This document discusses barriers and enablers to innovation management in schools, with a focus on making as an educative practice. It identifies three main categories of barriers: acquiring knowledge/skills, accessing markets, and getting funding. Enablers include technical/market competence, human resources competence, and organizational competence. The document reports on a survey that found existing innovation management practices in schools include platforms for sharing information and networking the most. It concludes that systemic changes require bottom-up initiatives and showcasing individual success stories, while nationally supported programs can provide additional support.

1. Christian Voigt, Margit Hofer, Sandra Schön
Center for Social Innovation, Technology & Knowledge, Vienna, Austria
Innovationsmanagement - iLab, Salzburg, Austria
Innovation management in schools:
Barriers and enablers to making as
educative practice
E-Learning und Educational Service Engineering
https://www.researchgate.net/publication/323399105_Innovation_management_in_schools_Ba
rriers_and_enablers_to_making_as_educative_practice

2. https://ecraft2learn.eu

3. Inclusive approach to computing education
• Dewey – active inquiry, hands on,
democratic, education (1916)
• Papert - LOGO Turtle (1960s)
• Mitchel Resnick at al. – Scratch (2003)
• Jens Mönig - Snap!, formerly BYOB (2011)
• Citilab BCN – Snap4Arduino (2013)
• Microsoft – MakeCode (2017)
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4. The experience of making …
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5. Problem statement
• Making and crafts-based education is lauded
• Many individual show cases but no concerted effort
to bring about a systemic innovation
• Remains a benefit for the few, depending on chance,
Innovations are not really differentiators (quasi-market character)
Therefore …
• What determines the state of innovation at schools?
• To what extent do schools manage their innovations?
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6. Participants
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7. Contextualizing innovation
How would you describe the term ‘innovation’?
In what ways are innovations important to your school?
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8. Innovations defined by Teachers
• E.g. Project-driven classes involving more than one
subject (e.g. combining chemistry, biology and
computer science). Using electronics such as Arduinos
or Raspberry Pi. (SI4)
8
Pedagogy
Technology
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9. Probing
• Disruptive Innovations:
re-writing the rules, reframing the problem;
• Radical Innovations:
novel, unique service / product;
• Incremental Innovations:
day-to-day innovations, sustaining existing services.
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10. Examples
• Two students invented a chip for a washing machine and are now
collaborating with the German company Bosch, integrating a chip
into an actual products. (SI4)
• Students revised experiments in physics, exploring different ways
of measuring things like volume and temperature. Thereby we
discussed the need for calibration and how different
measurement conditions impact the accuracy of the values
obtained. (GR6)
• Our students repaired a donated car together with a mechanic.
The students could see the parts and make video clips explaining
certain parts. (AT 5)
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11. Barriers to innovative practices
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12. Barriers – Main Categories
• Aquiring Knowledge / Skills: Knowing about latest
innovations in the field, having the skills to test and
preselect applicable technologies
• Accessing Markets: Knowing which products / markets
are relevant, interrelations with internal decision
making
• Getting Funding: An organisation’s ability to make the
necessary investments, including financial and man
power resources.
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Chase, R.L.: The knowledge-based organization: an international survey.
Journal of Knowledge Management. 1, 38-49 (1997).
D'Este, P., Iammarino, S., Savona, M., von Tunzelmann, N.: What hampers innovation?
Revealed barriers versus deterring barriers. Research policy. 41, 482-488 (2012).

13. Knowledge Barriers
Which skills are needed to support the innovations you would like to see within
your school?
Are there other things do you find important to boost innovations in your school?
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14. Skills acquisition
• having local interest groups for exchanging experiences (AT2, GR6,
Fi23),
• using information channels provided by the education ministries, e.g.
‘IT at school in Austria’(AT3);
• exploiting personal contact to the computer department of the local
university (SI4, UK11);
• following e-learning classes (GR7);
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15. Market Barriers
To what degree are you familiar with the possibilities to include educational
technologies related to making?
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16. Provision versus training
• We don’t have a lot of contact in that area. Some of the technologies
really need to be presented, so that we can get a better impression
of what the innovation is all about (AT1).
• Similarly, another teacher commented, that yes, the information is
there, but once a product is purchased, it’s quite cumbersome to get
it running. The latter involves a lot of Google searches (AT2).
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17. Funding Barriers
How would you describe the level of investment your school puts into
technological and learning infrastructures?
How does your school deal with the economic risk of investing in the ‘wrong’
innovation?
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18. Funding
• Type of school: private or public, or in Finland we had a research-oriented school,
or in Austria we had the ‘new middle schools’ which had a somewhat better
funding than other school types.
• Source of funding: there will be national differences, but some parts of the
school’s cost are covered by a national budget, other costs are covered by the
local community (municipality) and then there is some extra money coming in
from parents or donors.
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19. Enablers of innovative practices
• technical & market competence (cf. barriers)
• human resources competence (CPD, hiring)
• organisational competence (next slide)
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20. Enablers – Main categories
• technical & market competence (cf. barriers)
• human resources competence (CPD, hiring)
• organisational competence (next slide)
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21. Existing Innovation management practices
34%
38%
47%
47%
50%
56%
63%
72%
PLATFORMS FOR SHARING GOOD PRACTICES, SUCCESS STORIES
KNOWLEDGE CHAMPIONS / INTERNAL EXPERTS
PROJECT OR PRODUCT CHAMPIONS
PLATFORMS FOR NETWORKING / FINDING LIKEMINDED PEERS
SPECIFIC TOOLS: INTRANET, GROUPWARE, CONFERENCING TOOLS
INTERDEPARTMENTAL WORK
SPECIAL INTEREST GROUPS FOR KNOWLEDGE EXCHANGE
PLATFORMS FOR SHARING INFORMATION (WIKIS, FORUM, GITHUB)
Innovation management activities in schools (n =16)
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22. (Preliminary) Conclusion
• Platform-based support for collaboration and knowledge exchange is
currently most prominent
• Project or product champions seem promising with 47%
• Sharing good practices comes last
(might be related to the lack of uniform situations in classrooms)
• Systemic changes require bottom up initiative
• The individual case is still the best argument for local change
• Nonetheless, it needs the supporting effect of nationally supported
initiatives such as ‘learn to code’, ‘Jugend Hackt’, ‘maker days’ etc
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23. Outlook: Harvesting platforms
• Quick access to existing, well structured materials (minimizing search costs)
• Tag combinations (relevant combinations of topics)
• Author reputation (# of remixes, # of uploads, time on platform, comments
received … )
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24. 24
Label
Clustering

25. Christian Voigt, Margit Hofer, Sandra Schön
Center for Social Innovation, Technology & Knowledge, Vienna, Austria
Innovationsmanagement - iLab, Salzburg, Austria
Innovation management in schools:
Barriers and enablers to making as
educative practice
E-Learning und Educational Service Engineering