How can Higher Education policy promote innovation?

Innovation with respect to funding and incentives is a tricky landscape and idea. Firstly, consider that nearly half a HEIs funding comes from its students. Yet, this doesn't necessarily translate into funding for a department. There isn't a system whereby a total amount of students creates a determined and absolute funding source for a department. It usually doesn't play out that way. This means that faculty are forced to create more innovative ways to get funding. One growing area of popularity is that the university faculty seek to partner more and more with industry partnerships. This means a department needs to think about creating policy whereby it can invite visiting lecturers and fellows from industry, promoting a partnership.

Endowments & donations are primary sources for innovations. However , these are not always available for most universities. Most institutions rely heavily on fees obtained from students to fund research and , therefore , may lead to innovation. States’ universities , on the other hand , may rely on budgets obtained from governments to fund research projects and innovations plus revenues of fees obtained from students. Other sources of revenues may be generated through rentals of universities’ facilities.

Higher education policy can foster innovation by bringing in an icorps program, either hosting one on campus or advertising one from a nearby campus. In such a program, students with some invention are trained to identify customers and to modify their product for broad enough appeal. The goal of course is commercial success. Sometimes funding is available in such a program. I think the programs are associated with the national science foundation or something like that

The first, start from the ground up. Take a grass-roots approach. Crowd-source by asking those who are "least asked." Ask those on the front-lines who are always student-facing, or ideas-facing, but are often over-looked or silenced. Usually women of color, queer folx, folx with disabilities, first-gen folx. Next, map those ideas and ask--so what's the collective, picture, story--is it new, radical, *frightening.* If you answer yes to all, then select this one. Finally, create a "long yes." Don't deny any projects but configure a mechanism where every one will be put into practice over and with time.

Interdisciplinary learning in higher education has shown great success. For instance, Turkey's strides in chemistry, engineering, and medicine owe much to interdisciplinary research. The global fight against the AIDS epidemic is another example, where a multi-sectoral approach was essential. Employers now value graduates with diverse skills fostered by such education, recognizing the need for adaptability and teamwork. The rise of technology has further boosted this trend, making interdisciplinary programs more accessible and collaborative. Merging disciplines in higher education has proven effective in addressing complex challenges and preparing students for a dynamic job market

One aspect of innovation is overcoming the traditional silos that have long dominated in HE. We need to critically consider that research is increasingly moving away from the tradition of training a student in the same subject at undergraduate, postgraduate and higher degree level. Accordingly, we need to find ways to design programmes that are innovative and experimental. Consider AI. It almost entirely is still taught alongside data science as a degree subject in the Sciences. Why not teach AI and Art? Or AI and Music? What are the implications for AI in archival and historical curation? These are the directions that HE policy needs to consider, as too do they need to explore micro-credentials in pedagogy to reward students progress.

Clear progression from the foundation skills such as literacy and numeracy skills at the school level to specialised skills and knowledge rooted in the discipline of study at the tertiary level. opportunities to deepen research skills.

Curricular innovation should begin with and be centered on program faculty, who are the content experts. The traditional concept of peer review has been a quality check on whether new information and ideas is based on solid reasoning and knowledge. This should continue to guide innovation, so long as faculty also guard against being closed to innovation and new ideas. This is how knowledge production has always occurred, to the credit of the US higher education and research enterprise.

La politique de l'enseignement supérieur peut favoriser une culture de l'innovation en encourageant l'utilisation d'outils technologiques tels que les classes virtuelles et les plateformes d'apprentissage en ligne. De plus, l'introduction de méthodes pédagogiques telles que la pédagogie active et la méthode de projet permet aux étudiants de développer leur capacité à innover et à résoudre des problèmes de manière créative. En renfor?ant les cursus, en offrant des cours interdisciplinaires et en encourageant la collaboration avec des entreprises et des mentors externes, les établissements d'enseignement supérieur peuvent créer un environnement propice à l'innovation.

Curriculum and pedagogical enhancements need to be supported with an equally robust assessment policy. For my MA, I started submitting proposals to present my research as a seminar before it became a requirement. In addition, I presented part of my ongoing research as the inaugural exhibition for a series I proposed at the university museum. As I presented my seminar before it became a requirement, I had to do it again. While some other universities accept exhibitions as part of requirements leading to conferment of the degree, it was not so for my university. So while I was innovating a process for higher education, it did not meet assessment requirements. So as I do my PhD now, I keep to set myself within requirements.

HE is indeed an ecosystem, which likewise means it has apex predators who will seek to take advantage of you through collaboration and engagement opportunities. To be innovative, we need to change the way we think about publishing, research and teaching practice. We need to recognise more and more collaboration with industry, charities and the third sector. Meanwhile, we need to share our expertise more widely. In South-Asia, for example, a core element of scholarship is not competing in just world class journals, but serving the local community the university is based within, seeking to make connections with schools and youth groups to improve uptake in higher learning. We need to re-evaluate how we approach life in academic engagement.

Difficult and intractable problems are more usefully addressed by leveraging the resources and knowledge of multiple entities rather than singular entities alone. Partnership and collaboration also encourages the breaking down of organizational silos as collaborative groups engage each others' perspectives. It is also the case that cognitive complexity, whether among diverse individuals or diversely focused organizations, better anticipates problems and leads to effective solutions.

Using information or content to co-create knowledge is the future of education. encourage critical discourse to identify the knowledge gap followed by collaboration to explore impactful solutions.

Encouraging those from industry to be part of HE is one way to facilitate industry university partnerships. However, a concern arise with respect to ownership of IP. In order to foster greater collaboration and partnerships with industry, a win-win situation on shared IP can be a move forward.

I struggle with the word policy. Because in this section (collaboration and engagement), it is less about policy and more about tackling challenges. Here, HE is only one asset in an ecosystem of assets (government, policy, industry, etc.). So rather than HE "policy", I would use "mission" to assume fundamental responsibility for the outcomes of the communities we serve. Here, the roll of HE as a collaborator and enager of communities towards change is apparent and within scope.

In navigating a multicultural environment during my master's studies at OISE, I've come to appreciate the emphasis on developing cross-cultural competence. The policies that encourage this competency contribute to an adaptable and innovative mindset. Learning to work effectively with individuals from diverse backgrounds has not only been an academic lesson but also a valuable life skill.

Ability to engage with different views and perspectives. To be open to different thinking and acknowledge the differences. To develop an inclusive mindset that prioritizes the common good.

This is an important area, but problematic because universities can just make token demonstrations to really important diversity issues, to seem aligned, or simply make paradoxical moves that defeat any progress. Consider, for example, the widening access efforts made to raise international student engagement. At face value, an amazing idea, because many students lack quality education globally, and a lot likewise face discrimination that creates divides in their core learning. However, universities now rely on international students more and more, creating an un-inclusive environment by setting global HE students as foremost income sources, not diverse students of cross-cultural backgrounds and different learning styles, who need support.

We should not lose sight that institutions exist for their clients, which in some cases could compel institutional transformation. States like Texas are increasingly majority minority and first generation in terms of students in the educational pipeline and we would be wrong to pretend we are still serving the 1950s student population. It is important for all organizations to periodically stop to look at who they are serving. Keeping institutional values and goals in mind, they can then make adjustments to respond to changes and to be effective by creating a sense of belonging for new clientele.

The intellectual project, well undertaken, would encompass a consideration of ethics and responsibility in all areas of higher education. The research enterprise in particular has learned from mistakes of the past to develop practices that account for ethics in research. To the extent that higher education continues to embrace principles of critical humanism and justice, we will continue to enshrine ethics and important values in higher education.

One challenge is that a lot of policy is often top-down in universities. What leaders in HE often forget is that the higher you go, the less and less you are connected to the classroom. Sharing good practice is important, but so is leadership taking regular opportunities to connect with lecturers and tutors, alongside professional service staff, to hear their diverse voices and use these voices to inform policy design. Creating working groups, sometimes known as Special Interest Groups (SIGs) around topical issues relevant to the university, with broad membership and seniority, can be one way to overcome this and promote policy that works, matters and is followed.

Higher Education is a human right in other countries; we must follow this trend to create a well-educated society ready to contribute their knowledge and skills to society. Laura Nieto

Policy making is theoretically the best way to make sure that practices are effective and equitable. However, the process is influenced by interest groups and not all important groups are organized in that way. A policy scholar once said that the problem with interest groups is that there aren't enough of them, meaning, that they do not represent the diversity of opinion and view in the policy arena. Thus, policy making ends up skewed toward the interests of organized, usually well funded, groups.

Use of technology in every aspect of work and life to enhance productivity and efficiency. Use analytics to identify sustainable practices to enhance resource utilization.

Because educational achievement at each level builds on the prior one, we must pay attention to student success at all levels. From pre-K through graduate school, we need to always ask whether students are being successful and if not, how we can improve. And it is not enough for the majority of students in a group to do well. We must disaggregate into groups to insure that all disaggregated groups are individually being successful. The difficulties of particular groups can be invisible within the larger whole and must nonetheless be addressed.