UK Higher Education Institutions’ technology-enhanced learning strategies from the perspective of Disruptive Innovation

Michael Flavin; Valentina Quintero

doi:10.25304/rlt.v26.1987

UK Higher Education Institutions’ technology-enhanced learning strategies from the perspective of Disruptive Innovation

Michael Flavin, Valentina Quintero

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Abstract

The publication of institutional strategies for learning, teaching and assessment in UK higher education is practically ubiquitous. Strategies for technology-enhanced learning are also widespread. This article examines 44 publically available UK university strategies for technology-enhanced learning, aiming to assess the extent to which institutional strategies engage with and accommodate innovation in technology-enhanced learning. The article uses qualitative content analysis as its method, and uses the categories of disruptive innovation, sustaining innovation and efficiency innovation to evaluate individual institutional strategies. The article argues that sustaining innovation and efficiency innovation are more commonplace in the strategies than disruptive innovation, a position which is misaligned with the technology practices of students and lecturers.

Original language	English
Number of pages	12
Journal	Research in Learning Technology
Volume	26
Early online date	2 Mar 2018
DOIs	https://doi.org/10.25304/rlt.v26.1987
Publication status	E-pub ahead of print - 2 Mar 2018

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UK Higher Education Institutions’_FLAVIN_Publishedonline2March2018_GOLD VoR (CC BY)Final published version, 1.68 MBLicence: CC BY

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UK Higher Education Institutions’ technology-enhanced learning strategies from the perspective of Disruptive Innovation

Abstract

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