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Collège du Management de la Technologie – CDMChaire en Economie et Management de l'Innovation – CEMI
Innovation Ecosystem for Education
Dominique ForayOECD/France Workshop on Human
Resources, Education and InnovationParis, IEA, 7-8 December 2009
Collège du Management de la Technologie – CDMChaire en Economie et Management de l'Innovation – CEMI
Innovation
A new or improved instructional practice as a result of advances in technologies and knowledge about learning processes and pedagogy
Collège du Management de la Technologie – CDMChaire en Economie et Management de l'Innovation – CEMI
Incentives/motives
Innovation
Collège du Management de la Technologie – CDMChaire en Economie et Management de l'Innovation – CEMI
• Critical role of pecuniary incentives for innovative activity
• The « paradox of open source »: role of non pecuniary incentives: intellectual challenge, curiosity, enjoyment, peer recognition, feeeling of achievement
• Individual motives to perform an activity depends upon the expected, pleasurable consequences (or benefits) and the intensity of preferences for these benefits
• Extrinsic benefits versus intrinsic benefits
• Questions/problems:– Extrinsic rewards may crowd out intrinsic motives and so
reduce the overall level of effort– Productivity/quality effects of different types of incentives
(stimulation of creativity vs. incremental, less risky approach)
– Individual’s motives may also affect productivity by driving/inhibiting intermediate behaviors (e.g. information sharing)
Collège du Management de la Technologie – CDMChaire en Economie et Management de l'Innovation – CEMI
incentives/motives
Competition and
market
Standards and accountability
pressure
Innovation
Collège du Management de la Technologie – CDMChaire en Economie et Management de l'Innovation – CEMI
• Pressure from competition: the market mechanism provides higher payoffs to those firms that are more efficient and whose products are most closely adapted to the wishes of consumers. On some markets, the firm must innovate or die
• Pressure from increased accountability to engage in systematic continuous improvements in the quality of the educational experience of students and to subject themselves to the discipline of measuring their success by the metric of students’academic performance
Collège du Management de la Technologie – CDMChaire en Economie et Management de l'Innovation – CEMI
Incentives/motives
Competition and
market
Standards and accountability
pressure
Innovation
Working harder!Changing structures
Giving the same instruction in much
larger quantities
Collège du Management de la Technologie – CDMChaire en Economie et Management de l'Innovation – CEMI
• Incentives/motives to increase performances do not target innovation by teachers in schools\
•Most public education systems reward teachers for different orders of conditions, no one which is related to innovative capacity and student performance
Collège du Management de la Technologie – CDMChaire en Economie et Management de l'Innovation – CEMI
Incentives/motives
Competition and
market
Standards and accountability
pressure
innovation
Incentives/motives must be explicitely designed to :
-Tell people that the best way to repond to increased pressure is innovation
-Minimize crowding out problems
-Maximize productivity/quality effects
-Avoid inhibiting « efficient » intermediate behaviors
Incentives/motives and expectations must be aligned among teachers, administrators and studentsInternal accountability precedes external accountability
Collège du Management de la Technologie – CDMChaire en Economie et Management de l'Innovation – CEMI
Incentives/motives
Competition and
market
Standards and accountability
pressure
innovation
Capabilities
Collège du Management de la Technologie – CDMChaire en Economie et Management de l'Innovation – CEMI
• The effect of incentives is contingent on the capacity of schools and individuals to receive the message the incentive carries, to translate it into a concrete and effective course of action and to execute the action
• Capabilities : the 2A
Collège du Management de la Technologie – CDMChaire en Economie et Management de l'Innovation – CEMI
Incentives/motives
Competition and
market
Standards and accountability
pressure
innovation
Attitude
Capabilities
Access to knowledge Centrality of schools
and school systems to provide support and capacity in response to demand for accountability and innovation
Collège du Management de la Technologie – CDMChaire en Economie et Management de l'Innovation – CEMI
Incentives/motives
Competition and
market
Standards and accountability
pressure
innovation
Attitude
Capabilities
Access to knowledge
Epistemic culture
Risk management
Science, research
Communities of practices
Collège du Management de la Technologie – CDMChaire en Economie et Management de l'Innovation – CEMI
Attitude
• Epistemic culture (research demand side problem)– Practitioners do not necessarily believe that
the educational problems they are facing in the course of their professional life can be solved by inquiry, by evidence and by science
– Uncertainty about what sort of knowledge is needed for effective teaching (Talis survey)
• Risks associated with innovation are always an obstacle: risk of failure, wasting time, expenditures, criticism– Innovation and assessment problem
Collège du Management de la Technologie – CDMChaire en Economie et Management de l'Innovation – CEMI
Knowledge• Educational science: the hardest science of
all– « We do our science under conditions that
physical scientists find intolerable »– Still a missing link (or a weakest link):
educational engineering• Communities of practices
– Horizontal networks as a powerful mechanism to produce knowledge and to support people engaged in innovation (non pecuniary incentives)
– The ethic of atomized teaching – teachers practicing as individuals with individual styles – is very strong (model of solo practice)
Collège du Management de la Technologie – CDMChaire en Economie et Management de l'Innovation – CEMI
Incentives/motives
Competition and
market
Standards and accountability
pressure
Innovation
Attitude
Capabilities
Access to knowledge
Epistemic culture
Risk management
Science, research
Communities of practices
GPT
Collège du Management de la Technologie – CDMChaire en Economie et Management de l'Innovation – CEMI
GPT• Horizontal propagation throughout the economy and
innovational complementarities between the major inventions and the « co-invention of applications »– The basic inventions generate new opportunities for
developing applications in particular sectors. – Reciprocally, application co-invention increases the size
of the general technology market and improves the economic return on invention activities relating to it.
• Dynamic feedback loops: When things evolve favourably, a long-term dynamic develops, consisting of large-scale investments in research and innovation whose social and private marginal rates of return attain high levels
• Is the education sector becoming a central « user sector » in the dynamics of the GPT?
Collège du Management de la Technologie – CDMChaire en Economie et Management de l'Innovation – CEMI
I believe that the motion picture is destined to revolutionize our educational system and that in a few years it will supplant largely, if not entirely, the use of textbooks
I think the computer will blow up the school. That is the school defined as something where there are classes, teachers running exams, people structured in groups by age, following a curricvulum, all of that.
But none of these technologies have had a major impact
Collège du Management de la Technologie – CDMChaire en Economie et Management de l'Innovation – CEMI
Incentives/motives
Competition and
market
Standards and accountability
pressure
Innovation
Attitude
Capabilities
Access to Knowledge
Epistemic culture
Risk management
Science, research
Communities of practices
GPT
Lead users
New specialized industry
Collège du Management de la Technologie – CDMChaire en Economie et Management de l'Innovation – CEMI
Educational related technologies growth
0
50
100
150
200
250
1980
1982
1984
1986
1988
1990
1992
1994
1996
1998
2000
2002
2004
0.00%
0.10%
0.20%
0.30%
0.40%
0.50%
Education Share (right axis)
Collège du Management de la Technologie – CDMChaire en Economie et Management de l'Innovation – CEMI
Firms with educational technologies
0
100
200
300
400
500
600
700
800
1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 20050
500
1000
1500
2000
2500
3000
3500
4000
Firms (>1) Firms (5+) Firms (Right axis)
Collège du Management de la Technologie – CDMChaire en Economie et Management de l'Innovation – CEMI
New firms
0
100
200
300
400
500
1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 20040%
10%
20%
30%
40%
50%
Education Entry (all firms) Education Entry (new firms) Share
Collège du Management de la Technologie – CDMChaire en Economie et Management de l'Innovation – CEMI
Incentives/motives
Competition and
market
Standards and accountability
pressure
Innovation
Attitude
Capabilities
Access to Knowledge
Epistemic culture
Risk management
Science, research
Communities of practices
GPT
Lead users
Diffusion/
operational efficiency
New specialized industry
Collège du Management de la Technologie – CDMChaire en Economie et Management de l'Innovation – CEMI
Incentives/motives
Competition and
market
Standards and accountability
pressure
Innovation
Attitude
Capabilities
Access to Knowledge
Epistemic culture
Risk management
Science, research
Communities of practices
GPT
Lead users
Best practices
Diffusion/
operational efficiency
New specialized industry
Collège du Management de la Technologie – CDMChaire en Economie et Management de l'Innovation – CEMI
Incentives/motives
Competition and
market
Standards and accountability
pressure
Innovation
Attitude
Capabilities
Access to Knowledge
Epistemic culture
Risk management
Science, research
Communities of practices
GPT
Lead users
Best practices
Evaluationevidence
Diffusion/
operational efficiency
New specialized industry
Collège du Management de la Technologie – CDMChaire en Economie et Management de l'Innovation – CEMI
Incentives/motives
Competition and
market
Standards and accountability
pressure
Innovation
Attitude
Capabilities
Access to Knowledge
Epistemic culture
Risk management
Science, research
Communities of practices
GPT
Lead users
Best practices
Evaluationevidence
Diffusion/
operational efficiency
Institutions and infrastructure to support research, evaluation and the diffusion of best practices
New specialized industry
Collège du Management de la Technologie – CDMChaire en Economie et Management de l'Innovation – CEMI
Incentives/motives
Competition and
market
Standards and accountability
pressure
Innovation
Attitude
Capabilities
Access to Knowledge
Epistemic culture
Risk management
Science, research
Communities of practices
GPT
Lead users
Best practices
Evaluationevidence
Diffusion/
operational efficiency
Institutions and infrastructure to support research, evaluation and the diffusion of best practices
QUESTIONS ?QUESTIONS ?
New specialized industry