Unfolding educational innovation processes and teacher motivation in universities: a multiple-case study

Abstract

With this study, we aimed to improve our understanding of educational innovation at universities by investigating innovation processes from the perspective of Self-Determination Theory. Interviews and process-mapping sessions were organised with educational professionals from four innovation projects from four different universities. The results provide insights into the iterative, complex and uncertain nature of innovation processes. Seven phases, that were part of each process, were identified and translated into a visualisation. Teamwork, support from peers and the management, and resources are key in realising innovation in education–next to teacher motivation and persistence throughout the process. Although there is no one-size-fits-all solution for enabling innovation, implications for empowering teachers to innovate in their education are presented.