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2017 | OriginalPaper | Chapter

5. Innovators from Within and from Without the Education System

Authors : Diana Koroleva, Tatiana Khavenson

Published in: Reforms and Innovation in Education

Publisher: Springer International Publishing

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Abstract

The chapter describes characteristics of Russian innovators acting within and without formal education system in comparison with Russian population as a whole. The study gives an indication of values (according to Schwartz’s theory) and motivational (PSED questionnaire) structure inherent to innovators as well as socio-demographic information such as education and occupation. The main values that underlie innovators’ activity and distinguish them from average Russian person are Universalism, Benevolence, Self-Direction and Stimulation. On the contrary such values as Conformity and Power are less important for innovators. Concerning motivation to innovation four types of motives that trigger innovative project launching were identified: social, status, financial and innovative. Social and innovative motivations serve as universal drivers of nowadays innovators in education. While financial and social motivations could play a distinguishing role for different groups of innovators. The main inference is that innovators from both sides of education, guided by the needs of others; even if they represent business oriented project, they always have a social mission. In conclusion the discussion on how the emergence of visible flow of grassroots innovation will change the education system.

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previous chapter People Matters: Innovations in Institutionally Weak Contexts
next chapter Identifying Factors Associated with the Survival and Success of Grassroots Educational Innovations
Footnotes
1
The total in occupation question exceeds 100% because respondents had options to choose more than one answer. Working on full-time and part-time positions in different places is quite usual in Russian educational sphere.
 
2
We described here the characteristics of 2015 sample. In 2014 the results were similar; hence we do not provide it here to save space.
 
3
Since contest participants have high level of education we compared them not only with the Russian population as a whole, but also with the group of Russian citizen with higher education. Figure 5.3 shows that the results are identical.
 
4
We computed Pearson correlation coefficients for assessing the relationship. We also checked for the robustness computing partial correlations. Robust correlations are in bold.
 
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Metadata
Title
Innovators from Within and from Without the Education System
Authors
Diana Koroleva
Tatiana Khavenson
Copyright Year
2017
Book
Reforms and Innovation in Education

Print ISBN: 978-3-319-60245-5

Electronic ISBN: 978-3-319-60246-2

Copyright Year: 2017

DOI
https://doi.org/10.1007/978-3-319-60246-2_5

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