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Application of the Effective Innovation Leadership Model in a Digital Innovation Project: Case Study
(2020)
Germany has become sedate and partially missed digital opportunities generating value. Since 1995, the term innovation leadership is getting increasing attention. Still, there exists no clear definition. The effective innovation leadership (EIL) model resulted from a Ph.D. thesis and is grounded in the iteration of six data sets. It has been used in industry since 2014. This chapter examines the application of the EIL model in one German middle-class enterprise in 2018/2019. Core challenges in the systemic context, which hinder the effectiveness of innovation leadership in the organizational context, are the support of people across functions and hierarchies as well as inflexible structures and digital access. Especially negative pressure coming from an overvaluation of the shareholder, egos fighting for power, extensive drama triangular, fixed mindsets, and freeloaders hinder the effectiveness of innovation leadership. A comparison of the EIL model with rival theory shows that innovation leadership is close to entrepreneurial approaches and an integral part of innovation management.
In this chapter, the EIL (Effective Innovation Leadership) framework is tested empirically. First, peer-reviewed journals in the innovation management, leadership, and transformation discipline are analyzed. Second, a pre-test with 58 executives takes place. The response behavior of the participants varies depending on the company's degree of digital maturity. Third, 20 innovation leaders employed in mature digital companies answer the survey. The participants perceive their company as innovative and state that up to 89% of created innovations are digital. Values relevant to digital innovation leaders are innovation, responsibility, positivity, and transparency. Relevant strengths are creativity and learning. Both strongly correlate with a few efficacy items. Decisiveness correlates with innovation strategy. Entrepreneurship, self-regulation, and culture correlate with each other. Creativity connects the value of innovation and the practice of communication. The insights from this chapter contribute to building a reliable and valid factor-based effective digital innovation leadership questionnaire in the future.
Circular Innovator Education
(2021)
The following article is a first step towards raising the awareness of these new trainers (who are conscious and innovators themselves) and giving them methods, tools, and inspiration to develop sustainable innovators to think holistically. Innovators are the proportion of entrepreneurs who do not copy or optimize what already exists but commercialize new technologies or new ideas. Circular innovators are the doers who create systemic innovations solving our current social and ecological crisis.
The following contribution deals with the environmental conditions of highly gifted and
sensitive people (HGSP). Three researchers from different perspectives (physics, pedagogy,
and innovation management) empathize with the target group and try to understand their
experiences. From three interviews with adults, a first point of view is defined adopting the
Grounded Theory methodology. Adult interviews are compared with the perceptions of an
adolescent from today moving between state and private education systems. By comparing
both perspectives, differences and similarities are worked out. The discussions are used to
develop an online test focusing on creativity, motivation for achievement, and cognitive
capacities, as these are core categories identified that seem to be highly important in
combination. The empirical test is intended to provide the state education system with a simple
and interactive solution to identify a large group of people who need further support. To
achieve a high participation rate, the test will be designed for a maximum of one hour and the
implementation and evaluation will be carried out digitally. The authors' vision is to create an
adaptive environment that can effectively adjust to and educate diverse groups of learners
without over- or under burdening teachers and learners. A key finding of our case-based
research is that the existing school and higher education structures are not able to provide
sufficient support and challenge for HGSP. Support measures for HGSP are needed as well
as a new understanding of learning and teaching, so that new competencies can be built that
consider people's self-regulation, creativity, and motivation for achievement, in addition to
cognition and meta-cognition. Kuhl (2004, 18) explains why the capacities of self-regulation
are paramount for highly gifted students. When they want to meet a challenge, they face
problems that are more difficult and therefore need more persistence, resilience, and selfmotivation. However, to support these special needs, teachers are often not ready or capable
to do so, nor do these needs fit with the performance requirements of the regular curriculum.
Die voranschreitende Digitalisierung und insbesondere der Einsatz von Künstlicher Intelligenz (KI) in der
Bildung eröffnen neue Möglichkeiten des Lernens. Bildung kann stärker individuell sowie zeitlich und
räumlich entgrenzt stattfinden. ChatGPT verdeutlicht, wie dynamisch die Entwicklungen im Bereich KI
sind. Das in Zunahme begriffene Interesse am Thema KI allgemein sowie KI in der Bildung kommt dem
erforderlichen Austausch zwischen zentralen Akteur:innen zugute. Dieses Diskussionspapier präsentiert
drei Zukunftsszenarien für den Einsatz von KI in der institutionellen Bildung: Hochschule, Weiterbildung
und Schule. Im Fokus stehen die übergeordneten Fragestellungen nach Voraussetzungen und
Gelingensbedingungen einer erfolgreichen Anwendung sowie nach gemeinsamen Handlungsfeldern
für zentrale Stakeholder. Fünf Handlungsfelder für den Einsatz von KI in institutioneller Bildung sind auf
Grundlage der skizzierten Zukunftsszenarien hervorzuheben: (1) Interdisziplinäre Zusammenarbeit, (2)
Qualifizierungsangebote und Kompetenzentwicklung, (3) Digitale Infrastruktur und Personal, (4) Ethik
und Datensouveränität sowie (5) Interoperabilität von Daten in Bildungskontexten. Ziel des
vorliegenden Diskussionspapiers ist es, den kooperativen Austausch zwischen relevanten Stakeholdern
anzuregen.
An integrative definition of digital, innovation, and sustainable: A bridge between disciplines
(2023)
It needs to be clarified how digital, innovation, and sustainable concepts are interdependent and what dimensions they encompass from an organizational perspective. This article aims to fill these gaps. 12,249 articles are analyzed, of which 776 are minimum C-ranked according to VHB-Jourqual, and 457 pass the quality filters. Only 48 publications deal with all three concepts, and 24 offer definitions. This results from an eight-step systematic literaturereview. Three dimensions for 'digital' (data, technologies, and networks), three dimensions for ‘sustainable’(environmental, social, and economic), and four dimensions for ‘innovation’(product, service, business model, and process) are elaborated in a framework. Based on this, an integrated definition is derivedusing a content analysis.The DIS-definition can be used for strategic decision-making processes and bridges the disciplines of technology, innovation, and sustainability management. Finally, a canvas that clarifies the concepts and their connections is proposed for interdisciplinary management discussions.
Das Buch richtet sich an Hochschullehrende, die Future Skills verstehen und vermitteln möchten. Ziel ist eine präzise Definition dieser Kompetenzen, abgeleitet aus etablierten Frameworks, die Future Skills als essentiell für eine sich wandelnde Welt beschreiben. Es beleuchtet die Aufgaben der Hochschulen und unterschiedliche Perspektiven von Lehrenden und Studierenden. Projekte an verschiedenen Hochschulen bieten Einblicke in die praktischen Herausforderungen und Erkenntnisse. Ein unverzichtbarer Leitfaden für die aktive Gestaltung von Lehre und Hochschulentwicklung.
Imagining, designing and teaching regenerative futures is challenging. Educators often lack
approaches that allow them to address the complexities of global challenges through new
narratives, which make space for the imagination of desirable futures. Commonly in education,
we retell the story of an apocalyptic future when speaking about global challenges such as
biodiversity degradation and climate change. This narrative, which focuses on the risks and
dangers of global environmental change, is built on the assumption that the induced fear might
lead to action.
This toolkit supports educators who wish to follow a different route. It is based on the assumption
that “we can’t create what we cannot imagine” (quote by Lucile Clifton). Consequently, imagining,
designing, and teaching regenerative futures is the basis and starting point for actualizing
them. The beginning of fundamental change is often hard to track because it first takes place
in our minds. Visible, large-scale change arises from invisible, wild ideas and imaginations.
According to the philosopher and educator John Dewey, imagination is “the ability to look at
things as if they could be otherwise”. This ability to ask “what if?” is central to envisioning and
enacting better lives. The lack of broad-scale action towards regenerative ways of living can
be seen as a lack of imagination to create shared visions of an alternative future. Collectively
envisioning desirable futures provides the motivation and guidance for change, or as the poet
Rainer Maria Rilke put it: “the future enters into us, in order to transform itself in us, long before
it happens.”
This toolkit introduces a broad variety of creative and arts-based methods for regeneration
and transformation that can be used in various educational settings. It harnesses the power
of creative and arts-based practices, which are increasingly seen as a means of expanding
future imaginaries and supporting the development of new scenarios of transformative change.
The toolkit was developed within the COST Action SHiFT Social Sciences and Humanities
for social transformation and climate change as an initiative of Working Group 3: Creative
Practices and Outreach. It comprises a selection of 68 creative methods brought together
in a collaborative effort by 124 authors from 31 countries and 6 continents. Its intention is
to comprise a valuable resource for educators, teachers, lecturers, community workers, and
change-makers who are aiming to empower their learners while providing competencies in
regenerative design, climate action, futures thinking, human-nature connection, wellbeing and
community engagement.
This toolkit is more than a collection of methods but a call to action and a comprehensive
resource developed through the synergistic efforts of contributors worldwide.
Understanding Innovation and Sustainability in Digital Organizations: A Mixed-Method Approach
(2024)
In recent years, organizations have increasingly turned to digital transformation (D) to drive innovation (I) and sustainability (S). However, the rapid growth of studies on this topic, particularly since 2019, has made it challenging to clearly define these concepts, operationalize their constructs, and understand their positive organizational impacts. This article addresses these gaps through a systematic literature review (SLR) that combines
quantitative and qualitative analysis. This study begins with a comprehensive bibliometric analysis of 3099 articles published between 2010 and 2023 in the Scopus database containing the terms “digital,” “innovation,” and “sustainability” (or “sustainable”). It then covers a detailed qualitative review of 20 high-quality articles from VHB-JOURQUAL-C-ranked journals or higher. By employing an inductive–deductive approach, the authors identify
consistent and conflicting definitions, diverse constructs for each D-I-S concept, and numerous positive organizational effects. This article provides a structured overview of existing D-I-S definitions and introduces a model to distinguish environmental, organizational, and solution levels. Additionally, it presents a visual framework of the direct and mediated positive effects of D-I-S in organizations. Overall, these insights underscore the critical role of digital transformation in advancing innovation and sustainability, offering valuable guidance for researchers and practitioners alike.