Individual Innovation Competence: A Systematic Review and Future Research Agenda
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Learning for innovation is a central element in European policymaking in developing higher education. Students often learn in project settings together with work organizations developing new solutions, products and services. These authentic creative, social and collaborative settings offer an attractive learning environment. The aim of this study was to determine the factors involved in individual innovation competence to be able to design, tutor and assess the pedagogical processes where authentic open-ended tasks are being solved transforming novel ideas into usable products or services. After defining the extraction criteria using a limited sample of articles, a bias-assessed systematic review was conducted of empirical research articles published in 2006–2015. Twenty-eight journal articles were ultimately included in the review. Despite the volume of academic literature in this field, comparatively few studies providing findings addressing the review objectives could be found. There was, however a reasonable weight of research evidence to support the result. The findings suggest that personal characteristics, such as flexibility, achievement orientation, motivation and engagement, self-esteem and self-management, future orientation, creative thinking skills, social skills, project management skills, and content knowledge and making skills can be needed in collaborative innovation process. These findings have implications for pedagogical innovation processes and for competency-based assessment.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it