M.Ed. / The influence of an outcomes-based education program on the study attitude of learners forms the theme for this research. During 1995, the management team of a Technical College took a strategic decision to implement pilot programs in outcomes-based education. The author was appointed as project manager for these pilot programs. This research is based on the pilot program in the following course: National Certificate: Orientation to N1-Engineering. The research has been undertaken to determine whether there is a significant difference in the study attitude of learners after they have completed an outcomesbased education course. From the literature survey on study attitude, a correlation was established between study attitude and academic performance. A high measure on a standardised study attitude scale would indicate a high measure of academic performance. The underpinning theory of outcomes-based education was identified in a literature survey. This underpinning theory formed the base for the design of the outcomesbased education pilot course. The research method consists of the application of study attitude-questionnaires to learners in both the experimental and control groups followed by a focus group interview with learners in the experimental group. After a thorough study of the results, the following conclusions were made: Learners that completed an outcomes-based education program choose to carry on with outcomes—based education programs rather than return to normal educational programs. Learners find the dynamics of working in groups conducive to learning and misses this aspect of outcomes-based education when placed back in a normal classroom. The lecturer as facilitator in the outcomes-based classroom is seen as approachable and helpful while the lecturer in the normal classroom is seen as authoritarian and unapproachable. Learners find being assessed on outcomes of learning in a holistic way, rather than purely writing tests and exams, very conducive to successful learning. Outcomes-based education can be a successful educational model for South Africa. This was my personal experience during this pilot course in working with learners from traditionally underprivileged groups.

Millions of dollars are spent every year to plan and introduce educational innovation initiatives in the developing world with the hope of bringing about economic development, social progress, and educational reform (Kozma, 2008; Kombe, 2016). But the challenges with introducing and maintaining any educational innovation are multifold in developing countries, which are plagued by economic instability and a lack of resources. This situation worsens when the innovation involves any form of technology. The end result in most technology enhanced educational innovations (TEEIs) in such contexts is disillusionment -- either because expected outcomes have not been met or the positive impact is not sustainable. This disillusionment is usually caused by multiple gaps in the planning and implementation of the innovation or the unrealistic expectation that technology is the panacea of all ills. Studies on educational innovation endeavors (Vergara & Grazzi, 2008; Jhurree, 2005; Kozma & Vota, 2014) have identified a significant lack of research in developing countries. Building on these concerns, this dissertation is a qualitative introspective case study exploring different perspectives of the various change agents (Fullan, 2016; Rogers, 2003) involved in facilitating a TEEI project in Pakistan, namely Digital Hall Study (DiSH). Combining the experiences of these change agents, the study attempts to improve understanding of the factors that facilitate and/or hinder the process of designing, planning, implementing, adopting, and sustaining a TEEI project in the low resource educational settings of developing countries like Pakistan. Findings have shown four categories of factors that influence TEEI by offering support and posing challenges to the implementers and users: social context-based, institution-based, teacher-based, and innovation project-based factors. This study has also demonstrated that reevaluating the innovation process in TEEI projects is essential to ensure that needs analyses are conducted before those projects are designed.

A educação superior vivencia um momento de grandes transformações. Pressionada pelas mudanças originadas na reconfiguração dos processos produtivos e da globalização e cada vez mais marcada pela expansão e privatização intensas, necessita enfrentar novos desafios e, com isso, tem sido chamada a inovar. Este trabalho propõe-se a fazer uma reflexão sobre a inovação educacional, considerando-a no contexto atual da educação superior. Para isso, inicialmente, discute-se o contexto atual da educação superior, de forma a caracterizar o momento pelo qual as instituições estão passando e quais têm sido as pressões impostas, principalmente relacionadas à massificação, diversificação, financiamento e transnacionalização. Em seguida, apresenta-se o conceito de inovação, destacando sua polissemia e explicitando qual a visão adotada neste trabalho. Finalmente, apresenta-se a proposta de inovação educacional realizada por uma Instituição de Educação Superior, o Centro Universitário Senac, com ênfase em seu modelo curricular. Pretende-se refletir se essa proposta pode ser considerada uma inovação educacional no âmbito da instituição estudada e se, além disso, o modelo curricular construído pode indicar caminhos que contribuam para mudança mais ampla de modelo educacional. Para esta reflexão, utilizou-se como instrumento a análise documental, tendo como fontes documentos institucionais oficiais e não oficiais dos períodos anterior e simultâneo/posterior à proposta de inovação. Foi possível explicitar que a proposta considerada trouxe alterações significativas em pontos-chave e constitutivos da educação superior, bem como reconhecer indicativos de uma ruptura com a situação anteriormente vigente, assumindo, portanto, aspectos inovadores, que podem servir, inclusive, de referência para outras instituições em seus processos de inovação. A investigação realizada abre caminhos para estudos da proposta de inovação em ação, em sua dimensão instituinte, favorecendo, assim, a abordagem do processo de sua implantação. / Higher education has been going through a time of major transformations. Pressured by changes arising from the reconfiguration of productive processes and from globalization, and increasingly marked by its intensive expansion and privatization, higher education needs to face new challenges, and therefore innovation is called for. This work sets out to reflect on educational innovation in the current context of higher education. In order to do that, the current context of higher education is initially discussed in such a way as to characterize the moment through which organizations have been going through, as well as the pressures imposed upon them, especially those related to massification, diversification, funding and transnationalization. Next, the concept of innovation is presented by highlighting its polysemy and explaining the view adopted in this work. Lastly, the educational innovation proposal developed by Centro Universitário Senac, a higher education institution, is presented with an emphasis on its curricular model. The aim is to reflect on whether this proposal can be considered an educational innovation in the scope of the institution studied in this work, as well as on whether the curricular model built can show paths that can contribute to a broader educational model change. A document analysis was used for such reflection, and the sources were official and non-official institutional documents from the periods before, during and after the development of the innovation proposal. It was possible to make it explicit that such proposal brought about significant changes in key and constructive aspects of higher education, as well as to identify signs of a rupture with the previous situation, therefore showing innovative aspects that may even be a benchmark for other institutions in their innovation processes. The examination undertaken paves the way to studies on the proposal for innovation in action, in its instituting dimension, thus favoring the discussion of its implementation process.

This study reports research about innovation and change in the professional practice of the staff at the Library and Information Service (LIS) staff at Curtin University of Technology, Perth, in Western Australia. The historical context of the study is Australian higher education and university libraries in the early 1990s. It reports, examines and analyzes key events and activities of the LIS staff strategic planning process both as an educational innovation and a driver of change in professional practice. The investigation of educational innovation and change is the object of the study, specifically the application of strategic planning.Literature from the 30-year history of writing and research about educational innovation and change is reviewed in terms of its relevance to the study. In addition, selected literature about organizational theory and strategic planning in libraries is presented. From this literature emerged the particular innovation and change framework, which guide the research.A justification for the selection of the particular research approach is explained and data collection, organization and analysis are described. The study uses official LIS corporate records as its primary source of data, supplemented by published materials to assist in the explanation of the particular circumstances of the LIS case.The results of the data analysis are presented in terms of the key events and activities of the LIS case. From this analysis conclusions are drawn in relation to the research questions which underpin the study and in terms of the component parts of the innovation and change framework. In particular, conclusions relate to the key organizational factors shaping the response to innovation; the characteristics of the context of change; key organizational processes helping to ensure successful adoption; the articulation of a shared vision and ++ / processes to ensure a shared vision. In relation to the innovation and change framework the change process is viewed as adoption dominated; as a move towards a learning organization; through the characteristics of the context of change and through other factors influencing change.Flowing from the research findings, recommendations are made for professional practice and further research.As a case study that reports, examines and analyses the complex dimensions of organizational change, the study is rich in detail and provides a real-life example of organizational and educational change.

This case study of four multi-campus colleges in New South Wales combines both qualitative and quantitative research instruments in a multiple-case study methodology to investigate the reasons why the DET restructured 34 of its comprehensive high schools into 11 multi-campus colleges and to study the interplay of the structural and cultural dynamics in those colleges. The study is situated in the literature on organisational behaviour whose perspective recognises the close interconnectedness between structure and culture but emphasises reculturing as the essence of effective organisational dynamism. In particular, special attention is given to Pace’s (2002) dynamics model which was redesigned into the Dynamics Paradigm that underpins the data analysis in this thesis. Using 16 structural-cultural dynamics criteria, themes and patterns were identified in the data and through iterative, inductive analysis, they were categorised into the different elements of the Dynamics Paradigm for analysis. Contextual contingency, curriculum, opportunity, economic rationalisation, politics and policies of the DET, plus demonstration effects from other Australian States and Territories were the reasons for the restructuring of the comprehensive high schools. The study identifies 12 areas for further research, recommends 32 policy options which could lead to improved outcomes for students and teachers in multi-campus colleges, and proposes 11 potential applications of this thesis. / Doctor of Philosophy (PhD)

Magistro darbe pateikiamas tyrimas, kuris yra taikomas vertinant ir analizuojant X rajono švietimo ir ugdymo organizacijų vadovų požiūrį, nuostatas, vertinimus taikant edukacines inovacijas. Išanalizuoti Europos Tarybos komunikatai, kurie reglamentuoja inovacijų, žinių trikampio ir kūrybiškumo svarbą šiuolaikinėje visuomenėje. Mokslinės ir dalykinės literatūros pagalba išryškinta kas yra inovacija ir edukacinė inovacija, jų klasifikavimas ir raiška švietime. Pateikiama gautų tyrimo duomenų analizė, kuria siekiama ištirti X rajono švietimo ir ugdymo organizacijų vadovų edukacinių inovacijų taikymo galimybes ir barjerus. / In this Master paper is given the reseach, which is used to evaluate and analyse the X district educational managers views, attitudes, evaluations of using educational innovation. In the research there are given the Communications of European Union Council, which regulates of innovations, the triangle of knowledge, and the importance of creativity of nowadays society. With help of Scientific and special literature there is highlighted what is the innovation and educational innovation, its classification and the expression in the education. The study emphasizes the results of data analysis, which is for exploration in the X area of education and training managers of educational innovation, its opportunities and barriers.

A educação superior vivencia um momento de grandes transformações. Pressionada pelas mudanças originadas na reconfiguração dos processos produtivos e da globalização e cada vez mais marcada pela expansão e privatização intensas, necessita enfrentar novos desafios e, com isso, tem sido chamada a inovar. Este trabalho propõe-se a fazer uma reflexão sobre a inovação educacional, considerando-a no contexto atual da educação superior. Para isso, inicialmente, discute-se o contexto atual da educação superior, de forma a caracterizar o momento pelo qual as instituições estão passando e quais têm sido as pressões impostas, principalmente relacionadas à massificação, diversificação, financiamento e transnacionalização. Em seguida, apresenta-se o conceito de inovação, destacando sua polissemia e explicitando qual a visão adotada neste trabalho. Finalmente, apresenta-se a proposta de inovação educacional realizada por uma Instituição de Educação Superior, o Centro Universitário Senac, com ênfase em seu modelo curricular. Pretende-se refletir se essa proposta pode ser considerada uma inovação educacional no âmbito da instituição estudada e se, além disso, o modelo curricular construído pode indicar caminhos que contribuam para mudança mais ampla de modelo educacional. Para esta reflexão, utilizou-se como instrumento a análise documental, tendo como fontes documentos institucionais oficiais e não oficiais dos períodos anterior e simultâneo/posterior à proposta de inovação. Foi possível explicitar que a proposta considerada trouxe alterações significativas em pontos-chave e constitutivos da educação superior, bem como reconhecer indicativos de uma ruptura com a situação anteriormente vigente, assumindo, portanto, aspectos inovadores, que podem servir, inclusive, de referência para outras instituições em seus processos de inovação. A investigação realizada abre caminhos para estudos da proposta de inovação em ação, em sua dimensão instituinte, favorecendo, assim, a abordagem do processo de sua implantação. / Higher education has been going through a time of major transformations. Pressured by changes arising from the reconfiguration of productive processes and from globalization, and increasingly marked by its intensive expansion and privatization, higher education needs to face new challenges, and therefore innovation is called for. This work sets out to reflect on educational innovation in the current context of higher education. In order to do that, the current context of higher education is initially discussed in such a way as to characterize the moment through which organizations have been going through, as well as the pressures imposed upon them, especially those related to massification, diversification, funding and transnationalization. Next, the concept of innovation is presented by highlighting its polysemy and explaining the view adopted in this work. Lastly, the educational innovation proposal developed by Centro Universitário Senac, a higher education institution, is presented with an emphasis on its curricular model. The aim is to reflect on whether this proposal can be considered an educational innovation in the scope of the institution studied in this work, as well as on whether the curricular model built can show paths that can contribute to a broader educational model change. A document analysis was used for such reflection, and the sources were official and non-official institutional documents from the periods before, during and after the development of the innovation proposal. It was possible to make it explicit that such proposal brought about significant changes in key and constructive aspects of higher education, as well as to identify signs of a rupture with the previous situation, therefore showing innovative aspects that may even be a benchmark for other institutions in their innovation processes. The examination undertaken paves the way to studies on the proposal for innovation in action, in its instituting dimension, thus favoring the discussion of its implementation process.

This study investigates the creation and evolution of the virtual campus of the University of Pretoria as a case of educational innovation. The theoretical fields of learning, instructional design, knowledge creation, knowledge management, organisational learning, change management, technology innovation and customer relationship management are drawn upon to contribute to inquiry into educational innovation. These theories were selected because the case consists of process, product and service innovation components that require an interdisciplinary perspective to achieve a holistic analysis. Process innovation explores new processes that have been embedded in the institution to support the virtual campus. Product innovation explores web-supported courses and service innovation explores new web-based services that have been created. The theoretical framework contains important strategies that go beyond the field of technology innovation. Following an extensive literature survey, the researcher sketches the higher education landscape - focusing predominantly on virtual education. This serves the purpose of contextualising the case within a broader setting of higher education and the impact of technology on various aspects of higher education. Theoretical constructs are applied to process, product and service innovation components of the virtual campus to explore how they manifested in the case. Qualitative and quantitative research methods are used to investigate process, product and service innovation components of the case. The research contributes to knowledge about educational innovation by means of a case study of the virtual campus. In addition, the findings of the practice of the case contribute to various theories and can be used to improve upon current practice. / Dissertation (PhD)--University of Pretoria, 2004. / Curriculum Studies / Unrestricted

This three-article dissertation explores educational innovation in charter schools. A common frame of reference for each article is the consideration of the influence of Dr. Benjamin Bloom's 2 sigma problem--the observation that one-on-one tutoring, though often cost prohibitively expensive, produces outcomes two standard deviations higher than traditional group-directed instruction. The first article is a literature review of the types of charter school innovations most commonly found in the literature and the type of effect those innovations can have on student learning outcomes. The research suggests that three of the top studied new innovations from charters are technology-based virtual schools, specific curricular immersion programs, and the implementation of extended learning hours. Successful student learning outcomes are most likely when implementations are well planned, proper training is provided, and appropriate resources are allocated to the program. The second article is a design-based case study of the development of Franklin Discovery Academy, a K-6 charter school located in Vineyard, UT. We review two of the key design decisions made by our group of graduate students in instructional design in the development of the school and the outcomes of those choices. We focus on the design decisions involved in formulating the student learning model, which included a high school-like rotation of classes at an elementary school level, and the differentiated teacher model design, where the functions of the teacher are separated into three distinct job roles based on economy-of-scale principles. We describe why we made the choices we did, how they were implemented, what went right, and what went wrong. We detail the importance of flexibility and having the right people to developing a resilient and innovative culture. The final article is a quasi-experimental study on the effectiveness of the FoxesRead virtual tutoring program at Franklin Discovery implemented during the Covid-19 pandemic. In response to the pandemic-related school shut-down, Franklin Discovery provided virtual one-on- one tutoring to students during June 2020. Using a split-plot ANOVA statistical analysis, we compared the reading pre- and post-reading scores for participating students to nonparticipants. With our analysis, we found a large .309 effect size attributed to the FoxesRead program. Qualitative data collected from parents and tutors also provided strong positive feedback. The findings suggest that FoxesRead is an effective education innovation.

O objeto desta dissertação são as relações que os diversos povos ameríndios estabelecem com o pacote escolar que lhes é ofertado, tendo em vista a atual proposta da educação escolar indígena, concebida como direito e política pública. Por considerar que cada grupo indígena experimenta a instituição escolar ao seu modo, realizou-se uma pesquisa etnográfica como um caso de educação escolar indígena. O problema de pesquisa proposto é: quais aspectos da Escola Estadual Indígena Guarani Gwyra Pepo podem ser considerados inovadores? A hipótese focalizada indicava a existência de princípios dominantes orientadores das práticas escolares, indígenas e não indígenas, que poderiam ser reinventados, subvertidos, atualizados, reforçados. Fazer uma educação que se diferencie ou que produza diferenças em relação aos princípios dominantes foi considerado inovação educacional. Em relação ao caso analisado, a hipótese foi confirmada. Conclui que os Mbya da Tenonde Porã esforçam-se cotidianamente para gerarem efeitos transformadores em alguns aspectos do padrão escolar dominante, manejando a escola para garantir direitos, buscando um maior controle das relações com a sociedade envolvente e procurando obter recursos para a aldeia. / The object of this study are the relations that the various Amerindian peoples establish with the schooling package that is offered to them, by looking at their current school educational proposals, conceived both as a right and as a public policy. Considering that each Indigenous group experiences the schooling institution in its own way, an ethnographic research was carried out as an instance of indigenous school education. The research problem proposed is: which aspects at Gwyra Pepo Guarani Indigenous State School may be considered innovative? The focalized hypothesis suggested the presence of dominant guiding principles for school practices, both Indigenous and non Indigenous, that could be reinvented, subverted, updated, strengthened. Carrying out an education that is different from, or that produces differences in regards to, the dominant principles was considered educational innovation. The result of this case study confirmed the hypothesis. It concludes that the Mbya from Tenonde Porã strive daily to produce transformative effects in some aspects of the dominant school model, managing their school in order to guarantee their rights, while working towards greater control of their relations with the surrounding society and trying to find resources for their village.