Abstract
AbstractThis chapter begins by revisiting the concept of educational innovation in the context of higher education. It then examines why, for the first time, there is such a broad social consensus on the need to promote educational innovation and why so many higher education institutions are making such an effort to jump on the innovation bandwagon. Second, it discusses some patterns of development that demonstrate that, despite the appearance that the problem that educational innovations should tackle is well-defined, there is no one solution, and efforts are being directed in numerous and diverse avenues. Thirdly, the chapter addresses several of the risks accompanying the growing emphasis on innovation, notably in terms of equality, assessment, and innovation fatigue. Finally, it offers several public policy pathways to facilitate the convergence of discourse and practice toward systemic innovation.
Publisher
Springer Fachmedien Wiesbaden
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