Meet the editors

Professor Parrish is Pro Vice-Chancellor Learning and Teaching at Macquarie University, Australia. In this role, Professor Parrish has responsibility for the institutional digital strategy, initiatives in employability and Work Integrated Learning, institutional infrastructure associated with learning spaces, academic staff capability and support of student-focused teaching. Prior to this role, Professor Parrish was Associate Dean (Education)

in the Faculty of Science, Medicine and Health at the University of Wollongong, she ran her own consultancy business for 6 years, and was the marketing manager for a professional sporting team. Professor Parrish has managed and led numerous sector, institutional and faculty learning and teaching initiatives and she is currently president of Australasian Society for Computers in Learning in Tertiary Education (ASCILITE).

Dr. Joyce-McCoach is Academic Program Director and Acting International Director in the School of Nursing and Midwifery in the College of Science, Health and Engineering at La Trobe University, Australia. Dr. Joyce-McCoach has held numerous positions across a number of tertiary institutions. She is a proficient clinical nurse, with extensive experience and responsibilities in administration and practice and comprehensive knowledge in

the areas of primary health, community, and general nursing. Dr. Joyce-McCoach is extremely experienced in the development of challenging and engaging learning environments in which students become lifelong scholars and learners and the facilitation of student-centred learning in a productive and supportive environment. Her experience in Australia and internationally has developed her appreciation of global university education issues.

Contents

**Section 1**

*by Kant Kanyarusoke*

*by Usha Iyer-Raniga*

**Preface XI**

Educational Innovations That Promote or Foster Student Success **1**

**Chapter 1 3**

**Chapter 2 27**

**Chapter 3 45**

**Chapter 4 59**

**Chapter 5 75**

Operational Innovations That Transform or Advance Practice **93**

**Chapter 6 95**

Interdisciplinary Engagement in Higher Education: Opportunities Explored

Transformative Teaching of Engineering in Sub-Saharan Africa

The Social Intrapreneurship, Innovating in the Competences

Delivered to Students: Case Engineering Students

A Responsive Higher Education Curriculum: Change

Learning Innovations for Identifying and Developing

*by Mel Henry, David C. Gibson, Charles Flodin and Dirk Ifenthaler*

Planning for Improvement: Leadership Development among

of the University of La Serena, Chile *by Segundo Ricardo Cabana Villca*

and Disruptive Innovation *by Maureen Snow Andrade*

Talent for University

University Administrators

*by Tracy L. Morris and Joseph S. Laipple*

**Section 2**

## Contents


#### **Chapter 7 111**

Talent Management as a Core Source of Innovation and Social Development in Higher Education *by Atheer Abdullah Mohammed, Abdul Hafeez-Baig and Raj Gururajan*

#### **Chapter 8 143**

An Integrated Model for Invigorating Innovation and Entrepreneurship in Higher Education *by Teboho Pitso*

Preface

Higher education is on the brink of major reformation. There is little doubt that higher education has contributed to the development of countries and their competitiveness in a global marketplace as well as informing national policies and driving modernization. However, if higher education is to remain relevant and meet the demands of an ever-changing world, institutions and their operations must progress in unison with the changing world in which they function. Innovations create new or significantly improved ways of operating and may be distinguished by their degree of novelty. Innovation can play a critical role in transforming and advancing practice and therein address socio-economic, organizational, operational and social challenges. The complexity and scope of higher education opens up the possibilities and potential for innovations to transpire in diverse settings and contexts or be embedded in a range of products and services. This book provides the reader with a collection of easy-to-follow vignette-based higher education innovations that have transformed or advanced practice and in doing so contributed to ensuring the relevance and value of higher education in a

This book is organised into two sections. The first section is a collection of vignettes focused on educational innovations that promote or foster student success and the

In the first vignette, Kant Kanyarusoke describes a teaching innovation transpiring in a South African university of technology that compels engineering students to identify solutions to common, authentic and 'real-world' problems drawn from the Sub-Saharan Africa region. This educational innovation explains how the learning activities are designed to promote students' discovery of potential regional engineering solutions, and in doing so develops their enquiry-based thinking and creativity. The use of student projects as an effective and efficient way of engaging with the local region is also posited. In the second vignette, Usha Iyer-Raniga outlines a course innovation that focuses on problem-solving approaches to societal issues. This interdisciplinary innovation encourages students to solve an authentic industry problem, which contributes to their development of creative thinking and sustainable practice in the context of built environments. The educational design is purported to enhance graduates' aptitude for urban sustainability, career readiness across various professions and employability skills particularly related to technical and professional competence. In the third innovation in this section, Segundo Ricardo Cabana Villca reports on an empirical study that sought to validate a causal model for social intrapreneurial behaviour, in a cohort of engineering students at a university in Chile. In validating the model, the study affirmed the importance of strengthening social innovation in the curriculum and the consequent benefits with regard to students' loyalty to the institution as well as their enhanced view of the teaching–learning process. The fourth innovation from Maureen Snow Andrade introduces the construct of disruptive innovation being a conduit for transforming approaches to program review, curriculum proposal and curriculum approval

second section examines more operationally focused innovations.

continuously changing world.

Section 1:
