 2.15 2.18 2.24 2.34 2.44 2.97 0.80 assert your authority negociate knowledge of other fields perform under pressure write reports or documents work productively with others mobilize capacities of others use time efficiently make your meaning clear use computers and internet write and speak a foreign language coordinate activities master of your own field analytical thinking present ideas in audience alertness to opportunities willingness to question ideas acquire new knowledge come with news ideas/solutions Likelihood (odds ratios) of reporting the following skills: people in the most innovative jobs vs. least innovative jobs Source: OECD, based on REFLEX and HEGESCO data
- 15. What individual skillsshould education systems foster? Technical skills (know-what and know- how) Skills in thinking and creativity (Critical thinking, observation, curiosity, ability to make connections, imagination,...) Behavioural and social skills (character) (Self-confidence, energy, perseverance, passion, leadership, collaboration, communication)
- 16. Some comments onthese skill categories • They are domain-specific – Skills are generally domain-specific: one is creative in a field, one knows how to behave/communicate in a specific context, one has problem-solving skills in a field, one has content knowledge in a field • They can become « domain-generic » – A skills becomes « domain-generic » when one has gained it in a number of domains or settings, so that it becomes a « habit of mind » (a disposition or a stabilised skill) that one can apply to new fields • They overlap and may reinforce each other But • They are different and cannot be reduced to a single skill (or measure) Technical skills Skills in thinking and creativity Behavioural and social skills (character)
- 17. higher education forinnovation
- 18. Higher education forinnovation Innovation Skills Education and training • Which graduates get highly innovative jobs? • Do higher education systems foster skills for innovation? • Which pedagogic practices are associated with highly innovative jobs? • What do these pedagogies look like?
- 19. What share ofgraduates of a given field have a highly innovative job? 20.3 22.9 23.4 25.4 27.6 28.1 28.1 28.4 28.8 30.9 32.7 36.5 37.6 0 10 20 30 40 50 law health humanities others business sciences & maths education average social sciences architecture agriculture arts engineering & computing Product /service innovation
- 20. What share ofgraduates of a given field have a highly innovative job? 12.4 12.6 13.2 15.2 16.0 18.4 18.6 21.0 23.9 24.2 28.6 28.8 38.4 0 10 20 30 40 50 law others humanities social sciences education health business average arts agriculture architecture sciences & maths engineering & computing Technology, tool, instrument innovation
- 21. What share ofgraduates of a given field have a highly innovative job? 30.4 31.5 35.1 36.1 37.6 38.0 38.3 38.5 39.5 39.9 41.7 41.7 48.3 0 10 20 30 40 50 law others business humanities social sciences arts average health agriculture architecture engineering & computing education sciences & maths Knowledge / method innovation
- 22. Higher education forinnovation Innovation Skills Education and training • Which graduates get highly innovative jobs? • Do higher education systems foster skills for innovation? • Which pedagogic practices are associated with highly innovative jobs? • What do these pedagogies look like?
- 23. Strong points ofhigher education 0 2 4 6 8 10 12 14 16 18 20 assert your authority mobilize capacities of others negociate alertness to opportunities willingness to question ideas coordinate activities write and speak a foreign language make your meaning clear come with news ideas/solutions present ideas in audience knowledge of other fields use time efficiently use computers and internet perform under pressure work productively with others write reports or documents acquire new knowledge analytical thinking master of your own field Ranking of 3 top strong skills by graduates Source: OECD, based on REFLEX, HEGESCO and PROFLEX data
- 24. Strong points ofhigher education 0 2 4 6 8 10 12 14 16 18 20 assert your authority mobilize capacities of others negociate alertness to opportunities willingness to question ideas coordinate activities write and speak a foreign language make your meaning clear come with news ideas/solutions present ideas in audience knowledge of other fields use time efficiently use computers and internet perform under pressure work productively with others write reports or documents acquire new knowledge analytical thinking master of your own field Ranking of 3 top strong skills by graduates Source: OECD, based on REFLEX, HEGESCO and PROFLEX data
- 25. Weak points ofhigher education 0 2 4 6 8 10 12 14 16 18 20 acquire new knowledge master of your own field make your meaning clear coordinate activities work productively with others willingness to question ideas analytical thinking perform under pressure use time efficiently alertness to opportunities come with news ideas/solutions write reports or documents mobilize capacities of others knowledge of other fields use computers and internet present ideas in audience assert your authority negociate write and speak a foreign language Ranking of 3 top weak skills by graduates Source: OECD, based on REFLEX, HEGESCO and PROFLEX data
- 26. Weak points ofhigher education 0 2 4 6 8 10 12 14 16 18 20 acquire new knowledge master of your own field make your meaning clear coordinate activities work productively with others willingness to question ideas analytical thinking perform under pressure use time efficiently alertness to opportunities come with news ideas/solutions write reports or documents mobilize capacities of others knowledge of other fields use computers and internet present ideas in audience assert your authority negociate write and speak a foreign language Ranking of 3 top weak skills by graduates Source: OECD, based on REFLEX, HEGESCO and PROFLEX data
- 27. Higher education forinnovation Innovation Skills Education and training • Which graduates get highly innovative jobs? • Do higher education systems foster skills for innovation? • Which pedagogic practices are associated with highly innovative jobs? • What do these pedagogies look like?
- 28. Innovation and therelative emphasis on practice- and theory-based instruction 0.95 1 1.05 1.1 1.15 1.2 engineering business health education science others practice score theory score Odds ratios between innovators and non-innovators, by field of study Source: OECD, based on REFLEX and HEGESCO data
- 29. Innovation and therelative emphasis on practice- and theory-based instruction 0.95 1 1.05 1.1 1.15 1.2 any innovation technology, tools product, service knowledge, methods practice score theory score Odds ratios between innovators and non-innovators, by type of innovation Source: OECD, based on REFLEX and HEGESCO data
- 30. Higher education forinnovation Innovation Skills Education and training • Which graduates get highly innovative jobs? • Do higher education systems foster skills for innovation? • Which pedagogic practices are associated with highly innovative jobs? • What higher education pedagogies to foster innovation?
- 31. Evidence on Problem-basedlearning (OECD WP by Hoidn and Kärkkäinen) • Categorised based on student learning outcomes – Knowledge acquisition and academic achievement – Reasoning and knowledge application – Social and behavioural skills • PBL more beneficial regarding long-term retention and application of knowledge and skills • Positive impact on students’ motivation, satisfaction, and attitudes toward learning • No clear difference emerges as to test performance
- 32. Traditional approaches versusPBL (effect sizes)
- 33. Traditional approaches versusPBL (effect sizes)
- 34. ICT-enhanced pedagogic modelsto foster « skills for innovation » in STEM • Virtual and remote laboratories • Educational games • Technology-enhanced cooperative learning • Real-time formative assessment • Skills-based assessment
- 35. • Experiential learning(e.g. remote and virtual labs, project-based and enquiry-based pedagogies) • Hands-on pedagogies (e.g. game development) • Cooperative learning (e.g. local and global collaboration) • Interactive and metacognitive pedagogies (e.g. real-time assessment) A few pedagogical models fostered by ICT
- 36. • Pedagogical change: –Design thinking (IStanford University; EMLyon Business school and Ecole Centrale de Lyon (France);; i- school at Tokyo University; UDD, UC, etc. (Chile) – Design factories: Aalto Design Factory, Aalto service factory, (Finland), MIT Fab labs (US), etc. – Entrepreneurship programmes (Centre for Entrepreneurship (Amsterdam university) • Institutional change: – Aalto University in Finland (economics, arts and design, science and technology) – European Institute of Innovation and Technology (structured around Knowledge and Innovation Communities (KIC)) – Olin College of Engineering in the US; etc. New types of transversal programmes
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- 38. Towards innovation-friendly ecosystemsin education? Innovation in education Technology School organisation System organisation Research and Development
- 39. Measurement of innovationin education New report • 4 objectives: – Informative – Methodological – Heuristic – Prospective • 2 approaches: – Innovation surveys – Organisational change surveys • Databases / Coverage: – Reflex and Hegesco (19 EU countries + Japan) – PISA, TIMSS, PIRLS (broad international coverage)
- 40. What we meanby innovation – Product (object, tool) – Process (pedagogy) – Organisation – Marketing method (external relations, pricing, etc.) – New to the world – New to the sector – New to the organisation • Introduction/implementation of a new or significantly improved…
- 41. Percentage of highlyinnovative jobs, by sector (2005-2008) 39.5 49.7 50.4 52.0 53.3 54.4 54.9 55.4 55.6 59.0 59.3 59.5 60.5 64.4 0 10 20 30 40 50 60 70 Source: Measuring Innovation in Education (2014), based on REFLEX and HEGESCO data At least one type of innovation
- 42. Percentage of highlyinnovative jobs in product or service (2005-2008) 17.7 20.3 22.5 25.1 25.3 28.5 28.8 28.8 33.5 33.7 33.9 34.2 34.6 36.7 0 10 20 30 40 50 60 Source: Measuring Innovation in Education (2014), based on REFLEX and HEGESCO data
- 43. Percentage of highlyinnovative jobs in technology, tools or instruments (2005-2008) 12.8 15.7 16.0 16.9 18.0 19.1 20.6 21.3 23.0 23.6 25.3 27.7 28.6 29.2 0 10 20 30 40 50 60 Source: Measuring Innovation in Education (2014), based on REFLEX and HEGESCO data
- 44. Percentage of highlyinnovative jobs in knowledge or methods (2005-2008) 26.3 30.4 32.2 32.4 33.2 35.3 36.4 36.6 37.7 38.0 40.4 41.0 43.5 48.5 0 10 20 30 40 50 60 Source: Measuring Innovation in Education (2014), based on REFLEX and HEGESCO data
- 45. Highly innovative jobsin education and other sectors of the economy 40 50 50 52 53 54 54 55 55 56 56 59 59 59 61 64 69 5 9 7 9 7 6 8 9 8 9 8 9 11 13 13 13 15 0 10 20 30 40 50 60 70 80 % At least one type of innovation Three types of innovations Source: OECD (Scoreboard on Innovation in Education), based on REFLEX and HEGESCO data Source: Measuring Innovation in Education (2014), based on REFLEX and HEGESCO data
- 46. Percentage of highlyinnovative jobs, by innovation type and education level (2005-2008) 24.6 20.1 28.8 24.8 15.7 16.0 28.7 20.6 45.2 42.2 58.7 47.7 0 10 20 30 40 50 60 70 Primary education Secondary education Higher education Total education Product or service Technology, tools or instruments Knowledge or methods Source: Measuring Innovation in Education (2014), based on REFLEX and HEGESCO data
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- 48. Some future policychallenges • A broad mix of degrees/qualifications is needed that includes but goes beyond science and engineering • Does higher education empower people to innovate? Is the glass half-empty or half-full? • How to rebalance higher education missions to give more weight to good pedagogies? • Do we have the main drivers in place to foster innovation in the higher education sector – and make sure higher education contributes to innovation in education and more broadly?
- 49. • 2 networks: –Higher education to start in 2016 – School (primary and secondary) • 3 approaches: – One STEM discipline – One arts education discipline – One generic approach to innovation/creativity • Activities in primary-secondary education: – Develop a pedagogical toolkit (rubric, pedagogical activities and assessments, student work) – Document pedagogies to foster the selected skills/dispositions • Activities in tertiary education: – Share about pedagogies and identification of skills Ongoing OECD project on assessing progression in creativity and critical thinking
- 50. An increasing interestin innovative pedagogies and structures in HE Veuillez consulter cet ouvrage en ligne : http://dx.doi.org/10.1787/9789264214019-fr. Cet ouvrage est publié sur OECD iLibrary, la bibliothèque en ligne de l’OCDE, qui regroupe tous les livres, périodiques et bases de données statistiques de l’Organisation. Rendez-vous sur le site www.oecd-ilibrary.org pour plus d’informations. Examens de l’OCDE des politiques d’innovation FRANCE Sommaire Guide du lecteur Résumé Chapitre 1. Évaluation d’ensemble et recommandations Chapitre 2. Performance économique de la France et innovation Chapitre 3. La formation initiale des ressources humaines pour la recherche et l’innovation Chapitre 4. La recherche publique Chapitre 5. Les transferts entre la recherche publique et les entreprises Chapitre 6. Les politiques de soutien à la recherche et à l’innovation Chapitre 7. L’entrepreneuriat innovant Chapitre 8. Gouvernance d’ensemble des politiques de recherche et d’innovation www.oecd.org/sti/innovation/reviews Examensdel’OCDEdespolitiquesd’innovationFRANCE Examens de l’OCDE des politiques d’innovation FRANCE ISBN 978-92-64-21400-2 92 2014 10 2 P
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