Measuring Innovation in Education 2023

Tools and Methods for Data-Driven Action and Improvement

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Measuring innovation in education and understanding its drivers and obstacles is essential to improve the quality of the education sector – and of specific educational establishments. Are pedagogical and administrative practices changing in the expected direction? Do educational institution have a positive innovation culture that supports innovation? What are the drivers of innovation that policy makers or institution leaders could influence to achieve the systems’ educational objectives? How much do countries invest in educational research?

This book proposes insights and tools to policy makers and education leaders willing to drive change based on data and evidence and new tools and methodologies for education policy makers and institution leaders to answer those questions. Based on the research literature and the long experience of innovation and research surveys, these tools are meant either for a statistical collection or to engage in self-reflection at the institutional level. Three aspects of innovation are covered: educational innovation at the system level, innovation culture within educational institutions, innovation towards equity in education. A questionnaire to measure educational research and experimental development expenditures and implementation and new methodologies to measure certain aspects of educational innovation and educational research based on big data and bibliometrics are also presented.


Self-reflection questionnaire on educational establishments’ innovation culture

This chapter explores how schools’ and universities’ innovation culture could be measured using a self-reflective questionnaire. Those are short questionnaires that could be used as modules in other questionnaires with a different overall topic. They could also be used as such for an organisation reflection. The first section details related work and the focus of these questionnaires, as well as the different versions for school leaders, teaching staff, and students. Then, the definitional underpinnings and target audiences are discussed. The second part of this chapter covers the structure of the question module and some differences between the versions. Lastly, different sections of the chapter discuss each question and items, their focus, and the relevance of these items to the module. The module questionnaires themselves are presented in , and .


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