1. 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 )
Laszlo Horvath –
Orsolya Kalman –
ELTE Eötvös Loránd University Institute of Education, Hungary

2. (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…”

3. 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)

4. 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: 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

5. 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%

6. 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.

7. 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

8. 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.

9. 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

10. 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!

11. 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

12. 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

13. 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

14. 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 –
Orsolya Kalman –
ELTE Eötvös Loránd University Institute of Education, Hungary