Implications for Innovation in Higher Education from Minerva Schools

HyeJeong LEE; Sanghoon Im; Sumin Kang

doi:10.26857/JLLS.2019.5.15.2.59

Universities are criticized for failing to accept the rapidly changing needs of society in the era of the fourth industrial revolution. Due to this, the need for sweeping changes and innovation in higher education has been constantly being raised. The purpose of this study was to analyze a representative case of innovation in higher education and to derive its implications. Minerva Schools was selected as a innovation case for this study. Minerva Schools has received much attention as a case of higher education innovation, but few studies have looked specifically at the key factors that have successfully led to change and innovation. The implications of the study are as follows. In terms of the curriculum, firstly, a subject and curriculum should be designed in conjunction with university’s core competencies. Secondly, we need to consider developing a competency-based assessment rubric and cumulative evaluation system. Thirdly, a team teaching model can be used for the development of curriculum. In terms of teaching and learning method, firstly, the learning environment should be able to maximize social presence. Secondly, a thorough pre-learning is essential for the success of flipped learning. Thirdly, project-based learning with complex real-life problems should be widely adopted. Lastly, development of competency-based teaching method program and a professional learning community should be considered. The understanding and implications gained from this study could be used as a basis for a practical strategy for innovation in higher education.

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