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Educational innovations: functioning within and without educational system

Priority areas of development: sociology, humanitarian
2018
The project has been carried out as part of the HSE Program of Fundamental Studies.

Goal of research: theoretical and empirical investigation of education innovations as a process of educational system’s transformation.

Methodology

Documentary analysis, survey methods, in-depth interviews, quantitative statistical analysis, machine learning.

Empirical base of research

Empirical foundation for the research in question reflects the data regarding the participants of innovative process occuring within contemporary Russian education and the projects they are offering. In particular, empirical material containts information about the content and landscape of non-systemic educational initiatives, as well as the characteristics of innovators fulfilling projects both within and without educational system.

Results of research

Fundamental value is seen in a unique theoretical approach that combined the theories of institutional change both from the perspective of governmental policy [DiMaggio, Powell, 1983] and nonsystemic innovation activity[Baldwin, Hippel, 2011] through the lens of theory of innovations’ creation and diffusion[Rogers, 1962; Белбин, 2003].

As an applied result could be described as a comprehensive description of the transformation process of modern education. Firstly, a machine-learning algorithm was proposed to predict categories enables trends in the landscape of innovative projects analysis (target audience; IT component; type of consumption; project form; format of innovative product; type of innovation).

From the methodological perspective, the result turns out to be the complex instrument, which includes a wide variety of research approaches for investigation of the trends in the nonsystemic innovations landscape. Such as graphic analysis of the paths of innovation projects’ development, machine learning algorithm for extracting trends in education, as well as the tool for estimating technology readiness.

Secondly, it has been showed that social institutions (education, family and work) as well as social environmental factors (a network of contacts or previous activities in commercial or non-commercial projects) served as triggers for innovations in the field of education. Eight factors influencing the development of innovation projects in education: “work”, “education”, “family”, “project activities”, “dissatisfaction with education”, “dissatisfaction with work”, “social connections”, “business experience ". The diversification of non-systemic educational innovations triggers should be reflected in governmental early-support programs.

Thirdly, based on the example of the case of introducing information and communication technologies the digitalization “waves” were revealed. The processes are described as innovations “from above” and innovations “from below” with corresponding characteristics for them. Modern transformation of the education system is the third wave of innovations, which shows the importance of supporting non-systemic innovations, as individuals are the main drivers of change, namely students. Transformation occurs due to the transfer of everyday practices associated with the use of mobile and network technologies to the educational perimeter.

Publications:


Khavenson Tatiana, Koroleva Diana, Lukina Anastasia. The Four Motives of Educational Innovators / NRU Higher School of Economics. Series EDU "Education". 2019. No. 52.
Koroleva D. Information and communication technologies in russian education: background and outlook, in: ICT in Education and Implications for the Belt and Road Initiative. Springer, 2019.
Burimskaya D. New Approach to Teach ESp // Professional and Academic English. 2018. No. 51. P. 4-7.