Werkregels voor innovatiemanagers: Vernieuwing in het hoger beroepsonderwijs in een versnelling

Stagnation in educational innovations is an important cause for the lack of results. The stagnation is the result of two core problems in educational innovation: (1) A basic linear reasoning that does not meet the difficulty to predict course of educational innovation. (2) The innovation ignores the substantive debate with teachers, as a result of which teachers are not inclined to implement the new behavior.
In this research, the basic linear reasoning is exchanged for the dynamic multi-actor perspective. This new perspective demands different behavior from the leader of educational innovation, the innovation manager. The aim of this study is to design work rules that an innovation manager can use to realize continuity in educational innovation, from the dynamic multi-actor perspective.
In a design-oriented study, a set of 18 work rules for innovation managers was developed with three different research methods. The work rules are projected onto a spiral-shaped ordering framework, with which an orientation base has been created for innovation managers, a source from which they can draw upon the understanding and intervene in educational innovation. The orientation base comprises four rounds representing the transfer of development energy between actor groups in different stages of educational innovation. Release of development energy keeps educational innovation going, failing leads to stagnation. First tests in practice show that the use of the orientation base by innovation managers contributes to the continuity of educational innovation.