What Does the Future Hold for Innovation Management Education?

What Does the Future Hold for Innovation Management Education?

Klemen Širok (University of Primorska, Slovenia) and Pia Jääskeläinen (South-Eastern Finland University of Applied Sciences, Finland)
DOI: 10.4018/978-1-5225-6261-0.ch012
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Education often struggles to keep up with the pace of changes in the global economy- and technology-driven world. This issue can be seen especially in the education of innovation management. Even if the current pace with which education in general is adapting to these changes remains the same, the intensifying change dynamics imposed by accelerating technological development, labor market changes, population aging, and environmental challenges will simply outpace the education system's adaptability. This chapter aims to identify and describe emerging trends that will most likely put additional pressures on innovation management education in the short- and mid-term. Based on the presented change-driving trends, a concept of a future-oriented innovation management course will be presented. Additionally, the hypothetical implementation of the innovation management course concept will be presented. In the conclusion, the challenges that innovation management education should address will be outlined and discussed.
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Although appealing, predicting trends (i.e. trend analysis) as practice of collecting information and attempting to spot a pattern is difficult, as historical data may not give a true picture of an underlying trend (Rescher, 1998). Predicting trends involves identifying turning points, but it is difficult to tell in the moment whether one observes mere aberrations or the beginning of a new trend. In addition, long-term projections need more data to support them, which may not always be available. The further out in time one forecasts, the greater the possibility of error, as the passage of time will inevitably introduce new variables. Because trend analysis is based on historical data, both the accuracy and reliability of such forecasts suffer when the environment changes or when one mistakes cyclical trends for long-term influences (Merkgraf, 2017). Despite those limitations, the inherent need to forecast future developments and anticipate problems is important and appealing in a dynamic and uncertain environment, and in higher education, change will be a constant state of affairs in the foreseeable future (Fagan, 2017).

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