Exploring Competing Perspectives on How to Design Open Innovation Program for High School STEM Education: A Case Study
Open innovation (OI) has become an essential business model for big tech companies and innovation ecosystems. However, most STEM high schools in the United States do not have appropriate OI programs for students. This paper explores how various perspectives on open innovation as an emerging trend in...
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| Format: | Article |
| Language: | English |
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MDPI AG
2021-06-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/11/7/322 |
| _version_ | 1797528544858865664 |
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| author | Sam Youl Lee Minseo Jung |
| author_facet | Sam Youl Lee Minseo Jung |
| author_sort | Sam Youl Lee |
| collection | DOAJ |
| description | Open innovation (OI) has become an essential business model for big tech companies and innovation ecosystems. However, most STEM high schools in the United States do not have appropriate OI programs for students. This paper explores how various perspectives on open innovation as an emerging trend in the entrepreneurial ecosystem can link with STEM education programs. We use the Q methodology technique with interviews from students and managers of STEM education at C Academy and academic members from a field of open innovation. Twenty-three participants responded to the 35 Q statements derived from preliminary findings of critical issues on a relationship between open innovation and STEM education. Five key perspectives compete, each with a unique view on why STEM education matters and how to renovate the current STEM program for an open innovation-based curriculum and club activities inside and outside high schools. Empirical findings from Q method analysis combined with Promax rotation illustrate five views: (1) civic virtue-driven open innovation, (2) open innovation with imagination from arts and culture, (3) daily life-based open innovation project, (4) critics on conventional STEM education, and (5) community service-driven open innovation. A common area that all five perspectives support is that the government should expand and strengthen support in the design and operation of open innovation education programs in STEM high schools. |
| first_indexed | 2024-03-10T09:59:53Z |
| format | Article |
| id | doaj.art-a675240845014a59a9fdf33fedc00903 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T09:59:53Z |
| publishDate | 2021-06-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-a675240845014a59a9fdf33fedc009032023-11-22T02:01:47ZengMDPI AGEducation Sciences2227-71022021-06-0111732210.3390/educsci11070322Exploring Competing Perspectives on How to Design Open Innovation Program for High School STEM Education: A Case StudySam Youl Lee0Minseo Jung1Department of Public Administration, Yonsei University, Seoul 03722, KoreaIllinois Mathematics and Science Academy, Aurora, IL 60506, USAOpen innovation (OI) has become an essential business model for big tech companies and innovation ecosystems. However, most STEM high schools in the United States do not have appropriate OI programs for students. This paper explores how various perspectives on open innovation as an emerging trend in the entrepreneurial ecosystem can link with STEM education programs. We use the Q methodology technique with interviews from students and managers of STEM education at C Academy and academic members from a field of open innovation. Twenty-three participants responded to the 35 Q statements derived from preliminary findings of critical issues on a relationship between open innovation and STEM education. Five key perspectives compete, each with a unique view on why STEM education matters and how to renovate the current STEM program for an open innovation-based curriculum and club activities inside and outside high schools. Empirical findings from Q method analysis combined with Promax rotation illustrate five views: (1) civic virtue-driven open innovation, (2) open innovation with imagination from arts and culture, (3) daily life-based open innovation project, (4) critics on conventional STEM education, and (5) community service-driven open innovation. A common area that all five perspectives support is that the government should expand and strengthen support in the design and operation of open innovation education programs in STEM high schools.https://www.mdpi.com/2227-7102/11/7/322STEMopen innovationQ method |
| spellingShingle | Sam Youl Lee Minseo Jung Exploring Competing Perspectives on How to Design Open Innovation Program for High School STEM Education: A Case Study Education Sciences STEM open innovation Q method |
| title | Exploring Competing Perspectives on How to Design Open Innovation Program for High School STEM Education: A Case Study |
| title_full | Exploring Competing Perspectives on How to Design Open Innovation Program for High School STEM Education: A Case Study |
| title_fullStr | Exploring Competing Perspectives on How to Design Open Innovation Program for High School STEM Education: A Case Study |
| title_full_unstemmed | Exploring Competing Perspectives on How to Design Open Innovation Program for High School STEM Education: A Case Study |
| title_short | Exploring Competing Perspectives on How to Design Open Innovation Program for High School STEM Education: A Case Study |
| title_sort | exploring competing perspectives on how to design open innovation program for high school stem education a case study |
| topic | STEM open innovation Q method |
| url | https://www.mdpi.com/2227-7102/11/7/322 |
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