Leading for Innovation in Higher Education: A Design Narrative. WCER Working Paper No. 2023-1

Autor/in	Halverson, Richard
Institution	University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER)
Titel	Leading for Innovation in Higher Education: A Design Narrative. WCER Working Paper No. 2023-1
Quelle	(2023), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Higher Education; Educational Change; Educational Innovation; Educational Cooperation; Leadership Role; Organizational Change; Partnerships in Education; Theory Practice Relationship; Inclusion; Organizational Culture; Educational Research; Networks; Communities of Practice; Schools of Education; State Universities; College Faculty; Program Descriptions; Researchers; Barriers; State Departments of Education; Equal Education; Instructional Leadership; Graduate Students; College School Cooperation; Elementary Secondary Education; Wisconsin + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform; Instructional innovation; Bildungsinnovation; Education; cooperation; Kooperation; Organisationswandel; Hochschulpartnerschaft; Theorie-Praxis-Beziehung; Inklusion; Unternehmenskultur; Bildungsforschung; Pädagogische Forschung; Community; Erziehungswissenschaftliche Fakultät; Staatliche Universität; Fakultät; Researcher; Forscher; Kultusministerium; Instruction; Leadership; Bildung; Erziehung; Führung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	This paper relates how leaders of a higher education program, the Wisconsin Collaborative Education Research Network, sparked and managed innovation across communities of scholarship, research, and practice. This paper uses a "design narrative" method to describe how leaders orchestrated organizational change by bringing diverse communities together into research-practice partnerships. The narrative uses the idea of "boundary objects" to describe how initiatives were progressively developed to create more inclusive spaces for sustained innovation. The insights and the capacity that resulted from initial design efforts created a richer space for subsequent initiatives. The paper shows how design narratives can illustrate the role that boundary objects can play in organizational change and concludes with a discussion of the role that leaders can play in creating inclusive cultures of innovation in higher education. (As Provided).
Anmerkungen	Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: https://www.wcer.wisc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01