Thomas Carey recently published several valuable posts discussing how to develop innovation capabilities in higher education.
- Preparing Graduates for Future Knowledge Practices
- What Capability for Innovation Should Every Graduate Develop?
- Four ways PSE can treat the classroom as an innovative workplace
One shared thread that goes through these posts is that higher education needs to engage in innovation in order to figure out how to help students develop capabilities to innovate.
These posts also remind us that ‘innovation’ – at least in its current formulations of ‘innovation capability’ – is not only an epistemic project, but also a powerful socio-political project. Many units that define what constitutes ‘capability to innovate’ do this on the level of visible ‘events’ rather than deeper mechanisms that co-produce those events. This leaves for universities (if not for students) to figure out how those mechanisms actually work and what they need to teach/learn. It’s good to see some initiatives described in the posts above that try to assist with this.
Some ideas that could be help understand the complexity of learning to engage in joint socioscientific knowledge practices, such as innovation, we briefly discussed in Chapter 5: Professional knowledge and knowing in shared epistemic spaces: the person-plus perspective. We argued:
“…learning to (co)create epistemic practice (and culture) is – or at least should be – an integral part of both learning and professional culture. Such learning involves the capacity to master representational devices – linguistic systems, objects, and other cultural systems – and to assemble from them one’s own epistemic environments for joint knowledgeable work.” (p.105)
“Each knowledge domain, including the modern sciences and the professions, is a field of interrelated cognitive, material and social practices, rather than a set of statements, skills, and dispositions. So one’s understanding of, and ability to engage with, those knowledge practices become a core part of the epistemic fluency needed for professional work and innovation. These practices include work in specific epistemic spaces, as well as in shared epistemic spaces created through negotiation, joint work and co-assembling.” (p.120)