Relevant bibliographies by topics / Readiness for innovative practices

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Readiness for innovative practices'

Author: Grafiati
Published: 4 June 2025
Last updated: 23 June 2025

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Journal articles on the topic "Readiness for innovative practices"

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Jamai, Kaoutar, Ali Abidar, Hans De Steur, and Xavier Gellynck. "Assessing Firm Readiness to Adopt Cluster-Based Innovative Projects: A Segmentation Analysis." Sustainability 14, no. 2 (2022): 947. http://dx.doi.org/10.3390/su14020947.

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As innovation has garnered substantial attention on corporate success and sustainability, organizations must evaluate internal contexts to determine potential innovative practices and benefits. Firms need to investigate the determining factors of innovation preparedness as organizational innovation practices are catalyzed through internal elements. This study evaluates small and medium firms’ readiness to adopt and execute collaborative innovative projects within a future cluster and its impacts on organizational advantages, intentions, and attributes. Thereby, three dimensions were considered in examining organizational preparedness, namely, climate, culture, and motivation. A total of 70 firms operating in the labeled agri-food sector in Morocco were interviewed and homogenously classified using integrated hierarchical and non-hierarchical algorithms, following a segmentation approach. Three segments were identified, stressing the degree of organizational readiness to undertake innovative projects within future service clusters. The segments varied according to the firm’s sub-sector, experience, and resources. Considering the association of readiness with benefits and practical aims, the results broaden firm preparedness understanding to adopt innovative projects. The results also illustrate the relevance of adapting both innovative and beneficial project arrangements for firms with minor to moderate experience while addressing current issues across different segments.
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Mottee, Sherri Le. "Using technology to change practices in preschool classrooms – can it work?" Значение цифровых технологий в изучении истории Узбекистана 1, no. 01 (2022): 265–66. http://dx.doi.org/10.47689/.v1i01.13512.

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Aprielieva, Iryna, Viktoriia Yatsenko, Vasyl Vasenko, Valentyna Vasenko, and Oleksandr Vasenko. "A pedagogical profession in the context of the latest educational research and innovative pedagogical knowledge (consider the pedagogical profession in the context of preschool education)." LAPLAGE EM REVISTA 7, Extra-A (2021): 491–501. http://dx.doi.org/10.24115/s2446-622020217extra-a850p.491-501.

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This article aims to establish how effective it is to introduce information about innovative pedagogical knowledge into training courses, how educators perceive the latest educational research and innovations, practices of preschool educational space, how to motivate integration into professional activities; identified several characteristics of forecasting (attitude to innovation, alarming use of innovation, external barriers to integration of innovation into pedagogical practice, courses related to innovative pedagogical practices and previous experience, readiness to use innovative pedagogical knowledge in the space of preschool education). Empirical, statistical, and theoretical methods were used in this research. The result of this study is to prove that training programs for educators in preschool education, new pedagogical knowledge, and courses, related to innovations, have the effect of enabling preschool teachers to use innovations in their professional practice. A further perspective is the study of effective ways to introduce innovative pedagogical knowledge to teachers in the field of preschool education.
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Kozhevnikov, Sergey. "Forms of innovations spread in schools in Russia: practices and prospects of development." Man and Education, no. 3 (68) (2021): 28. http://dx.doi.org/10.54884/s181570410019244-3.

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The article is devoted to the characteristics of the main forms of dissemination of innovations created in Russian schools. It has been revealed that schools prefer to use traditional forms of dissemination of innovative experience, which do not allow teachers to fully master the innovation for its implementation in practice. The development of more modern forms is hindered by their high resource intensity, high level of requirements for the degree of readiness of an innovative product, and the risk of teachers’ losing their copyright for innovations. To overcome these obstacles, it is promising to expand the practice of network interaction between schools, scientific institutions and educational organizations licensed for implementing programs of additional professional education for teachers.
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McDonald, Judy M., and Corrado Paganelli. "Exploration of Mental Readiness for Enhancing Dentistry in an Inter-Professional Climate." International Journal of Environmental Research and Public Health 18, no. 13 (2021): 7038. http://dx.doi.org/10.3390/ijerph18137038.

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Competencies required for dentistry go far beyond the academic or scientific spheres. They incorporate important mental readiness concepts at its core with an appropriate balance of operational readiness (i.e., technical, physical, mental readiness). The aim of this exploratory study was to investigate the importance of mental readiness for optimal performance in the daily challenges faced by dentists using an Operational Readiness Framework. One-on-one interviews were conducted with a select group of seasoned dentists to determine their mental readiness before, during and after successfully performing in challenging situations. Quantitative and qualitative analyses of mental readiness were applied. Study findings were compared with a Wheel of Excellence based on results from other high-performance domains such as surgery, policing, social services and Olympic athletics. The analysis revealed that specific mental practices are required to achieve peak performance, and the balance between physical, technical and mental readiness underpins these dentists’ competency. Common elements of success were found—commitment, confidence, visualization, mental preparation, focus, distraction control, and evaluation and coping. This exploration confirmed many similarities in mental readiness practices engaged across high-risk professions. Universities, clinics and hospitals are looking for innovative ways to build teamwork and capacity through inter-professional collaboration. Results from these case studies warrant further investigation and may be significant enough to stimulate innovative curriculum design. Based on these preliminary dentistry findings, three training/evaluation tools from other professions in population health were adapted to demonstrate future application.
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Sukharieva, Larysa. "Educational and pedagogical conditions for enhancing readiness for innovative practices among teachers in educational and rehabilitation centers." Visnyk of Lviv University. Series Pedagogics, no. 42 (May 30, 2025): 73–82. https://doi.org/10.30970/vpe.2025.42.13458.

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The article focuses on defining and substantiating the educational and pedagogical conditions necessary for developing teachers' readiness in educational and rehabilitation centers for innovative activities within the framework of the New Ukrainian School (NUS). It clarifies the logic behind defining the concept of «educational and pedagogical conditions» through its expansion and reinterpretation. The foundation for determining these conditions includes the NUS reform, the digitalization of education, and social challenges such as the pandemic, war, migration, and related crises. The key characteristics of pedagogical conditions in the modern educational environment and teacher training practices regarding innovation are contextual nature, environmental nature, practical orientation, increased efficiency, alignment with pedagogical principles, empirical and theoretical integration, scientific novelty, probabilistic results, local application, and result-interpretative nature. It has been established that the conditions for preparing correctional teachers in educational and rehabilitation centers (ERCs) for innovative activities according to the principles of NUS involve specially created didactic, motivational-stimulatory, managerial, and environmental circumstances that facilitate the successful modeling, creation, and maintenance of an innovative educational environment within ERCs. At the same time, they ensure the execution of pedagogical, corrective, and managerial functions in accordance with the new NUS standards and the updated Regulation on Special Schools and ER Three educational and pedagogical conditions have been identified: 1. Improvement of the content of postgraduate education for practicing correctional teachers to expand their managerial functions as anticipated by the NUS reform. 2. Orientation towards bridging the gap between isolated inclusive and open educational environments in the innovative activities of correctional teachers by enhancing inter-institutional interaction between ERCs and other educational institutions. 3. Retraining of ERC teachers to implement innovative integrative and information-technological approaches and techniques for effectively correcting multiple disorders. Keywords: pedagogical conditions, educational and pedagogical conditions, innovative activities, educational and rehabilitation center, special schools, teachers, New Ukrainian School.
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Savchenkov, Aleksey V., Natalya V. Uvarina, and Dmitry N. Korneev. "Theoretical substantiation of preparation of future teachers for the implementation of innovative practices of educational activity in higher educational activities." Bulletin of Nizhnevartovsk State University 59, no. 3 (2022): 122–31. http://dx.doi.org/10.36906/2311-4444/22-3/11.

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The article describes the results of a scientific study of the problem of theoretical substantiation of the problem of developing innovative practices of educational activities in universities. Monitoring the effectiveness of educational practices in universities is becoming an increasingly urgent problem. Currently, there is a need to create a bank of the best practices of educational activities. The following theories of activity, psychological theories of personality, the principle of co-existence in education, the phenomenon of readiness for activity, the theory of soft skills or flexible (or soft) skills, the theory of social relays are chosen, analyzed and substantiated as the theoretical basis of the study. As a result of the analysis of the theory of activity, we came to the conclusion that educational practices should have a purposeful and meaningful character, and the preparation of teachers for educational activities should be carried out within the framework of practice-oriented activities and modeling of educational situations. The personality structure of S.L. Rubinstein serves as a support (prototype) for determining the component composition of teachers' readiness for educational activities. Based on stable and dynamic personality characteristics identified by scientists, stable and flexible personality qualities can be identified that form the readiness of teachers for educational activities. Having analyzed the phenomenon of readiness for activity, we came to the conclusion that readiness for the implementation of educational practices presupposes activity and predisposition to it, the need for its implementation, the ability to activate the mental functions necessary for its implementation; assuming that there is a stable motivation for its implementation, as well as preadaptive abilities, the ability to project future events in educational activities. Flexible skills are a necessary element of a teacher's professional competence, ensuring the effectiveness of the implementation of educational practices. The analysis of the works devoted to the theory of social relays allowed us to conclude that they can be used as one of the effective methods of forming the value attitude of teachers to educational activities, through social relays, accumulated life experience, patterns of behavior, ideals necessary for teachers to effectively implement the practices of educational activities can be transferred. The considered psychological and pedagogical theories, concepts, works of various authors, act as a theoretical basis for the development and adaptation of educational practices at the university, are the basis for the development of a training system and a model of readiness of teachers for educational activities at the university.
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Moore, Jacqueline. "Physical Therapy Graduate Perceptions of the Didactic Use of GoReact Video Assessment Software and Work Readiness." Journal of Innovation in Health Sciences Education 1, no. 2 (2024): 7–32. http://dx.doi.org/10.46409/003.aaht4330.

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Introduction: Physical therapy education programs adopting online teaching and learning must ensure students acquire the necessary skills for optimal professional work readiness, including appropriate assessment and feedback in the online environment. The purpose of this qualitative study was to explore the perceptions of Doctor of Physical Therapy (DPT) graduates' professional work readiness after using GoReact video assessment software at an accredited DPT education program in the United States. Methods: Semi structured interviews were conducted with 15 DPT graduates via virtual teleconferencing software. Interview data were analyzed using descriptive and emotion coding. Results: Results indicated that most participants held an overall positive view of GoReact as it related to their preparedness for professional physical therapist practice, with feedback, self-reflection, repetition, and freedom of use noted as most beneficial. Negative opinions of GoReact and work readiness primarily involved the lack of in-person tactile feedback on psychomotor skills and technical challenges regarding recording angles and upload speeds. Participants also offered helpful suggestions for the use of GoReact in physical therapy and other health professions education programs. Discussion: As more professional physical therapy education programs adopt online teaching and learning practices, there is a need for innovative technology to supplement and possibly replace conventional instruction, assessment, and feedback methods to positively impact DPT graduates' professional clinical work readiness. Understanding DPT graduate perceptions of GoReact and work readiness supports the greater need for innovative education research and practices to ensure students develop the psychomotor skills necessary for optimal work readiness.
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Elenurm, Tiit. "Choosing Collaborative Learning Options for Preparing Innovative Entrepreneurs." European Conference on Innovation and Entrepreneurship 17, no. 1 (2022): 206–13. http://dx.doi.org/10.34190/ecie.17.1.379.

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This paper focuses on comparing and choosing online and face-to-face collaborative learning applications for preparing students to innovative entrepreneurship. The main research question is: What are the pluses and minuses of programs with different time frames and combinations of online and face-to-face teamwork for facilitating innovative entrepreneurship and international scaling readiness? Learning concepts based on collaborative learning and improving the international networking readiness of students are presented. Estonian-Finnish business in virtual networks course, online teamwork experience of students that have participated in X-Culture global teams, intensive one semester face-to-face business development projects in the Starter programme and one-week course European and Global Horizons for Start-up Entrepreneurship in the Post-COVID World at the KEDGE Business School are compared. We analyse the pros and cons of these educational practices and give recommendations on how to customise these practices to intended learning outcomes depending on the international mobility possibilities of students. The paper explains how to align collaborative learning options to the entrepreneurial orientations of students, their readiness to launch a new venture and to international scalability potential of their innovative ideas. Limitations of intensive learning by doing programmes for team-based venture development and different ways of international student team creation for collaborative project work are explained. The recent COVID-19 crisis has expanded the need to apply online learning and hybrid learning for collaborative projects. Implications of limited international mobility of students during the pandemic on scalable business idea development are highlighted. The importance of networking knowledge for international entrepreneurship and the role of team projects for other entrepreneurs before starting students' own innovative ventures is explained. Learning in higher education should not be locked to closed e-learning platforms. Online learning can support international entrepreneurial collaboration. The paper also discusses changing trends of collaborative learning to facilitate innovation and green entrepreneurship for regenerative futures in the new normality during the COVID-19 pandemic.
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Видиборець, Олександр. "ГОТОВНІСТЬ МАЙБУТНІХ КЕРІВНИКІВ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ ДО ЗАСТОСУВАННЯ ІННОВАЦІЙНИХ УПРАВЛІНСЬКИХ ТЕХНОЛОГІЙ". Professional Pedagogics 1, № 28 (2024): 47–54. http://dx.doi.org/10.32835/2707-3092.2024.28.47-54.

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The relevance of this article is determined by the necessity to ensure the competitiveness of educational institutions in the educational services market. Modern challenges require educational institutions to continuously improve their activities. Successful development of an educational institution is possible only through the integration of innovations that stimulate the achievement of its goals and contribute to improving the quality of education for students. This aligns with the interests of Ukrainian society, which, like any other developed society, is interested in a high level of educational services. With the growth of the educational services market and increasing competition, it is important for leaders of educational institutions to focus on searching for and implementing innovative management technologies to secure significant competitive advantages. Thus, the current market conditions and the need for competitive struggle highlight the importance of innovations for leaders, with innovative management technologies becoming key to achieving the goals of the educational institution and enhancing the quality of education. Objective: To analyze the readiness of future leaders of educational institutions to implement and apply innovative management technologies to enhance the competitiveness of their organizations in the educational services market. Methods: Study of scientific sources, legislative and normative-legal documents, surveys and interviews, case studies, SWOT analysis, expert assessments, and modeling. Results: During the study, the readiness of future educational institution leaders to implement innovative management technologies was evaluated; key barriers and challenges faced by future leaders, including limited resources, fear of change, and an insufficient level of knowledge about innovative technologies, were identified. At the same time, positive aspects were also discovered, namely a high level of motivation for learning and improvement, and readiness to introduce innovations to enhance the quality of education and adapt to modern labor market requirements. A comprehensive set of measures to increase the readiness of future leaders for innovation was developed and substantiated. This includes professional development programs, mentorship, and the creation of innovative educational spaces for experimentation and practical application of new approaches. The role of strategic planning in the successful implementation of innovative management technologies was also determined, which involves clear formulation of the mission, vision of the educational institution, as well as the development of specific goals and tasks to achieve defined results. Conclusions: This article examined the readiness of future educational institution leaders to apply innovative management technologies, which is crucial for enhancing competitiveness and the quality of educational services provided. The main barriers and challenges leaders may face when implementing innovations were identified, and methods to overcome these challenges were proposed. Special attention was given to the importance of a systematic approach and strategic planning in the process of adapting and implementing new practices in management. Developed and substantiated recommendations for focusing on innovative management practices include: enhancing the qualifications of future leaders, developing openness to change, and stimulating creativity and innovative thinking. It was determined that the successful implementation of innovative management technologies depends on a comprehensive approach that takes into account the specifics of the educational institution, the readiness of the staff for changes, and the presence of the necessary material and technical base. The findings of the study make it clear that innovative management technologies play a decisive role in forming an effective management model in modern educational institutions. Their implementation not only improves the quality of educational services but also ensures the sustainable development of educational organizations, meeting the challenges of the contemporary dynamic educational environment.
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Dissertations / Theses on the topic "Readiness for innovative practices"

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Kilgallen, Christina. "School psychologists' readiness to implement response to intervention practices /." View online ; access limited to URI, 2008. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3328723.

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Wolfsteller, Corinna, and Yu Jingyu. "HR Practices - Lessons of successful, innovative companies." Thesis, Högskolan i Halmstad, Sektionen för ekonomi och teknik (SET), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-19111.

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Motivation: Through the increasing demand in new products, companies within international business context have to implement innovation efforts and so, they are searching for talents in an increasing amount of available employees. Problem statement: The problem of those firms is to employ the right people (talents) on one side and to ensure the innovative performance of the company on the other side. Research approach: For solving this issue, a qualitative research was chosen, while conducting a Swedish and a German case study of suitable companies and interviewing them about their practices of attracting, selecting, and integrating talents. Results: There is support found for the connection between the recruitment of talents and the innovative performance. Conclusions: The results contribute to talent management and provide lessons from successful cases as a guideline for other companies. For the reason that the case studies do not belong to a specific industry, the results are potentially generalizable.
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Smith, Kirsten. "A Study of Mothers’ Perceptions and Practices of Kindergarten Readiness." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1181.

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This study explored mothers’ perceptions about kindergarten readiness and practices in preparing their child for kindergarten. The relationship between maternal educational level and the developmental appropriateness of their perceptions and practices in preparing their children for kindergarten was examined. The relationship between the child’s birth status and the developmental appropriateness of mothers’ responses was also investigated. A questionnaire asking parents about their perceptions and practices with their child entering kindergarten was sent home to 60 families who had enrolled their child in the Adele and Dale Young Child Development Laboratory at Utah State University during the 2010-2011 academic year; 33 mothers returned completed questionnaires. The questionnaire contained statements for the parents to rate in importance and in frequency of their child participating in an activity. A variety of developmental areas such as literacy, math, motor, and social were included in the statements. The findings from the study suggest that mothers were more developmentally appropriate in their responses to their perceptions of kindergarten readiness than they were in their responses about their actual practices in preparing their child for kindergarten. However, mothers were mostly developmentally appropriate in their responses in all areas. They seemed to understand the importance of literacy and mathematics in young children’s lives, but they may not understand how wide the spectrum is for a child learning about literacy and mathematics in developmentally appropriate ways. The participants had low means with their responses to some of the literacy practices, such as with how children should be taught letter and word recognition. Mothers were most developmentally appropriate in their perceptions of being involved in their child’s education. They appeared to understand that being involved in their child’s education will help their child transition to and be more successful in school than if they were not involved. Overall, it was found that mothers had a reasonably good understanding of what is developmentally appropriate to prepare children for kindergarten; however, they were not as clear about what is less developmentally appropriate for preparing children for kindergarten. Limitations, implications, and suggestions for future research are discussed.
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Kleemann, Michael. "Insights in Entrepreneurship Education : Integrating Innovative Teaching Practices." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Företagsekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-21456.

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The  purpose  of  this  study  is  to  identify  and  analyze  reoccurring  insights  in Entrepreneurship  Education  (EE)  literature,  fill  gaps  in  the  scholarly  discussion,  and develop innovative teaching tools for entrepreneurship educators. The study is based on an in-depth  review  of  the  current  EE  literature  drawing  on  insights  from  about  70  studies. The analysis finds a clear need for: EE on the university level; clear goals and objectives; clear  program  descriptions;  a  more  practical  orientation;  and  true  alumni  networks. Additionally it finds that EE should be interdisciplinary, student-centered, practical, as well as containing strong elements of reflection, support, and networking. These findings are a valuable  resource  for  educators  interested  in  innovative  teaching  practices  and entrepreneurship  program  design  in  a  university  context.  This  paper  develops  three suggestions  on  the  use  of  innovative  teaching  practices,  namely  a  course  on  business models,  an  adapted  form  of  business  simulation  with  a  focus  on  cross-disciplinary networking, and a comprehensive class in entrepreneurial venturing that takes the student through all steps of establishing and growing a business.
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Bryan, Luajean Erna. "Rural High School Mathematics Instructional Practices and Students' Academic College Readiness." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2022.

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Rural high school graduates in the United States lag behind in college math preparedness, therefore prompting researchers to identify instructional practices that would advance student math performance. This quantitative research study investigated specific teacher practices and their correlation with student gains in college math preparedness on the American College Test (ACT). Data were collected using a teacher questionnaire to quantify the level of reform practices among a sample of six math teachers and used ACT pre and posttests to assess 312 11th grade students' gains in college math readiness in a public rural high school in Southeast Tennessee. Correlation analysis of reform indicators from the teacher questionnaire compared the interrelatedness of six predictor variables on student math gains. The level of reform practices of the teacher was insignificant when correlated with student gains on the ACT Math subtest, r < .1, yet yielded important insights into rural teaching practices at the sample school. Teacher questionnaire responses indicated consistently low scores in teacher conceptual beliefs and rural connectedness, suggesting room for reform in those areas. The average Math ACT gain was 1.97 points with an average math score of 19.3. This suggests the 2016 school average will exceed the 2015 school average of 19.1 since students in the study have another year of math instruction prior to graduation. Extending the current study through college may reveal a correlation between specific teacher practices and rural student math gains.
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Ip, Pui-shum, and 葉沛森. "Exploring innovative pedagogical practices and school disposition to change." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29784207.

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Combs, Jeffery. "Closing the Manufacturing Skills Gap Through Innovative Recruiting Practices." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7623.

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Business leaders’ recognition of the increasing shortage of skilled workers to meet industry demand is a business problem. The purpose of this multiple case study was to explore strategies that business leaders used to recruit skilled workers at 3 manufacturing facilities in South Carolina. The human capital theory was the conceptual framework used for this study. Data were collected from face-to-face interviews with 3 business leaders who demonstrated successful recruitment strategies, a focus group of 4 skilled manufacturing employees hired during the time period of 2018-2019, and a review of company documents. Data were analyzed using Yin’s 5-step process. Six key themes emerged from data analysis: competitive wages and benefits; clean, safe, and stable work environment; employee investment and on-the-job training; use of recruiting agencies and skilled recruiters; strong community relations/image; and industry competition. The implications of this study for positive social change include the potential to provide significant knowledge and skills to manufacturing leaders conducive to the success of recruiting skilled workers to meet their needs. By meeting the demand for skilled manufacturing workers, organizations could boost their bottom line by increasing productivity and sales. Because of greater profits, business leaders could increase their contribution to the community with stable employment and the creation of additional jobs through supplier initiatives.
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Tyler, Susan P. "Academic Physicians' Readiness to Change in their Professional Practices: A Qualitative Study." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592170965675572.

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McAllister, Brittany Kristine. "PERCEPTIONS OF SCHOOL READINESS, DEVELOPMENTALLY APPROPRIATE PRACTICES, AND THE ROLE OF PROFESSIONALISM." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/432.

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Research supports the knowledge that there exist many models on and definitions of school readiness within early education. Additionally, research shows that utilizing developmentally appropriate practices (DAP) produces positive short and long term results for students; indicating the effectiveness and necessity for DAP in the classroom. The study sought to inform teachers via presentation on the subjects of school readiness and DAP; as well as gain insight on the barriers teachers face in utilizing their school readiness and DAP knowledge base in the classroom. To accomplish this, the study used a pre-survey, presentation with discussion, and a post-survey to collect information on teachers’ knowledge and beliefs, teachers’ levels of professionalism and autonomy, as well as gain insight on how useful the presentation was for teachers. Results show teachers gained information from the presentation but may be unable to use this information in the public setting. These results are based on direct feedback from teachers, as well as the effect size of teacher’s responses on ranking school readiness characteristics and DAP/DIP items before and after the presentation. Regarding what teachers know about these topics, results indicate variance on teachers’ ideas on school readiness. Responses were sorted into three themes; specific skills, different areas of development, and the importance of early experiences. Teachers also had, on average, an appropriate ranking of DAP/DIP teaching practices in the classroom, with scores that grew stronger for some teaching practices after the presentation. Additionally, multiple-choice questions on teacher autonomy and teacher professionalism show that most teachers feel they are treated as professionals and autonomous in their positions. However, despite these results, a discussion on barriers of implementing an appropriate model of school readiness as well as DAP portrayed a much different scenario with teachers in the public setting. In fact, this study found that teachers in the public setting are very much limited by administrators in their ability to utilize ideas, curriculum, and assessments they view as appropriate in the classroom. As such, future research should seek to reach the school administrators to gain insight on the basis of their decisions, as well as educate them on the research supporting successful learning in the early education classroom.
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Brink, Niclas. "New innovative practices within the tour operations in Peru's jungle." Thesis, Mälardalens högskola, Akademin för innovation, design och teknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-35926.

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Books on the topic "Readiness for innovative practices"

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N, Ottaway Richard, ed. Innovative organisation development practices. M.C.B. Press, 1989.

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SEND Foundation of West Africa. Innovative practices in gender mainstreaming. SEND Foundation of West Africa, 2007.

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Gorai, Amit Kumar, Sahendra Ram, Ram Manohar Bishwal, and Santanu Bhowmik, eds. Sustainable and Innovative Mining Practices. Springer Nature Switzerland, 2025. http://dx.doi.org/10.1007/978-3-031-76614-5.

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Policy, United States General Services Administration Office of Governmentwide. Innovative workplaces: Benefits and best practices. GSA Office of Governmentwide Policy, 2006.

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Gregersen, Tammy S., and Peter D. MacIntyre, eds. Innovative Practices in Language Teacher Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51789-6.

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Innovative Practices in Geographical Education (2001 Helsinki). Innovative practices in greographical education: Proceedings. IGU, 2001.

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United Nations. Dept. of Economic and Social Affairs, ed. Compendium of innovative e-government practices. United Nations, 2007.

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Jacobi, Gray Maryann, ed. Enhancing internal auditing through innovative practices. Institute of Internal Auditors, Research Foundation, 1996.

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Leitão, João, and Helena Alves, eds. Entrepreneurial and Innovative Practices in Public Institutions. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32091-5.

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Cheung, Simon K. S., Jeanne Lam, Kam Cheong Li, Oliver Au, Will W. K. Ma, and Wai Shing Ho, eds. Technology in Education. Innovative Solutions and Practices. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0008-0.

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Book chapters on the topic "Readiness for innovative practices"

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Szüdi, Gábor, Dietmar Lampert, Marko Hajdinjak, Desislava Asenova, Elsa Alves, and Maya Vestergaard Bidstrup. "Evaluation of RRI Institutionalisation Endeavours: Specificities, Drivers, Barriers, and Good Practices Based on a Multi-stakeholder Consultation and Living Lab Experiences." In Ethics and Responsible Research and Innovation in Practice. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-33177-0_4.

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AbstractThe aim of this study is to provide research performing organisations and research funding organisations (RPOs and RFOs) with practical advice on how to engage in an effective RRI institutionalisation. Therefore, we first looked at the most relevant drivers, challenges, and the most beneficial good practices potentially affecting RRI institutionalisation within RPOs and RFOs across Europe through a multi-step, multi-stakeholder consultation approach. The broad set of drivers, barriers and good practices identified at the consultation was methodologically divided into structural, cultural and interchange-related aspects. These aspects can theoretically exercise a positive or negative impact on the RRI institutionalisation, and their validity was tested in Living Labs by six organisations. By categorising these six implementers in terms of RRI readiness we were able to identify key factors and describe specific organisational circumstances conducive to a successful adoption and use of RRI principles and practices for three organisational types of RPOs/RFOs.
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Del Favero, Dennis, Susanne Thurow, Michael J. Ostwald, and Ursula Frohne. "Introduction." In Arts, Research, Innovation and Society. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-56114-6_1.

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AbstractAs global warming accelerates, climate events such as extreme fires and floods are escalating in their unpredictability, intensity and frequency, taking lives, destroying communities and wreaking havoc on habitats. The scope, scale and uncertainty of these extreme events, and their impacts on human populations, are demolishing commonly held beliefs about safety, cultural norms and emergency protocols. Preparing for these threats at the community level, not simply mitigating and managing their impact, is an increasingly existential task. Without the ability to experientially preview and address these unforeseen vulnerabilities in situ, it is extremely challenging for researchers, frontline personnel and local communities to understand their likelihood, let alone engage with practices that minimise the devastation they entail to build the imaginative readiness required.
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Pancher, Juliano Cesar, Jorge Melegati, and Eduardo Martins Guerra. "Exploratory Test-Driven Development Study with ChatGPT in Different Scenarios." In Lecture Notes in Business Information Processing. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-94544-1_10.

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Abstract Generative AI has been rapidly adopted by the software development industry in various ways, offering innovative approaches to transforming requirements into working software. Combining Generative AI with Test-Driven Development (TDD) presents a creative method to accelerate this transformation. However, questions remain about ChatGPT’s readiness for this challenge, including the techniques and best practices required for success and the scenarios where this approach can consistently deliver results. To explore these questions, we designed a study where a group of master’s students performed programming assignments using TDD, first independently and then with the support of ChatGPT. The three assignments represent distinct scenarios: mathematical calculations (function), text processing (class), and system integration (class with dependencies). We performed a qualitative analysis of the submitted code and reports identifying key strategies that significantly influence success rates, such as providing contextual information, separating instructions in prompts following an iterative process, and assisting AI in fixing errors. Among the scenarios, the integration task achieved the highest performance. This study highlights the potential of leveraging Generative AI in TDD for software development and presents a list of effective strategies to maximize its impact. By applying these positive strategies and avoiding identified pitfalls, this research marks a step toward establishing best practices for integrating Generative AI with TDD in software engineering.
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Morley, Dawn A., Paul Marchbank, Tony Steyger, Lesley Taylor, Anita Diaz, and Pauline Calleja. "Designing and Supporting Extraordinary Work Experience." In Applied Pedagogies for Higher Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_7.

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Abstract “There is a big difference between a lesson that is about the practice and takes place outside of it, and explanations and stories that are part of the practice and take place within it” (Wenger, Communities of practice. Learning, meaning and identity. Cambridge University Press, New York, 1998, p. 100). The real world learning experienced by students on placement is highly significant (Morley, Enhancing employability in higher education through work based learning. Palgrave Macmillan, 2018). This chapter focuses on how these experiences can be accelerated from being part of courses to a pivotal event towards students’ future development. The chapter explores emerging areas of practice pedagogy and how innovative design can bridge the theory-practice divide and support structures between university and work. The chapter is contextualised in the higher education landscape where students ‘work readiness’ is gaining greater traction and how attributes for employability are developed during university.
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Arief, Suyoto, Nurul Adilah Binti Hasbullah, Vina Fithriana Wibisono, Arizqia Nurfattah, and Nurmayunita. "Analysing The Effectiveness of Stock Waqf Management in Indonesia and Malaysia: Regulation Practices and Nadzir Readiness." In Proceedings of the Conference on SDGs Transformation Through the Creative Economy: Encouraging Innovation and Sustainability (TCEEIS 2023). Atlantis Press International BV, 2023. http://dx.doi.org/10.2991/978-94-6463-346-7_17.

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Ebtavanny, Tamara Gusti, Ayuk Lawuningtyas Hariadini, and Ishmatul Hamidah. "The Effect of Knowledge and Experience on the Readiness of Pharmacists’ Practices During the COVID-19 Pandemic." In Proceedings of the International Conference on Sustainable Innovation on Health Sciences and Nursing (ICOSI-HSN 2022). Atlantis Press International BV, 2022. http://dx.doi.org/10.2991/978-94-6463-070-1_18.

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Norman, Jennifer, Jo Lambert, and Lee Partridge. "Police-Academic Partnerships: Delivering the Police Constable Degree Apprenticeship." In Creativity and Critique in Digital Learning and Teaching. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-68086-1_7.

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Abstract Police education reform in England and Wales is in constant flux. Since 2016, marked with the introduction of the Police Education Qualification Framework, the professional body (the College of Policing (CoP)) has required police forces and Higher Education Institutes (HEIs) to work together. At this point, all new entrants to the role of police constable were required to hold degree-level education which could be achieved through one of three pathways: (1) The Police Constable Degree Apprenticeship (PCDA), (2) The Degree Holder Entry Programme, and (3) The Policing Professional Degree. This initial reform underpinned a professionalisation agenda. This chapter considers the development of police professionalisation, the changing role of police-academic partnerships, and the importance of organisational readiness to deliver significant reform outcomes. The findings from a small study based on the establishment and continued development of the partnership between the OU and the northern force are presented. Perceptions of key partners including students from the PCDA implementation were sought, in order to identify good practice and future learning design around the partnership. As with any new reform, organisational buy-in has been vital from each organisation to enable a strong partnership and willingness to adopt new practices to develop the degree programmes and facilitate innovative learning design that meets policing practice. The discussion outlines the approach to managing collaborative curriculum delivery through collective responsibility and evolving practice to address challenges to ensure a student-centric approach to learning. The chapter concludes by providing discussion points and tips to aid other police-academic partnerships when adopting similar approaches to designing and delivering police education.
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Davidson, Jane W., Sarah Woodland, Helena Grehan, Simonne Pengelly, and Linda Hassall. "Moving Beyond Recovery and Reconstruction: Imagining Extreme Event Preparedness Through Performing Arts." In Arts, Research, Innovation and Society. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-56114-6_7.

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AbstractThis chapter begins by examining the importance of resilience in response to extreme weather events, before considering the role of performing arts projects in dealing with the aftermath of disaster. Including First Nations approaches, examples from diverse cultural settings and the powerful potential of digital technology, it reveals how performing arts endeavours afford aesthetic opportunities that can give voice to and make sense of crisis experiences that precipitate mental health and wellbeing challenges as devastating as the events themselves. Drawing on critical research findings including those from the 10-year Beyond Bushfires study in Australia, the authors demonstrate how empathy and social bonding can be fostered through artistic engagements to develop personal and community resilience and support creative recovery. Forewarning the accelerating and intensifying unpredictable character of disasters driven by climate change, the authors go on to underscore the need for significantly greater preparedness for future crisis events. Engaging with a small body of existing work, the authors investigate the possibilities of ‘performing preparedness’ – embracing storytelling, embodied performance practices and digital technology as routes to developing agency, empowerment, understanding and strategies that can build capacity for dynamic readiness in rapidly evolving and unforeseen crises.
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Hastuti, Tri Ani, and Kurniawan Utama. "Readiness of the Physical Education Major Students to Use the Learning Media in the Teaching Practices at UNY in 2020." In Proceedings of the 9th International Conference on Education Research, and Innovation (ICERI 2021). Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-67-1_24.

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Yeo, Joseph B. W., Ban Heng Choy, Li Gek Pearlyn Lim, and Lai Fong Wong. "Innovative Pedagogical Practices." In Mathematics Education in Singapore. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3573-0_8.

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Conference papers on the topic "Readiness for innovative practices"

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Spiller, Lena, Etahe Johnson, LaKeisha Harris, et al. "Peer-to-Peer Interpretability and Communication: Simple Language Design Using Model-Based Systems Engineering with Lifecycle-Oriented Strategies and Innovative Practices for Career Readiness." In 2024 IEEE Frontiers in Education Conference (FIE). IEEE, 2024. https://doi.org/10.1109/fie61694.2024.10893482.

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Avramescu, Elena Taina, Mariya Hristova Monova-Zheleva, Arslan Say, and Irina Ghiata. "DEVELOPMENT OF NEW SKILLS FOR MEDICAL STUDENTS IN PANDEMIC CONTEXT." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/52.

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The present paper presents the results of an Erasmus+ project entitled � Development of New Skills for Medical Students in Pandemic Context. For most of the medical universities digital readiness/capacity was found unprepared for the COVID induced changes toward on-line education. Now, after 2 years, on line education is not anymore a novelty in higher education. But, especially for medical students, the problem raised during COVID pandemics was to follow practical stages. Telemedicine is a solution adopted in many countries both for medical as for educational services. By our approach we address not only the need to harness the potential of digital technologies for teaching and learning but also to equip students with digital skills as needed in present contexts of recovery after pandemic. The proposed solutions are in line with the digital transformation that Europe needs in the educational medical field. They will increase the capacity and readiness of participant HEIs to manage an effective shift towards required digital education and support medical university students in acquisition of new skills as requested by the labor market. e-Med offers an entirely new curricula/course addressing to COVID 19 simptoms, complications, treatment and recovery. Stimulation of innovative learning/teaching practices will be achieved by an interactive model of learning and training, encompassing the benefits of e-learning with innovative on line work-based approaches. The e-MED-skills on-line collaborative platform acts as a virtual place where both students and teachers will work together in learning, teaching and development of course content. As main aspects we promote digital content of training, OER development, testing and implementation of flexible learning pathways. The course content is developed by joint research, consisting in different e- modules dedicated to COVID 19 complex aspects included into the e-learning platform. A specific module dedicated to tele-medicine will develop digital skills of participants. The methodologies and e-learning tools were enhanced by work based learning approaches, aiming to give the students the opportunity to apply gained knowledge in live situations. A virtual environment offers on line consultations regarding COVID or post-COVID complications. Students can follow the medical teachers intervention and can directly work with patients under trainer supervision by the use of tele-medicine. In this way e-MED will engage students and medical universities in the path to digital transformation not only for teaching but also for medical services needed in future jobs.
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Su, Fei, Yogesh Varma, John Holm, and Drew Walton. "Innovation Practices Track: Industry RAS/SDC Innovative Practices - from Silicon to Mega Fleets." In 2025 IEEE 43rd VLSI Test Symposium (VTS). IEEE, 2025. https://doi.org/10.1109/vts65138.2025.11022776.

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Kamolov, Sergey G., and Victoria K. Taysaeva. "Foreign experience of the development of territories with uneven landscape." In Sustainable and Innovative Development in the Global Digital Age. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcsebm.fswz9648.

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The article presents the results of a study of foreign practices of "smart" city concept implementation in territories with uneven landscape. Territories located in the foothills with a significant height difference from 0 to 600 meters above sea level are considered as territories with an uneven landscape. The study addresses the problem of assessing the management readiness level of cities to determine relevant experience for its implementation in the Russian Federation. The authors of the study developed seven criteria for assessing the readiness of cities to implement the "smart" city concept, using the elaborated method of the management readiness level determination. The study was conducted on the basis of an expert assessment of criteria and subsequent ranking of cities according to their integral indicators. The authors conclude that due to the similarity of the geographical and demographic characteristics of Bilbao and Cuenca with the regions of the North Caucasus, as well as the high management readiness level of these cities, their experience is applicable to the Russian Federation.
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Motau, Mokgadi, and Billy Mathias Kalema. "Big Data Analytics readiness: A South African public sector perspective." In 2016 IEEE International Conference on Emerging Technologies and Innovative Business Practices for the Transformation of Societies (EmergiTech). IEEE, 2016. http://dx.doi.org/10.1109/emergitech.2016.7737350.

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Tokareva, Yu, E. Kazaeva, and O. Potapov. "Psychological foundations of managers’ readiness for innovation and risk." In INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE “INNOVATIVE TECHNOLOGIES IN AGRICULTURE”. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0175198.

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Mauree-Narrainen, Diroubinee, and Sunanda Arjoon. "Readiness towards migrating to “Ecole-Numerique” for primary schooling in Mauritius." In 2016 IEEE International Conference on Emerging Technologies and Innovative Business Practices for the Transformation of Societies (EmergiTech). IEEE, 2016. http://dx.doi.org/10.1109/emergitech.2016.7737371.

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Watson, P., C. O'Beirne, C. D. O'Loughlin, et al. "Geotechnical Centrifuge Modelling and the Energy Transition - ‘Same Old Same Old’ or Are There More Foundation Challenges on the Horizon?" In Innovative Geotechnologies for Energy Transition. Society for Underwater Technology, 2023. http://dx.doi.org/10.3723/xwqr2260.

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Geotechnical centrifuge modelling has (for decades) aided our understanding of real-world foundation behaviour. When used in combination with numerical/analytical analysis, the outcome is robust design practice. With world attention on the pursuit of renewable energy, including offshore wind, this paper explores the differentiators to oil and gas geotechnical engineering, outlines a framework to measure technology readiness, and argues that centrifuge modelling plays a key role in advancing individual technologies to-wards eventual deployment - as demonstrated through case studies at different stages of development.
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Leonova, I. S., L. N. Zakharova, and A. I. Makhalin. "Organizational culture and socio-psychological age of female personnel of medical institutions." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.496.505.

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The results of an empirical study of the socio-psychological age of female doctors of clinics that have successfully entered into the innovative format of development and clinics experiencing many years of difficulty in introducing innovations are presented. It is shown that the organizational culture of innovative clinics is characterized by a pronounced adhocratic component, and a clan-hierarchical model dominates in problematic clinics, therefore, the introduction of innovations is carried out by inconsistent administrative methods typical of this model. As a result, the personnel experiences a high level of stress, which makes them feel unwell, tired, it rejects innovations and strives to maximize the clan component of the organizational culture as a means of protection against the stress of innovative changes. The results are an «older» socio-psychological age and a low level of labour involvement, which, in general, shows the correspondence of the characteristics of the female personnel of problematic clinics to gender stereotypes. In innovative clinics, female personnel feel more alert, healthy and younger, shares, regardless of the chronological age, innovative values traditionally associated with younger ages, is personally involved in the work process and does not fall under the characteristics of gender stereotypes. It is shown that the socio-psychological age of female personnel and the value of readiness for innovation depend on the type of organizational culture. In the future, female doctors are oriented towards an innovative way of market development of their clinics, but not in the managerial paradigm that is currently being implemented by management. Successful management of the socio-psychological age and the introduction of innovation involve the abandonment of administrative methods, the prevention of the stress of organizational change and the establishment of innovative values as the basis of a new organizational culture.
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Yurii, SHAPRAN, and SHAPRAN Olha. "Individualization of mixed learning of higher education students in Ukraine under martial law." In International Congress "Research – Innovation – Innovative Entrepreneurship". Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.17-18-05-2024.p50-60.

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In the article, the essential features of the concept of «individualization of professional training» have been considered as a strategy for organizing the educational process of higher education institutions. The training is such that it is ensuring the personal development of higher education students, their abilities and talents, and readiness for professional activity. The strategy is determined using a system of methods, techniques, means, forms and technologies of education. It has been noted that the individualization of professional training of specialists is manifested as focus on such things as the ability of effective managing of future activities, independence and relative autonomy, unity of self-realization and dedication, value orientation, etc. The authors of the publication see the components of the studied concept as expedient to use motivational, reflective and activity components. It has been proved that the main areas of work of teachers of higher education in the process of individualization of students' professional training in martial law are: awareness of personal needs and goals of education by higher education students, creation of conditions for the manifestation of individuality, motivation for creative expression and reflective activity; the leading forms and methods of teachers' work with students are consulting and organizational forms for creation of certain conditions for effective independent work of future specialists. Two main approaches to the individualization of learning have been distinguished: traditional and classical one; the one with the use of technical teaching aids. The last approach to the individualization of learning in higher education, which has become particularly widespread in the process of martial law in Ukraine, and the introduction of mixed (classroom and indirect or distance learning) into the practice of Ukrainian universities has been analyzed in detail. The experience of the Hryhorii Skovoroda University in Pereiaslav in individualizing the professional training of students under INTERNATIONAL CONGRESS RESEARCH – INNOVATION – INNOVATIVE ENTREPRENEURSHIP 2 nd EDITION 51 martial law has been studied by the authors. The main directions for improving the individualization of professional training of higher education students has been characterized.
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Reports on the topic "Readiness for innovative practices"

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Hiep, Ha Minh, ed. Innovation Readiness Assessment in Selected APO Member Economies. Asian Productivity Organization, 2022. http://dx.doi.org/10.61145/seap1749.

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The journey in the pursuit of innovation and digital technologies may be rife with uncertainties and anxiety for businesses and industries, especially the SMEs. At whatever stage of innovation an organization might be at, this publication provides an excellent guide and roadmap to assess, implement, and achieve innovation in business. Using the ISO 56000 Innovation Management System, enterprises have a solid reference to models and best practices from 10 APO member economies. This will help them to move forward in offering value-added products and services to the market while elevating and enhancing internal operations with innovation.
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Daubney, Kate. Lessons in Readiness: Self-determination and student agency in careers, employability, and success. Journal of the Australian and New Zealand Student Services Association, 2024. http://dx.doi.org/10.30688/janzssa.2024-1-04.

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Many university careers services sit structurally within the broad family of “Student Success”, but in practice, their strategic drivers often look quite different. While university student success strategies often claim to be focused on the student’s holistic journey into and through the university, then out into the world, careers services’ success in supporting students’ transition out is often reduced to data measuring and judged by the outcome of that journey in terms of work or further study after graduation (e.g., Gasevic et al., 2019; Knox, 2017). Consequently, careers services can find themselves unwittingly trapped within a contradiction. On one hand, they are existentially motivated to support the student’s individual journey and the diversity of their future outcomes. On the other hand, they—and the student—are judged on the nature of those outcomes. This contradiction has—in the United Kingdom (UK) at least—led to some important and innovative approaches by university careers services to enabling students’ agency through their readiness to progress on that journey. But I think those approaches also surface some important questions with relevance to all student services about what we mean when we talk about agency.
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Bakal, Justin K., Steven E. Crowe, and Adam J. Wachob. Innovative Practices for Special Warfare. Defense Technical Information Center, 2015. http://dx.doi.org/10.21236/ad1009073.

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Hogan, Michael, and Michael Gallaher. Quantitative Indicators for Country-Level Innovation Ecosystems. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0051.1805.

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Innovation has been shown to be a key factor in determining a country’s competitiveness and economic growth potential. Through investments in education and research and development, many developing countries have tried to avoid the “middle income trap” of stagnation by working to create high-value employment opportunities. To better understand country-level readiness to innovate, we have compiled a set of publicly available data indicators and created a data tool to illustrate innovation capabilities and infrastructure by country. Our approach builds on and advances existing national innovation metrics by constructing transparent, publicly sourced indicators that emphasize changes over time and interrelationships between different indicators, as opposed to creating simple indices across groups of indicators. This occasional paper is targeted to an applied audience, explaining the methods used to assemble the data, an overview of the indicators, practical applications of the data, summary statistics, and data limitations. The data are not intended to be a tool for providing answers about innovation, but rather a starting point for future work including market landscaping, country-level diagnostics, and qualitative protocols for research.
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Mahat, Marian, and Wesley Imms. Innovative Learning Environments and Teacher Practices: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/11343.241885.

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Vakaliuk, Tetiana A., Valerii V. Kontsedailo, Dmytro S. Antoniuk, Olha V. Korotun, Iryna S. Mintii, and Andrey V. Pikilnyak. Using game simulator Software Inc in the Software Engineering education. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3762.

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The article presents the possibilities of using game simulator Sotware Inc in the training of future software engineer in higher education. Attention is drawn to some specific settings that need to be taken into account when training in the course of training future software engineers. More and more educational institutions are introducing new teaching methods, which result in the use of engineering students, in particular, future software engineers, to deal with real professional situations in the learning process. The use of modern ICT, including game simulators, in the educational process, allows to improve the quality of educational material and to enhance the educational effects from the use of innovative pedagogical programs and methods, as it gives teachers additional opportunities for constructing individual educational trajectories of students. The use of ICT allows for a differentiated approach to students with different levels of readiness to study. A feature of any software engineer is the need to understand the related subject area for which the software is being developed. An important condition for the preparation of a highly qualified specialist is the independent fulfillment by the student of scientific research, the generation, and implementation of his idea into a finished commercial product. In the process of research, students gain knowledge, skills of the future IT specialist and competences of the legal protection of the results of intellectual activity, technological audit, marketing, product realization in the market of innovations. Note that when the real-world practice is impossible for students, game simulators that simulate real software development processes are an alternative.
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Ersoy, Ali Riza, ed. Innovative, Productive Permaculture. Asian Productivity Organization, 2022. http://dx.doi.org/10.61145/pnal8912.

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Combined permaculture and Agriculture 4.0 practices (PermAgro 4.0) is a way forward for productive, sustainable agriculture. Ali Riza Ersoy shares his journey and experiences with PermAgro 4.0 in a practical account of innovations adopted to inspire others to make our planet more sustainable for future generations.
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O’Brien, Thomas, Ben Olson, and Devin Martinez-Flores. Addressing Transportation Construction Workforce Needs Through Innovative Policies and Practices. Mineta Transportation Institute, 2024. http://dx.doi.org/10.31979/mti.2024.2332.

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A 2019 survey conducted by the Associated General Contractors of America, prior to the COVID-19 pandemic, found that construction firms across the country are struggling to fill open positions. Eighty percent of survey respondents indicated they have difficulty filling jobs in occupations that are essential to highway construction. This includes heavy equipment operators, cement masons, and iron workers, among others. This workforce shortage in California will become more problematic as public agencies and their contractors seek to implement projects funded by the Bipartisan Infrastructure Law (BIL), also known as the Infrastructure Investment and Jobs Act (IIJA). In California there are 1,536 bridges and over 14,220 miles of highway in poor condition. The IIJA will invest $4.9 billion in the state for highway-related infrastructure projects. The research team conducted a literature review of three economic sectors that have faced or are facing similar labor shortage issues. The three sectors are agriculture, technology, and healthcare. Informal interviews were held to help explore and validate findings from the literature. Agriculture labor recruitment strategies offer some potential solutions to similar issues in highway construction because of the cyclical nature of work in each—the agricultural cycle of agricultural crops and the project cycle of construction. Solutions include foreign worker programs, employee referral programs, and improving working conditions. In the technology sector, there has been some success in filling specialized-skill positions with workers who have trained in online, modular skill training provided by large companies such as Google or Microsoft. Leading highway construction firms could form a public partnership to develop and provide similar trainings for the highway construction skills in demand. The healthcare sector has been addressing a shortage of low-skill workers for a longer period of time and offers the broadest potential solutions. There has been some success in finding workers using policies for tuition reimbursement and incentivizing seasoned professionals to become instructors for programs that provide in-demand skills. The hiring checklist for highway construction composed in this report is high-level, so it has broad applicability. The steps were informed by research into the comparative sectors. They offer a hiring process that is proactive to anticipated projects and aims to increase retention and reduce turnover.
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Hammann, Julia, Rahab Kariuki, Kuria Nengapate, et al. Does playing games make farmers more innovative? Busara, 2024. http://dx.doi.org/10.62372/suvt1829.

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Farmers used to learn about new scientific research and knowledge relevant to their practices through direct interaction with someone introducing them to new methods. Now farmers can directly and swiftly receive information about agricultural innovation on their phones. But digital information is also likely to be misunderstood, ignored or buried under a sea of other notifications.
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Mills, Andrew D., Galen L. Barbose, Joachim Seel, et al. Planning for a Distributed Disruption: Innovative Practices for Incorporating Distributed Solar into Utility Planning. Office of Scientific and Technical Information (OSTI), 2016. http://dx.doi.org/10.2172/1327208.

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