Stéphan Vincent-Lancrin - Stimulating Innovation in Higher Education

HIGHER EDUCATION AND INNOVATIONStéphan Vincent-Lancrin

Senior Analyst and Project LeaderOECD Directorate for Education and Skills

Poitiers, 25 January 2016

Skills and education for innovation« 21st Century Skills »

Innovation

Skills

qualifications for innovation

Qualifications for innovation

Innovation

Skills

• What skills/qualifications foster innovation in the economy?

• Creative destruction and lifelong skill development?

Diversity of qualifications for innovation across sectors

Mining Electricity, Water, Gas

Finance and insurance

Source: Toner (2010)

Fields of study of highly innovative professionals (%), selected sectors

Manufa

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Financ

ial in

termed

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Busine

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tivitie

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Health

0102030405060708090

100

otherslaweducationartshumanitiessocial sciencesbusinessagriculturehealtharchitecturesciences & mathsengineering & computing

Fields of study of highly innovative professionals (%), by type of innovation

Product inno-vation

Technology innovation

Knowledge innovation

Any innovation0

10

20

30

40

50

60

70

80

90

100

otherslaweducationartshumanitiessocial sciencesbusinessagriculturehealtharchitecturesciences & mathsengineering & computing

Skills for innovation

Innovation

Skills

• What skills/qualifications foster innovation in the economy?

• Creative destruction and lifelong skill development

Creative Destruction

skills for innovation (and entrepreneurship)

Skills that tertiary-educated professionals report as very important in their job

Percentage of employees reporting the following skills as very important in their job

Source: OECD, based on REFLEX and HEGESCO data

knowledge of other fields

assert your authority

alertness to opportunities

willingness to question ideas

analytical thinking

write reports or documents

master of your own field

use computers and internet

work productively with others

use time efficiently

0 10 20 30 40 50 60 70

22.730.6

40.240.340.440.440.541.8

46.548.0

50.053.454.255.056.556.9

58.660.861.7

Critical skills for entrepreneurship (according to tertiary-educated workers)

Likelihood (odds ratios) of reporting the following skills: people in self-employed vs. employees



write reports or documents

analytical thinking

mobilize capacities of others

coordinate activities

present ideas in audience


come with news ideas/solutions


negociate

0.5

0.70.80.80.9

1.01.0

1.01.11.11.11.11.1

1.21.21.2

1.31.31.4

1.6

Critical skills for innovative entrepreneurship (according to tertiary-educated workers)

Likelihood (odds ratios) of reporting the following skills: people in innovative entrepreneurs vs. entrepreneurs





perform under pressure



analytical thinking

write and speak a foreign language



0.8

1.11.21.21.21.21.21.31.31.41.41.41.41.51.61.61.61.61.62.0

Critical skills for the most innovative jobs (according to tertiary-educated workers)

assert your authoritynegociate

knowledge of other fieldsperform under pressure

write reports or documentswork productively with others

mobilize capacities of othersuse time efficiently

make your meaning clearuse computers and internet

write and speak a foreign languagecoordinate activities

master of your own fieldanalytical thinking

present ideas in audiencealertness to opportunities

willingness to question ideasacquire new knowledge


0.80

1.56

1.76

1.76

1.81

1.94

1.95

1.97

1.98

1.99

2.00

2.02

2.05

2.11

2.15

2.18

2.24

2.34

2.44

2.97

Likelihood (odds ratios) of reporting the following skills: people in the most innovative jobs vs. least innovative jobs


What individual skills should education systems foster?

Technical skills (know-what and know-

how)

Skills in thinking and creativity(Critical thinking,

observation, curiosity, ability to make connections,

imagination,...)

Behavioural and social skills (character)

(Self-confidence, energy, perseverance, passion,

leadership, collaboration, communication)

Some comments on these skill categories

• They are domain-specific– Skills are generally domain-specific: one is creative in a field, one knows

how to behave/communicate in a specific context, one has problem-solving skills in a field, one has content knowledge in a field

• They can become « domain-generic »– A skills becomes « domain-generic » when one has gained it in a number of

domains or settings, so that it becomes a « habit of mind » (a disposition or a stabilised skill) that one can apply to new fields

• They overlap and may reinforce each other

But

• They are different and cannot be reduced to a single skill (or measure)

Technical skills

Skills in

thinking and

creativity

Behavioural and

social skills

(character)

higher education for innovation

Higher education for innovation

Innovation

Skills

Education and training

• Which graduates get highly innovative jobs?

• Do higher education systems foster skills for innovation?

• Which pedagogic practices are associated with highly innovative jobs?

• What do these pedagogies look like?

What share of graduates of a given field have a highly innovative job?

law

health

humanities

others

business

sciences & maths

education

average

social sciences

architecture

agriculture

arts

engineering & computing

0 10 20 30 40 50

20.3

22.9

23.4

25.4

27.6

28.1

28.1

28.4

28.8

30.9

32.7

36.5

37.6

Product /service innovation


law

humanities

education

business

arts

architecture


0 10 20 30 40 50

12.4

12.6

13.2

15.2

16.0

18.4

18.6

21.0

23.9

24.2

28.6

28.8

38.4

Technology, tool, instrument innovation


law

others

business

humanities

social sciences

arts

average

health

agriculture

architecture


education

sciences & maths

0 10 20 30 40 50

30.4

31.5

35.1

36.1

37.6

38.0

38.3

38.5

39.5

39.9

41.7

41.7

48.3

Knowledge / method innovation


Innovation

Skills






Strong points of higher education


negociate







acquire new knowledge


0 2 4 6 8 10 12 14 16 18 20

Ranking of 3 top strong skills by graduates

Source: OECD, based on REFLEX, HEGESCO and PROFLEX data

Strong points of higher education


negociate









0 2 4 6 8 10 12 14 16 18 20

Ranking of 3 top strong skills by graduates


Weak points of higher education


make your meaning clear


analytical thinking







0 2 4 6 8 10 12 14 16 18 20

Ranking of 3 top weak skills by graduates


Weak points of higher education


make your meaning clear


analytical thinking







0 2 4 6 8 10 12 14 16 18 20

Ranking of 3 top weak skills by graduates



Innovation

Skills






Innovation and the relative emphasis on practice- and theory-based instruction

engin

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g

busin

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healt

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educ

ation

scien

ce

other

s0.950000000000002

1

1.05

1.1

1.15

1.2

practice score theory score

Odds ratios between innovators and non-innovators, by field of study


Innovation and the relative emphasis on practice- and theory-based instruction

any inno-vation

technology, tools

product, service

knowledge, methods

0.950000000000002

1

1.05

1.1

1.15

1.2

practice score theory score

Odds ratios between innovators and non-innovators, by type of innovation



Innovation

Skills





• What higher education pedagogies to foster innovation?

Evidence on Problem-based learning(OECD WP by Hoidn and Kärkkäinen)

• Categorised based on student learning outcomes– Knowledge acquisition and academic achievement– Reasoning and knowledge application– Social and behavioural skills

• PBL more beneficial regarding long-term retention and application of knowledge and skills

• Positive impact on students’ motivation, satisfaction, and attitudes toward learning

• No clear difference emerges as to test performance

Traditional approaches versus PBL (effect sizes)

Traditional approaches versus PBL (effect sizes)

ICT-enhanced pedagogic models to foster « skills for innovation » in STEM

• Virtual and remote laboratories

• Educational games• Technology-

enhanced cooperative learning

• Real-time formative assessment

• Skills-based assessment

• Experiential learning (e.g. remote and virtual labs, project-based and enquiry-based pedagogies)

• Hands-on pedagogies (e.g. game development)

• Cooperative learning (e.g. local and global collaboration)

• Interactive and metacognitive pedagogies (e.g. real-time assessment)

A few pedagogical models fostered by ICT

• Pedagogical change:– Design thinking (IStanford University; EMLyon Business

school and Ecole Centrale de Lyon (France);; i-school at Tokyo University; UDD, UC, etc. (Chile)

– Design factories: Aalto Design Factory, Aalto service factory, (Finland), MIT Fab labs (US), etc.

– Entrepreneurship programmes (Centre for Entrepreneurship (Amsterdam university)

• Institutional change: – Aalto University in Finland (economics, arts and design, science

and technology)– European Institute of Innovation and Technology (structured

around Knowledge and Innovation Communities (KIC)) – Olin College of Engineering in the US; etc.

New types of transversal programmes

innovation in education

Towards innovation-friendly ecosystems in education?

Innovation in education

Measurement of innovation in education

New report

• 4 objectives:– Informative– Methodological– Heuristic– Prospective

• 2 approaches:– Innovation surveys– Organisational change

surveys

• Databases / Coverage:– Reflex and Hegesco (19 EU

countries + Japan)– PISA, TIMSS, PIRLS (broad

international coverage)

What we mean by innovation

– Product (object, tool)– Process (pedagogy)– Organisation– Marketing method

(external relations, pricing, etc.)

– New to the world– New to the sector– New to the

organisation

• Introduction/implementation of a new or significantly improved…

Percentage of highly innovative jobs, by sector (2005-2008)

0

10

20

30

40

50

60

70

39.5

49.7 50.4 52.0 53.3 54.4 54.9 55.4 55.659.0 59.3 59.5 60.5

64.4

Source: Measuring Innovation in Education (2014), based on REFLEX and HEGESCO data

At least one type of innovation

Percentage of highly innovative jobs in product or service (2005-2008)

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0

10

20

30

40

50

60

17.720.3

22.525.1 25.3

28.5 28.8 28.833.5 33.7 33.9 34.2 34.6

36.7


Percentage of highly innovative jobs in technology, tools or instruments (2005-2008)

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10

20

30

40

50

60

12.815.7 16.0 16.9 18.0 19.1 20.6 21.3 23.0 23.6 25.3

27.7 28.6 29.2


Percentage of highly innovative jobs in knowledge or methods (2005-2008)

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0

10

20

30

40

50

60

26.330.4 32.2 32.4 33.2

35.3 36.4 36.6 37.7 38.040.4 41.0

43.5

48.5


Highly innovative jobs in education and other sectors of the economy

0

10

20

30

40

50

60

70

80

40

50 50 52 53 54 54 55 55 56 56 59 59 59 6164

69

59 7 9 7 6 8 9 8 9 8 9 11 13 13 13 15

At least one type of innovation Three types of innovations%

Source: OECD (Scoreboard on Innovation in Education), based on REFLEX and HEGESCO data Source: Measuring Innovation in Education (2014), based on REFLEX and HEGESCO data

Percentage of highly innovative jobs, by innovation type and education level (2005-2008)

Primary education Secondary education Higher education Total education0

10

20

30

40

50

60

70

24.6

20.1

28.824.8

15.7 16.0

28.7

20.6

45.242.2

58.7

47.7

Product or service Technology, tools or instruments Knowledge or methods


conclusions

Some future policy challenges

• A broad mix of degrees/qualifications is needed that includes but goes beyond science and engineering

• Does higher education empower people to innovate? Is the glass half-empty or half-full?

• How to rebalance higher education missions to give more weight to good pedagogies?

• Do we have the main drivers in place to foster innovation in the higher education sector – and make sure higher education contributes to innovation in education and more broadly?

• 2 networks:– Higher education to start in 2016– School (primary and secondary)

• 3 approaches:– One STEM discipline– One arts education discipline– One generic approach to innovation/creativity

• Activities in primary-secondary education:– Develop a pedagogical toolkit (rubric, pedagogical activities and

assessments, student work)– Document pedagogies to foster the selected skills/dispositions

• Activities in tertiary education:– Share about pedagogies and identification of skills

Ongoing OECD project on assessing progression in creativity and critical thinking

An increasing interest in innovative pedagogies and structures in HE

www.oecd.org/edu/innovationwww.oecd.org/edu/universityfutureswww.oecd.org/edu/internationalisation

[email protected]

THANK YOU

http://www.oecd.org/edu/innovation

http://www.oecd.org/edu/innovation

http://www.oecd.org/edu/universityfutures

http://www.oecd.org/edu/internationalisation

mailto:[email protected]