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What’s an innovation? Capitalising on disruptive innovation in higher education

Cain, Melissa
; 
Campbell, Chris
; 
Fanshawe, Melissa
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Author
Cain, Melissa
Campbell, Chris
Fanshawe, Melissa
Abstract
This article conceptualises how disruptions to conventional teaching models may lead to innovative practice. We have identified a gap in current knowledge around how innovations in higher education teaching and learning are initiated in times of crises. Disruptive Innovation Theory and Roger’s Diffusion of Innovation Theory are used as lenses to understand how academics’ epistemic positioning impacts the implementation of educational innovations, and how such innovations fundamentally change practice. We use COVID-19 restrictions as an illustrative example to deconstruct the catalysts for academics’ experimentation with new digital tools, new ways to connect with their students, and novel means of facilitating collaborative learning strategies in the online space. This study makes a distinctive and original contribution by revealing three characteristics of disruptive tools, practices, and mindsets in Initial Teacher Education that differ from the typical efficiencies in other markets.
Keywords
initial teacher education, innovation, disruptive innovation theory, diffusion of innovation theory, online learning, digital tools
Date
2024
Type
Journal article
Journal
Book
Volume
30
Issue
2
Page Range
1-18
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Collections
National School of Education
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URI
https://hdl.handle.net/20.500.14802/10946
Relation URI
DOI
10.1080/13540602.2024.2365141
Source URL
https://www.tandfonline.com/doi/full/10.1080/13540602.2024.2365141
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Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY-NC-ND 4.0
File Access
Open
Notes
© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent