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Determinants for Success of Educational Innovation Projects A Study of “SURF Education” Projects in the Netherlands.

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Presentation on theme: "Determinants for Success of Educational Innovation Projects A Study of “SURF Education” Projects in the Netherlands."— Presentation transcript:

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2 Determinants for Success of Educational Innovation Projects A Study of “SURF Education” Projects in the Netherlands

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4 The road to sustainable educational innovation The road to sustainable educational innovation

5 Catch a wave, you’ll be sittin’ on top of the world Problem High investment - Low return Wish Anticipate / predict success and failure at funding Goals Why are successful projects successful? How to optimize success and minimize failure?

6 Go little Honda Review literature – identify success / failure factors Analyze project documentation – find new factors / validate literature review Expert interview and concept mapping – identify new factors/ evaluate / weigh Change

7 1 st gear: Review literature Success and failure factors in phases: ­Initiation ­Implementation ­Institutionalization

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9 1 st gear: Review literature Success and failure factors in phases: ­Initiation ­Implementation ­Institutionalization Tools for phases: ­Proposal Check ­Health Check ­Sustainability Check

10 Eye openers Change levels: One step at a time

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12 Eye openers Change levels: One step at a time Critical mass: Small is beautiful

13 Eye openers Change levels: One step at a time Critical mass: Small is beautiful Know your enemies and make them allies

14 Eye openers Change levels: One step at a time Critical mass: Small is beautiful Know your enemies and make them allies Organizational management ≠ Project management  Organizational managers ≠ Innovation managers

15 Eye openers Change levels: One step at a time Critical mass: Small is beautiful Know your enemies and make them allies Organizational management ≠ Project management  Organizational managers ≠ Innovation managers Assuring success ≠ Avoiding failure

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17 2 nd gear: Analyze project documents Eight projects in-depth ­Project selection ­Categorization: Tool ­Labeling: good, intermediate, poor ­Selection: four best / four worst

18 Project Classification Tool

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20 2 nd gear: Analyze project documents Eight projects in-depth ­Project selection ­Categorization: Tool ­Labeling: good, intermediate, poor ­Selection: four best / four worst ­Document analysis ­Project proposal / project plan ­Midterm review(s) ­End review

21 3 rd gear: Consult experts In-depth interviews, N = 8 ­Project chairs / critical partners ­Case studies of success and failure Expert concept mapping and rating, N = 8 ­Business, government, science, education ­Generation of ideas ­Ranking

22 Expert Concept Mapping Method for Defining the Characteristics of Adaptive E-Learning: ALFANET Project Case Slavi Stoyanov Paul Kirschner Volume 52, Number 2, 2004

23 Faster, it’s all right: To the future Tools ­Checklists for proposal, process, sustainability

24 NrInitiation phaseSpecification 1The problem is clearly defined - The problem has been stated simply, realistically and to-the-point - It is evident who experiences the problem 2The project goal is clearly defined - The desired end result of the project has been stated in the goal - The goal statement is smart (specific, measurable, assignable, realistic, time-related) 3The project objectives are clearly defined - Specific quality criteria for the deliverables is included - all objectives are complete and necessary to achieve the stated goal - All objectives are stated simply, realistically and to-the-point - All objectives have a definable and measurable end result - All objectives are smart (specific, measurable, assignable, realistic, time-related) 4The project’s scope is realistic - Minimised/realistic scope: Time and resources (people/money) are crucial factors for many projects, and since scope affects time or project duration and resources required, minimising scope increases a project’s chances of success - Realistic change: The greater the number of changes intended, the more factors there are which influence the chances of success and therefore there is an increase in the risks of the project.

25 Faster, it’s all right: To the future Tools ­Checklists for proposal, process, sustainability Procedures ­Plan: Including implementation ­Presentation: Add a defense ­Segmentation: Mid-term go / no go

26 Faster, it’s all right: To the future Tools ­Checklists for proposal, process, sustainability Procedures ­Plan: Including implementation ­Presentation: Add a defense ­Segmentation: Mid-term go / no go Training ­Tendering, Management, Conferences

27 Innovation: An organic view ­All systems strive towards stability

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29 Innovation: An organic view ­All systems strive towards stability ­An organism is a system made up of subsystems

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31 Innovation: An organic view ­All systems strive towards stability ­An organism is a system made up of subsystems ­Stability is not static, but dynamic and adaptive

32 Innovation: An organic view ­All systems strive towards stability ­An organism is a system made up of subsystems ­Stability is not static, but dynamic and adaptive ­An educational system must be dynamic

33 Innovation: An organic view ­All systems strive towards stability ­An organism is a system made up of subsystems ­Stability is not static, but dynamic and adaptive ­An educational system must be dynamic ­An organism that cannot adapt will die out

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35 Innovation: An organic view ­All systems strive towards stability ­An organism is a system made up of subsystems ­Stability is not static, but dynamic and adaptive ­An educational system must be dynamic ­An organism that cannot adapt will die out ­What does this mean for innovation?

36 One team’s opinion

37 Questions / remarks ? Prof. dr. Paul Kirschner Educational Technology Expertise Center, Open University of the Netherlands More information OUNL: SURF:

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39 Thank you for your attention Make sure you don’t …


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