Collège du Management de la Technologie – CDM Chaire en Economie et Management de l'Innovation...

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Collège du Management de la Technologie – CDM Chaire en Economie et Management de l'Innovation – CEMI Innovation Ecosystem for Education Dominique Foray OECD/France Workshop on Human Resources, Education and Innovation Paris, IEA, 7-8 December 2009

Transcript of Collège du Management de la Technologie – CDM Chaire en Economie et Management de l'Innovation...

Page 1: Collège du Management de la Technologie – CDM Chaire en Economie et Management de l'Innovation – CEMI Innovation Ecosystem for Education Dominique Foray.

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

Page 2: Collège du Management de la Technologie – CDM Chaire en Economie et Management de l'Innovation – CEMI Innovation Ecosystem for Education Dominique Foray.

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

Page 3: Collège du Management de la Technologie – CDM Chaire en Economie et Management de l'Innovation – CEMI Innovation Ecosystem for Education Dominique Foray.

Collège du Management de la Technologie – CDMChaire en Economie et Management de l'Innovation – CEMI

Incentives/motives

Innovation

Page 4: Collège du Management de la Technologie – CDM Chaire en Economie et Management de l'Innovation – CEMI Innovation Ecosystem for Education Dominique Foray.

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)

Page 5: Collège du Management de la Technologie – CDM Chaire en Economie et Management de l'Innovation – CEMI Innovation Ecosystem for Education Dominique Foray.

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

Page 6: Collège du Management de la Technologie – CDM Chaire en Economie et Management de l'Innovation – CEMI Innovation Ecosystem for Education Dominique Foray.

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

Page 7: Collège du Management de la Technologie – CDM Chaire en Economie et Management de l'Innovation – CEMI Innovation Ecosystem for Education Dominique Foray.

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

Page 8: Collège du Management de la Technologie – CDM Chaire en Economie et Management de l'Innovation – CEMI Innovation Ecosystem for Education Dominique Foray.

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

Page 9: Collège du Management de la Technologie – CDM Chaire en Economie et Management de l'Innovation – CEMI Innovation Ecosystem for Education Dominique Foray.

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

Page 10: Collège du Management de la Technologie – CDM Chaire en Economie et Management de l'Innovation – CEMI Innovation Ecosystem for Education Dominique Foray.

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

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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

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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

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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

Page 14: Collège du Management de la Technologie – CDM Chaire en Economie et Management de l'Innovation – CEMI Innovation Ecosystem for Education Dominique Foray.

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

Page 15: Collège du Management de la Technologie – CDM Chaire en Economie et Management de l'Innovation – CEMI Innovation Ecosystem for Education Dominique Foray.

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)

Page 16: Collège du Management de la Technologie – CDM Chaire en Economie et Management de l'Innovation – CEMI Innovation Ecosystem for Education Dominique Foray.

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

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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?

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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

Page 19: Collège du Management de la Technologie – CDM Chaire en Economie et Management de l'Innovation – CEMI Innovation Ecosystem for Education Dominique Foray.

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

Page 20: Collège du Management de la Technologie – CDM Chaire en Economie et Management de l'Innovation – CEMI Innovation Ecosystem for Education Dominique Foray.

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)

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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)

Page 22: Collège du Management de la Technologie – CDM Chaire en Economie et Management de l'Innovation – CEMI Innovation Ecosystem for Education Dominique Foray.

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

Page 23: Collège du Management de la Technologie – CDM Chaire en Economie et Management de l'Innovation – CEMI Innovation Ecosystem for Education Dominique Foray.

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

Page 24: Collège du Management de la Technologie – CDM Chaire en Economie et Management de l'Innovation – CEMI Innovation Ecosystem for Education Dominique Foray.

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

Page 25: Collège du Management de la Technologie – CDM Chaire en Economie et Management de l'Innovation – CEMI Innovation Ecosystem for Education Dominique Foray.

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

Page 26: Collège du Management de la Technologie – CDM Chaire en Economie et Management de l'Innovation – CEMI Innovation Ecosystem for Education Dominique Foray.

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

Page 27: Collège du Management de la Technologie – CDM Chaire en Economie et Management de l'Innovation – CEMI Innovation Ecosystem for Education Dominique Foray.

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