scholarly journals Individual Innovation Competence: A Systematic Review and Future Research Agenda

2017 ◽  
Vol 6 (5) ◽  
pp. 103 ◽  
Author(s):  
Laura-Maija Hero ◽  
Eila Lindfors ◽  
Vesa Taatila
Keyword(s):  
Systematic Review ◽  
Creative Thinking ◽  
Future Orientation ◽  
Central Element ◽  
Innovation Process ◽  
Personal Characteristics ◽  
Thinking Skills ◽  
Future Research ◽  
Future Research Agenda ◽  
Innovation Competence

Learning for innovation is a central element in European policymaking in developing higher education. Students often learn in project settings together with work organizations developing new solutions, products and services. These authentic creative, social and collaborative settings offer an attractive learning environment. The aim of this study was to determine the factors involved in individual innovation competence to be able to design, tutor and assess the pedagogical processes where authentic open-ended tasks are being solved transforming novel ideas into usable products or services. After defining the extraction criteria using a limited sample of articles, a bias-assessed systematic review was conducted of empirical research articles published in 2006–2015. Twenty-eight journal articles were ultimately included in the review. Despite the volume of academic literature in this field, comparatively few studies providing findings addressing the review objectives could be found. There was, however a reasonable weight of research evidence to support the result. The findings suggest that personal characteristics, such as flexibility, achievement orientation, motivation and engagement, self-esteem and self-management, future orientation, creative thinking skills, social skills, project management skills, and content knowledge and making skills can be needed in collaborative innovation process. These findings have implications for pedagogical innovation processes and for competency-based assessment. 

Value co-creation: a review of literature and future research agenda

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Victor Saha ◽  
Praveen Goyal ◽  
Charles Jebarajakirthy
Keyword(s):  
Systematic Review ◽  
Future Research ◽  
Review Of Literature ◽  
Relevant Research ◽  
Research Papers ◽  
Future Directions ◽  
Content Type ◽  
Extant Literature ◽  
Future Research Agenda ◽  
Theoretical Perspectives

Purpose The purpose of this paper is to present a systematic review of the available literature on value co-creation (VCC) and provide insightful future directions for research in this domain. Design/methodology/approach The extant literature on VCC has been reviewed by collecting relevant research papers based on certain specified delimiting criteria. A total of 110 research papers have been analysed to gain useful insights into VCC literature. Findings The study analyses the literature on VCC and provides a clear distinction between VCC and its closely related constructs in the literature. The study also draws significant insights from the VCC literature based on some specific parameters. Some frequently used theoretical perspectives have been discussed in the study, thus pointing towards a few alternative theories that can be used for future research. Finally, specific trends emerging from the literature have been discussed that provide a comprehensive understanding of the research inclinations of this concept, along with future scopes of research in the VCC domain. Research limitations/implications The papers were selected for this study based on some delimiting criteria. Thus, the findings cannot be generalised for the entire research on VCC. Originality/value This paper fulfils the need for a systematic review of the extant literature on VCC. The study synthesises literature and bibliography on VCC from 2004 to 2019 to benefit both academics and practitioners and gives some directions to advance this domain of literature.

scholarly journals Who Is the Successful University Student? An Analysis of Personal Resources

2015 ◽  
Vol 45 (2) ◽  
pp. 214-228 ◽  
Author(s):  
Andrea M. Stelnicki ◽  
David W. Nordstokke ◽  
Donald H. Saklofske
Keyword(s):  
Student Success ◽  
Undergraduate Students ◽  
Time Management ◽  
Future Orientation ◽  
Large Body ◽  
Personal Characteristics ◽  
Research Literature ◽  
Future Research ◽  
Personal Resources ◽  
University Administrators

A number of factors have been identified in the research literature as being important for student success in university. However, the rather large body of literature contains few studies that have given students the opportunity to directly report what they believe contributes to their success as an undergraduate student. The primary purpose of this study is to explore students’ descriptions of the personal resources that they use to succeed while attempting to reach their goals as well as those personal characteristics or obstacles that keep them from reaching their goals. Prominent themes supportive of student success included having a future orientation, persistence, and executive functioning skills such as time management and organization. Results also demonstrate that stress, inadequate academic skills, and distractions are detrimental to student success in university. This study is unique in that it gathers the content data directly from the population of interest; it is one of the few qualitative studies of undergraduate students’ self-generated perceptions. Implications for university administrators and academic counsellors and directions for future research are discussed.  

Creative Thinking and Reflective Teaching in Prospective Teachers

2018 ◽  
pp. 115-132
Author(s):  
Vaitsa Giannouli
Keyword(s):  
Prospective Teachers ◽  
Creative Thinking ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Educational Process ◽  
University Education ◽  
Reflective Teaching ◽  
Future Research ◽  
Cross Cultural Differences ◽  
Hands On

Reflective thinking skills are vital for the modern education in schools. Five important reflective thinking skills are identified so far in the scientific literature: Observation, communication, judgment, decision making, and team working. Additionally, creative thinking is becoming more and more regarded as a necessary part of the educational process. In this chapter, an attempt is made to clarify what a sample of prospective teachers in Greece believe about reflective teaching, while at the same time their knowledge and attitudes towards creative thinking are examined. Results indicated that respondents were not fully informed during their formal university education about creative thinking and reflective teaching, while they also lacked hands-on experience and relevant skills. Future research should further focus on cross-cultural differences regarding creative thinking attitudes and reflective teaching in prospective and professional in-service teachers.

scholarly journals Multiple Jobholding: An Integrative Systematic Review and Future Research Agenda

2019 ◽  
Vol 46 (1) ◽  
pp. 165-191
Author(s):  
Emily D. Campion ◽  
Brianna B. Caza ◽  
Sherry E. Moss
Keyword(s):  
Systematic Review ◽  
Boundary Conditions ◽  
Research Agenda ◽  
Practical Knowledge ◽  
Additional Research ◽  
Future Research ◽  
Work Roles ◽  
Future Research Agenda ◽  
Demographic Predictors

Despite sizable but varying estimates of multiple jobholding (MJH) and decades of research across disciplines (e.g., management, economics, sociology, health and medicine), our understanding of MJH is rather limited. The purpose of this review is to provide a coherent synthesis of the literature on MJH, or working more than one job. Beginning with a discussion of the motivations and demographic predictors that forecast MJH, we note a distinct divide between the research that predicts MJH and the research that examines outcomes, with few studies exploring how motivations might relate to MJH experiences and outcomes. Another significant observation in this review is the inconsistency of findings across and within disciplines regarding whether MJH is depleting or enriching. Using this framework to organize our review, we attempt to reconcile the generally mixed results by presenting research on mechanisms and boundary conditions of MJH to explain how and when multiple jobholders (MJHers) are depleted or enriched. By integrating findings from the literature, we are able to articulate more clearly the paths of depletion and enrichment and discuss how push versus pull-based motivations to hold multiple jobs likely predict these pathways. Finally, we provide a strategic agenda highlighting areas where additional research is urgently needed to equip scholars with practical knowledge on how to help MJHers manage their multiple work roles and how to help organizations manage MJHers.

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