TY - JOUR
T1 - Applying enquiry and problem based learning to mission-oriented innovation policy
T2 - from policy to pedagogy to teaching and learning practice
AU - Randles, Sally
AU - Dewick, Paul
AU - Hannan, Eleanor
AU - Nicholson, Dawn Theresa
AU - Rietbergen, Martijn
AU - Taylor, Christopher
AU - Vargas, Valeria Ruiz
AU - Wadham, Helen
AU - Withycombe Keeler, Lauren
N1 - Funding Information:
Funding: Doctoral students of the SCI-CDT were holders of competitive scholarships funded by Tesco PLC. Tesco also funded the overheads of the CDT. By establishing the SCI within the University of Manchester, Tesco aimed to consolidate its position at the forefront of research on sustainable consumption and production in order to inform its own sustainability strategy and encourage improved sustainability outcomes across the retail sector.
Funding Information:
Only 3 of 77 SMEs that were supported through the MFCIC project already had a defined process to manage innovation. The project therefore provided a structured framework to guide the SMEs innovation journey, to enable the SMEs ideate a product/service and to develop a business model whilst simultaneously evaluating and keeping under review the changing market. Third, to understand critical technical criteria, for example to meet the sustainability drivers in the market, an example would be that the technology must not emit any pollution at point of use, or be able to operate off-grid, helping businesses understand the technology was key. Therefore, the project was supported by the Faculty of Science and Engineering with scientists delivering the technical and scientific aspects of the project. This element of delivery introduced the SMEs to the technology, the science and examples of practical applications so that they had the knowledge to evaluate if the technology could provide the solutions. Finally, the importance of networks cannot be overlooked. The MFCIC project has worked hard to develop a community of businesses, agencies and stakeholders interested in eco-innovation and delivers its workshops to groups of businesses. This included inviting in external stakeholders, such as the gas infrastructure organisation Cadent, to introduce and explain their involvement in the development of the Hydrogen Economy and answer questions from the SMEs. The development of a network has facilitated additional knowledge sharing between organisations and has directly resulted in SMEs collaborating on innovations.
Funding Information:
Funding: European Regional Development Fund (ERDF)
Publisher Copyright:
© 2022, Emerald Publishing Limited.
PY - 2022/4/20
Y1 - 2022/4/20
N2 - Purpose: This study aims to present theory, practice and original research findings to support the proposition that broad enquiry and problem-based learning (EPBL) approaches provide an appropriate pedagogical lens for sustainability educators to develop the knowledge and skills needed to work effectively within mission-oriented innovation policy (MIP) environments. Design/methodology/approach: The research study comprised four elements, each of which used different research methods. The first element involved a literature review mapping the synergies between MIP and EPBL; the second element piloted the use of EPBL for undergraduate modules related to sustainability challenges; the third element involved external stakeholders in the co-creation of a postgraduate programme that brought together innovation and sustainability, with EPBL fundamental to the design and development; the fourth element curated and comparatively analysed international cases of EPBL in the context of MIP, and sustainability challenges in particular, highlighting the versatility of EPBL and the importance of creativity in EPBL design and implementation. Findings: The systematic literature review reveals synergies between the key features of EPBL and defining characteristics of MIP, indicating the relevance of applying EPBL to support MIP. Two in situ pilots generated 13 recommendations on the benefits and operational challenges of applying EPBL. These recommendations informed the design and development of a postgraduate programme, involving a transdisciplinary consultation process with key industrial and societal stakeholders. Comparative analysis of four international case studies describing EPBL applied in practice in different international settings show there is no “one size fits all”. Instead, the application of EPBL to different sustainability challenges and for different learner groups demonstrates the versatility of the pedagogical approach and the creativity of the sustainability educators. Originality/value: A discourse around the appropriate pedagogical methods and teaching/learning practice to equip the current and future workforce with the knowledge and skills to respond to MIP and global sustainability challenges is nascent but emerging. This paper makes a scientific and practical contribution to the discourse. The authors show how EPBL can underpin the design of programmes to provide learners with the knowledge and skills to support organisations working effectively within an MIP context, especially addressing sustainability challenges. The authors provide recommendations for educators seeking to embed EPBL within their curriculum and call for external stakeholders to proactively engage with educators to co-create programmes with context-specific outcomes.
AB - Purpose: This study aims to present theory, practice and original research findings to support the proposition that broad enquiry and problem-based learning (EPBL) approaches provide an appropriate pedagogical lens for sustainability educators to develop the knowledge and skills needed to work effectively within mission-oriented innovation policy (MIP) environments. Design/methodology/approach: The research study comprised four elements, each of which used different research methods. The first element involved a literature review mapping the synergies between MIP and EPBL; the second element piloted the use of EPBL for undergraduate modules related to sustainability challenges; the third element involved external stakeholders in the co-creation of a postgraduate programme that brought together innovation and sustainability, with EPBL fundamental to the design and development; the fourth element curated and comparatively analysed international cases of EPBL in the context of MIP, and sustainability challenges in particular, highlighting the versatility of EPBL and the importance of creativity in EPBL design and implementation. Findings: The systematic literature review reveals synergies between the key features of EPBL and defining characteristics of MIP, indicating the relevance of applying EPBL to support MIP. Two in situ pilots generated 13 recommendations on the benefits and operational challenges of applying EPBL. These recommendations informed the design and development of a postgraduate programme, involving a transdisciplinary consultation process with key industrial and societal stakeholders. Comparative analysis of four international case studies describing EPBL applied in practice in different international settings show there is no “one size fits all”. Instead, the application of EPBL to different sustainability challenges and for different learner groups demonstrates the versatility of the pedagogical approach and the creativity of the sustainability educators. Originality/value: A discourse around the appropriate pedagogical methods and teaching/learning practice to equip the current and future workforce with the knowledge and skills to respond to MIP and global sustainability challenges is nascent but emerging. This paper makes a scientific and practical contribution to the discourse. The authors show how EPBL can underpin the design of programmes to provide learners with the knowledge and skills to support organisations working effectively within an MIP context, especially addressing sustainability challenges. The authors provide recommendations for educators seeking to embed EPBL within their curriculum and call for external stakeholders to proactively engage with educators to co-create programmes with context-specific outcomes.
KW - Enquiry and problem-based learning pedagogy (EPBL)
KW - Global sustainability challenges
KW - Mission-oriented innovation policy (MIP)
KW - Teaching and learning practice
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UR - http://www.scopus.com/inward/citedby.url?scp=85127306933&partnerID=8YFLogxK
U2 - 10.1108/JIEB-04-2021-0046
DO - 10.1108/JIEB-04-2021-0046
M3 - Article
AN - SCOPUS:85127306933
SN - 2046-469X
VL - 15
SP - 52
EP - 73
JO - Journal of International Education in Business
JF - Journal of International Education in Business
IS - 1
ER -