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2022 ◽  
pp. 155-168
Author(s):  
Ralph A. Gigliotti ◽  
Sunita Kramer ◽  
Dee Magnoni

Representing distinct parts of Rutgers University—academic innovation and experiential learning, organizational leadership and strategy, and the university library—the authors approach this discussion of agility and cross-university partnerships from three distinct vantage points. Despite different administrative portfolios and scholarly and professional interests, the authors collectively view this moment as one of profound opportunity for our institution and for higher education more broadly. Purposeful collaborations have contributed to new and innovative partnerships that will be discussed in this chapter, including a new learning community for interested members of the New Brunswick Libraries—The Hatchery, a dedicated design thinking and ideation studio centrally located in the Archibald S. Alexander Library—and varying points of convergence with the Innovation, Design, and Entrepreneurship Academy (IDEA) that integrates design and entrepreneurial thinking and leadership development into the Rutgers student experience.


2021 ◽  
pp. 165-180
Author(s):  
Carlos Iván Moreno ◽  
Cesar Barba Delgadillo ◽  
Miguel Ángel Sigala ◽  
Ernesto Herrera Cárdenas

AbstractThis chapter examines the context of higher education and upper-secondary education in Mexico, focusing on the role of the University of Guadalajara – the second largest in the country – and its response to the pandemic by strengthening collaboration with the upper-secondary system.During the pandemic, the lack of articulation between higher education and upper-secondary education posed a challenge for the transition to online education in the University of Guadalajara. This chapter discusses how the different initiatives advanced by the University to face this unprecedented situation helped to reduce the barriers between these levels and led to academic innovation, resulting in valuable discussions on the educational model and teaching practices for the post-Covid-19 world.Finally, the authors reflect on the views of faculty regarding the need for an innovative educational model, concluding that a closer collaboration between systems is needed for the benefit of students and faculty.


2021 ◽  
Vol 21 (2/3) ◽  
pp. 920-933
Author(s):  
Rocío Calvo ◽  
Samuel Bradley

For the last several years, the Boston College School of Social Work (BCSSW) has worked to deconstruct the hidden nature of whiteness rooted in theories, methods, and practices of education. To that end, the BCSSW created two strategies designed to foster systemic change: the Latinx Leadership Initiative and the Equity, Justice, and Inclusion Initiative. This study uses narrative analysis to examine these initiatives as catalysts of sustainable change. We dive deep into: (1) strategies designed to disrupt a White supremacy approach to the explicit and implicit curriculums; (2) activities to engage stakeholders on dismantling institutional racism. Our ultimate goal is to draw lessons that may be useful to the profession. To that end, we discuss knowledge gained concerning academic innovation, shared governance, and alternatives to an Eurocentric epistemological approach to social work. We also include implications for the profession concerning the incorporation and validation of non-White ways to understand human development, health, disease, diagnostics, and interventions; and present some of the strategies we developed to de-center whiteness and support BIPOC students in a White-majority institution of higher education.


Author(s):  
Andrey V. Proletarsky ◽  
Konstantin A. Neusypin ◽  
Kai Shen

Research directions for carrying out scientific works are presented within the Avionics Engineering Center at Bauman Moscow State Technical University. The structure of Avionics Engineering Center is illustrated and prospective areas of working are highlighted. Methods on implementation of perspective scientific research and educational programs are developed for innovative development of the Avionics Engineering Center. Symbiosis of new developed programs allows training and getting a set of better quality specialists and innovative technologies in the defense and aerospace industry.


Author(s):  
Ken Baldauf ◽  
Paul Marty ◽  
Rienne Saludo ◽  
Iskandaria Masduki ◽  
Eric Adams ◽  
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2020 ◽  
Vol 8 (3) ◽  
pp. 48-74
Author(s):  
Reinhold Pabst ◽  
Isabelle Tyrasa ◽  
Sebastian Händschke ◽  
Ralph Siepmann ◽  
Antje Gonera

Over the recent years, the importance of innovation in academic R&D projects has increased. Nevertheless, innovation facilitation in the academic field has rarely been researched. Currently, innovation support focuses on the industrial context. In our study we aim to address this research gap and examine the facilitation of innovation in the academic and the industrial context. In our abductive empirical case study, we investigate the role, skills, mindset and instruments of innovation facilitators by interviewing 25 individuals from nine organizations. We discovered different behaviors and perspectives in dealing with innovation work, depending on the context of the either academic or industry-driven projects. Academic innovation projects focus on feasibility, whereas industry-driven projects focus on viability. In both contexts, the facilitators usually intend to include the user perspective (desirability). With our results we contribute to the facilitation literature and show that innovation projects and their facilitation depend on their specific context and the mentality of the facilitators. With these results, we strive to improve academic and industry-driven projects with advice for innovation practitioners and facilitators on helpful tools and important perspectives to fully exploit the innovation potential.


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