Innovative ways of supporting and developing teaching and learning in Hungarian higher education This presentation is based on the outcomes of the research projects entitled „The emergence and diffusion of local innovations and their systemic impact in the education sector” (No. 115857) Laszlo Horvath – horvath.laszlo@ppk.elte.hu Orsolya Kalman – kalman.orsolya@ppk.elte.hu ELTE Eötvös Loránd University Institute of Education, Hungary

(Godin, 2008) Xenophon (5th century BC): kainotomia  opening of new mines (+)  change as a negative, distruptive force (eg. Galilei) Antrophology – cultural change Sociology – social change Economics – technological change „adopter interprets it as new…” „conscious decision, criteria of commercialization” „Qualitatively different from existing things…”

Dominance of the industry-paradigm: Dominance of technology and production Criteria for success and commercialization Oslo Manual: Product Process Organizational Marketing (OECD, 2005) PRODUCT SERVICE Tangible Storable Broad needs Human-machine system Predetermined process Follow-up feedback Intangible Unstorable Local needs Human-human system Process can change Immediate feedback Service-based innovations  public sector innovation  educational innovation (Barcet, 2010)

Research questions and empirical sources What kinds of innovation activities can be identified in Hungarian HEIs? How these activities are supported? What kinds of collaboration can enhance the innovation diffusion? Empirical sources: „Innova” research: focusing on emergence and diffusion of local education innovations in Hungary on the whole educational sector (from kindergarten to doctoral schools) – Sample: 4853 heads of educational institutions responded (~30%), out of which 513 are higher educational organizational unit (institute or department) „Xodcoll” research: focusing on inter-organizational cooperation in realizing interdisciplinary educational programmes – Sample: 95 academics participating in interdisciplinary programmes

Innovation activity The 28% of respondents indicated that in the last ten years it happened quite often that they started to apply solutions that were significantly different from their previous practice. Public education: 27% Higher education: 34% For-profit sector: 38% The 38% of respondents think that in the last ten years it happened quite often that following the innovations initiated by our staff, the effectiveness of the organisation has improved. Public education: 37% Higher education: 45% For-profit sector: 56%

Areas of innovation Teachers in public educational institutions mostly mentioned (44%) innovations regarding new methods and tools for planning and implementing lessons. Academics in higher educational departments mostly mentioned (37%) innovations regarding new solutions for using technical tools in education. Educators in the for-profit sector mostly mentioned (44%, 36%) innovations regarding internal organisation and external relations.

Organisa-tional innovation Product innovation Intangible: learning outcomes based educational programme Tangible: 3D technology in dentist-education 50% Process innovation Gamification, e-learning, involvement of students in their own evaluation 34% Marketing innovation Guest lecturers, involvement of employees in education, renewal of student recruitment 2% Organisa-tional innovation New performance management system, simplifying administration, intranet 7% Out of 513 higher education organizational unit, 454 named a concrete innovation  content analysis by two independent researcher 55,9% of respondents stated that the selected innovation improved considerably the effectiveness of the organization (0,2% reported that it had negative consequences) Reasons for developing the innovation: 76,6% attractive professional approach 64,7% problem solving 47,4% inspiration of other, similar organizations 43% responding to external needs 5% by chance OECD (2005): Oslo Manual

Adaption and diffusion of innovations In public and higher education institutions the 15% of respondents stated that it happened quite a lot that they borrow innovations from other organizations. In the case of for-profit sector this is 23%. Regarding other organizations borrowing their own innovations the 8% of public education institutions, and 10% of higher education institutions and 12% of public-sector organizations reported that it happened quite often.

Innovation activity in the light of organizational learning capacity Innovation Index (Horváth, 2017): (EFA: ML/Promax; KMO=0.873; TVE=46,41%) unidimensionality Organizational Learning Capacity based on Bess, Perkins and McCown (2010) scale: (EFA: ML/Promax; KMO=0.918; TVE=58,63%) Organizational support for learning Professional reflexivity Alignment of individual and organizational goals

Diffusion of educational innovations through teacher education and professional development Institutions could name one organization from where they have adapted an innovation Mainly 1 or 2 member clusters/chains Only in the cases of large universities providing teacher education can we see larger clusters!

Interdisciplinary cooperation Harmonizing of content and assessment Opportunities for cooperation (designing new courses) More intensive at the planning phase Knowledge sharing Special skills (managing interstitiality) Supporting factors Hindering factors Difference in beliefs about learning, lack of teaching skills Lack of communication, contact Overburden, lack of support Attitude Small group meetings, knowledge sharing Needs (different prior knowledge, renewal of curriculum) Organizational culture Independent samples t-test t(50,636)=-2.211; p=0.032 Hedges’ g = 0.580

Case study example: Forest-pedagogics course in teacher education Evolution: elective course  3 course modul in teacher education and CPD Role of innovation champions, internal and external partners Interaction in development and diffusion (more users, more sophisticated programme) Time: child participants are now graduated teachers, disseminating the programme

Conclusions Innovation as a product and a process – complexity Dominance of product and process innovations in HE  mainly professional considerations regarding innovation activity Diffusion is internally focused  more emphasis on inter-institutional cooperation and learning Supporting evidence for inter-institutional cooperation regarding workplace learning of academics

Thank you for your attention! SUPPORTED BY THE HUNGARIAN SCIENTIFIC RESEARCH FUND (115857) SUPPORTED BY THE ÚNKP-17-3 NEW NATIONAL EXCELLENCE PROGRAM OF THE MINISTRY OF HUMAN CAPACITIES Laszlo Horvath – horvath.laszlo@ppk.elte.hu Orsolya Kalman – kalman.orsolya@ppk.elte.hu ELTE Eötvös Loránd University Institute of Education, Hungary