innovation and creativity in the humanities and the knowledge triangle
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Innovation and Creativity in Higher Education:
the Role of the Humanities in the Knowledge Triangle
Prof. Dr. Dirk Van DammeHead of the Innovation and Measuring Progress Division – OECD/EDU
2
Changing role of universities
• Against context of globalisation and massification, universities are changing...
• ...from providers of human resources to skilled professions...
• ...to dynamic actors in the knowledge society with an increasingly important role in innovation– New skills demands– More flexible ways of knowledge
production, knowledge distribution, and knowledge utilisation
– Multiple level connections to global knowledge flows, but also to regional and local communities
3
Changing role of universities
• Consequences for research:– Mode 1 research complemented by Mode 2– Applied, technology-oriented research
• Consequences for teaching:– More practical teaching with real-life topics– Professional internships
• Expanding innovation function:– Universities as partners in knowledge
infrastructure with industry and governments (“triple helix”)
– Spin-offs, technology-transfer
4
Questions
Humanities
Research
InnovationEducation
What is the role of HE in the creation of new
knowledge
What is HE’s contribution to
innovation?
Does HE fosters the skills for innovation
and creativity?
5
CHANGING SKILLS DEMAND FOR INNOVATION
1.
6
New skills demand
• Changing external skills demand is the main driver for innovation
• Research questions:– Do innovation-driven economies require
more and better educated populations?– What qualifications do innovative
businesses need?– What individual skills should education
systems foster?
New skills demand
40
45
50
55
60
65
1960 1970 1980 1990 2000
Routine manual
Nonroutine manual
Routine cognitive
Nonroutine analytic
Nonroutine interactive
Source: Levy and Murnane, 2005
Mea
n ta
sk in
put a
s pe
rcen
tiles
of
the
1960
task
dis
tribu
tion Economy-wide measures of routine and non-routine task input (US)
7
8
New skills demandIncrease in creativity-oriented jobs (Canada, 1901-2006)
Skills supply hampering innovation
No need to innovate because no demand for innovations
No need to innovate due to prior innovations
Uncertain demand for innovative goods or services
Markets dominated by established enterprises
Lack of information on technology
Difficulty in finding cooperation partners for innovation
Lack of information on markets
Innovation costs too high
Lack of funds within your enterprise or enterprise group
Lack of qualified personnel
Lack of finance from sources outside your enterprise
0.3
0.35
0.44
0.97
0.98
1.00
1.05
1.14
1.18
1.29
1.37
1.39
Source: OECD, based on CIS data
(odds ratios: innovative vs. non-innovative (ref))
9
Critical skills for the most innovative jobs(tertiary-educated workers)
assert your authoritynegociate
knowledge of other fieldsperform under pressure
write reports or documentswork productively with others
mobilize capacities of othersuse time efficiently
make your meaning clearuse computers and internet
write and speak a foreign languagecoordinate activities
master of your own fieldanalytical thinking
present ideas in audiencealertness to opportunities
willingness to question ideasacquire new knowledge
come with news ideas/solutions
0.90
1.56
1.76
1.76
1.81
1.94
1.95
1.97
1.98
1.99
2.00
2.02
2.05
2.11
2.15
2.18
2.24
2.34
2.44
2.97
Likelihood (odds ratios) of reporting the following job requirements: people in the most innovative jobs vs. least innovative jobs
Source: OECD, based on REFLEX and HEGESCO data10
Skills utilisation and workplace learning
Sweden
Norway
Denmark
Netherlan
ds
AustriaMalt
a
France
Finland
Luxe
mbourg
Germany
Ireland
Belgium
Estonia
Hungary Ita
lyLat
via
Slovenia
Poland UK
Czech
Republic
Slovakia
Cypru
s
Portugal
Lithuania
Romania
Greece
Spain
Bulgaria
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Learning Lean Taylorist Traditional
Source: OECD, Innovative Workplaces
Distribution of employees across organisation classes (2005)
Learning organisations are associated with innovation
Discretionary learning
18 23 28 33 38 43 48 53 58 63 685
10
15
20
25
30
19
25
13
8
18
24
22
20
29
25
11
R² = 0.440518468860396
% Discretionary learning
% L
ead
inno
vato
rs
Lean organisation
15 20 25 30 35 40 455
10
15
20
25
30
2019
13
8
20
18
24
22
20
18
29
11
R² = 0.442840047690019
% Lean organisation
% L
ead
inno
vato
rs
Skills for Innovation
• Lack of skills hinders innovation– Lack of qualified personnel quoted as one
of the top impediments to innovation by innovative businesses
– Diversity of skills / qualifications is needed due to sectoral diversity of innovation
• Not only science and engineering, but also general tertiary education and vocational education and training
Individual Skills for Innovation
• Foundation skills (literacy, numeracy…) are key to access lifelong learning
• Which individual skills for innovation are key?– Subject-based skills (know-what and
know-how)– Skills in thinking and creativity (critical
thinking, imagination, curiosity...)– Behavioural and social skills (self-
confidence, energy, passion, leadership, collaboration, communication...)
14
15
Foundation skills matter for innovation
0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9420
440
460
480
500
520
540
560
Austria
Belgium
Czech Rep
Denmark
Finland
GermanyUKHungary Ireland
Italy
NetherlandsNorway
Portugal
Slovak RepSpain
SwedenSwitzerland
Innovation Index 2007-2011
PIS
A 2
009
Rea
ding
sco
re
Individual Skills for InnovationWhat individual competences should people
acquire to contribute to innovation as producers and users?
Subject-based skills
(know-what and know-how)
Skills in thinking and creativity
(Critical thinking, ability to make connections,
imagination, curiosity,...)
Behavioural and social skills
(Self-confidence, energy, perseverance, passion,
leadership, collaboration, communication)
16
17
21st Century Skills
Ways of thinking•Creativity and innovation•Critical thinking, problem solving•Learning to learn, meta-cognition
Ways of working •Communication•Collaboration (teamwork)
Tools of working •Information literacy•ICT literacy
Living in the world•Citizenship – local and global•Life and career•Personal, social responsibility
Source: Microsoft-Intel-Cisco ATC21S project
18
THE ROLE OF THE HUMANITIES
2.
19
Distribution of new entrants into tertiary programmes, by field of education (2009)
20
25
30
35
40
45
50
Only those fields in which more than 20% of students entered a tertiary programme in 2009 are shown in the graph.Humanities, arts and education Health and welfare Social sciences, business and law Engineering, manufacturing and construction
1. Excludes advanced research programmes. 2. Excludes tertiary-type B programmes.3. Year of reference 2008.Countries are ranked in descending order of new entrants in Social sciences, business and law programmes in 2009.Source: OECD. Argentina: UNESCO Institute for Statistics (World Education Indicators Programme). Table A4.2a. See Annex 3 for notes (www.oecd.org/edu/eag2011).
20
Gender issues in skills
Estonia
Icelan
d
Slove
nia
Hungary
Poland
Slova
k Rep
ublic
Swed
enBrazil
Finlan
d
Norway
New Ze
aland
DenmarkSp
ain
Canad
a1
Ireland
Argentina1
Portuga
l
Czech Rep
ublic
OECD av
erage
United St
ates
ChileIsr
ael
Netherl
ands
Australia1
United Kingd
om
German
y
Mexico
Belgium
AustriaFra
nce
Switz
erlan
dKorea
Turkey
Japan
0
10
20
30
40
50
60
70
80
90
100
Percentage of tertiary degrees awarded to women, by field of education (2009)Only those fields in which fewer than 30% or more than 70% of women graduated in
2009 are shown in the graph below.Education Health and welfare Humanities and arts Social sciences, business and law Science Engineering, manufacturing and construction
All fields
1. Year of reference 2008.Countries are ranked in descending order of the percentage of tertiary degrees awarded to women in 2009.Source: OECD. Argentina: UNESCO Institute for Statistics (World Education Indicators Programme). Table A4.3.a See Annex 3 for notes (www.oecd.org/edu/eag2011).
21
Humanities hampering innovation?
Austria
Belgium
Czech Rep
DenmarkEstonia
Finland
Germany
Hungary
Iceland
Ireland
Italy
Netherlands
Norway
Poland
Portugal
Slovak Rep Slovenia
Spain
Sweden
Switzerland
Turkey
UK
Innovation Index 2007-2011
% s
tude
nts
ente
ring
hum
aniti
es a
nd s
ocia
l sc
ienc
es
Which tertiary education studies lead to active participation in innovation?
science
s
engin
eerin
g
agric
ulture
educa
tion
social sc
iences
business
humanities
services
health law
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Innovator work in innov. comp.Not in innovative organisation
Source: OECD, based on REFLEX and HEGESCO data22
23
PEDAGOGIES FOR INNOVATION SKILLS
3.
24
Which pedagogies foster innovation skills?
• The relative importance of theory versus practice-based instruction matters for becoming an innovator (higher education data)
Relative emphasis on practice- and theory-based instruction
any inno-vation
technology, tools
product, service
knowledge, methods
0.950000000000002
1
1.05
1.1
1.15
1.2
practice score theory score
Odds ratios between innovators and non-innovators, by type of innovation
Source: OECD, based on REFLEX and HEGESCO data
Relative emphasis on practice- and theory-based instruction
engin
eerin
g
busin
ess
healt
h
educ
ation
scien
ce
other
s0.950000000000002
1
1.05
1.1
1.15
1.2
practice score theory score
Odds ratios between innovators and non-innovators, by field of study
Source: OECD, based on REFLEX and HEGESCO data
Link between theory- and practice-based instruction and critical skills for innovation
alertness to new opportunities
come up with news ideas and solutions
present ideas in an audience
coordinate activities
question own and others' ideas
use computer and internet
acquire new knowledge
analytical thinking
0 0.01 0.02 0.03 0.04 0.05 0.06 0.07 0.08 0.09 0.1
Theory score Practice score
Effect size on (self-reported) skills level
Source: OECD, based on REFLEX and HEGESCO data
28
Skills impact of theory- versus practice-based instruction
Table 1. Theory-based programmes have distinct strong points from practice-based university programmes
Likelihood of reporting skills as strong points of the university programme, by mode of teaching and learning
Emphasis on Practice (-) (n.s.) (+)
Emph
asis
on
Theo
ry
(+)
¤ analytical thinking ¤ ability to rapidly acquire new knowledge
¤ Mastery of your own field or discipline
(n.s
.)
¤ ability to write reports, memos or documents
¤ ability to question your own and others' ideas ¤ knowledge of other fields or disciplines ¤ ability to use computers and the internet ¤ ability to speak and write in a foreign language
¤ alertness to new opportunities ¤ ability to come up with new ideas and solutions ¤ ability to present products, ideas or reports to an audience ¤ ability to mobilise the capacities of others ¤ ability to negociate effectively ¤ ability to assert your authority
(-) ¤ ability to perform well under
pressure ¤ ability to use time efficiently
¤ ability to make your meaning clear to others
¤ ability to coordinate activities ¤ ability to work productively with others
Legend: (+) indicates a significant positive association; (-) a significant negative association; and (n.s.) a non-significant association.
Source: based on Reflex and Hegesco.
29
SOFT SKILLS, SOCIAL CAPITAL AND INNOVATION
4.
30
Levels of interpersonal trust (2008)
Denmark
Norway
Finlan
d
Sweden
Switzerl
and
Irelan
d
Netherl
ands
Great B
ritain
Austria
Luxe
mbourg
German
y
Belgium
France
Spain
Czech
RepIta
ly
Hunga
ry
Portug
al
Slovak
Rep
Greece
-1
-0.8
-0.6
-0.4
-0.2
0
0.2
0.4
0.6
0.8
1
31
Interpersonal trust and innovation
-0.6 -0.4 -0.2 0 0.2 0.4 0.6 0.8 10
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
AustriaBelgium
Czech Rep
DenmarkFinlandGermany
Hungary
Ireland
Italy
Netherlands
Norway
Portugal
Slovak Rep
Spain
Sweden
Switzerland
UK
Interpersonal trust 2008
Inno
vatio
n in
dex
2007
-201
1
32
Proportion of adults expressing interpersonal trust, by level of educational attainment (2008)
Den
mar
k
Nor
way
Finl
and
Net
herla
nds
Sw
eden
Sw
itzer
land
Aus
tria1
Isra
el
Uni
ted
Kin
gdom
Irela
nd1
Est
onia
OE
CD
ave
rage
Bel
gium
Spa
in
Cze
ch R
epub
lic
Italy
2
Slo
veni
a
Slo
vak
Rep
ublic
Fran
ce
Gre
ece
Pol
and
Hun
gary
Por
tuga
l
Turk
ey
0
10
20
30
40
50
60
70
80
90
100Below upper secondary education Upper secondary education Tertiary education
1. Year of reference 2006.2. Year of reference 2004.Countries are ranked in descending order of the proportion of adults expressing interpersonal trust among those who have attained upper secondary edu-cation.Source: www.oecd.org/edu/eag2010
Percentage
33
Incremental differences in interpersonal trust associated with an increase in the level of educational attainment (2008)
-5 0 5 10 15 20 25 30
From upper secondary to tertiary
Slovak RepublicGreeceCzech RepublicAustria1Italy2FinlandIsraelUnited KingdomDenmark
TurkeyPortugalHungaryNetherlandsSwitzerlandIreland1BelgiumNorwaySpainFrancePolandEstoniaSwedenSlovenia
-5051015202530
From below upper secondary to upper secondary
Group 1
Group 2
% %
1. Year of reference 2006.2. Year of reference 2004.Countries are grouped by those in which the incremental differences in interpersonal trust are higher at a higher level of education (Group 1) and others (Group 2). Countries are ranked in descending order of the incremental differences in interpersonal trust associated with a shift from upper secondary to tertiary education attainment.
34
-0.05 0 0.05 0.1 0.15 0.2 0.2535
40
45
50
55
60
65Austria
Belgium
Czech Rep
Denmark
Finland
Hungary
Ireland
Italy
Netherlands
Norway
Poland
Portugal
Slovak Rep
Spain
Sweden
Switzerland
Turkey
UK
Added value of HE in interpersonal trust
% s
tude
nts
ente
ring
hum
aniti
es a
nd s
ocia
l sc
ienc
es
35
Conclusions
• Innovation strategies should have a more comprehensive look at the skills base and should make better use of the available talents and skills, including of women
• Rapidly changing skills demand has an impact on all higher education programmes, including humanities and social science
• Also graduates with a humanities or social sciences qualification end up becoming innovators
36
Conclusions
• Humanities and social sciences have probably a particularly significant contribution to the development of specific skills for innovation
• Some pedagogies have a differentiated impact on innovation skills
• Also social capital matters for innovation and both probably share some (soft) skills
• But there is little evidence that more humanities students also increases the added value of higher education in the production of social capital