Mapping Organisational Roles in England's Edtech Ecosystem
Stewart, Thalia (2020)
2020
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2024060722057
https://urn.fi/URN:NBN:fi:amk-2024060722057
Tiivistelmä
This study offers a system-wide overview for education technology enthusiasts with an interest in edtech ecosystems in general, or England’s edtech ecosystem specifically.
The objective was to map the organisational roles and detail key organisations involved in the emerging edtech ecosystem in England, so that edtech enthusiasts may identify the ways in which they might engage with the ecosystem, or be inspired to form their own.
The primary research methods used were web-based content analysis and concept mapping with snowball sampling undertaken by selected members from England’s edtech ecosystem in order to validate the data.
The main results show that the newly-formed edtech ecosystem in England can be interpreted using the quadruple helix for innovation model that supports cross-sector interdependence between academic research bodies, the education sector, the edtech business sector and the U.K. government’s departments for education, and business and innovation.
Finally, a complex web of organisational roles highlights the shared value of multilateral engagement in public-sector innovation with edtech testbeds and demonstrators representing key components of an enterprising edtech ecosystem.
The objective was to map the organisational roles and detail key organisations involved in the emerging edtech ecosystem in England, so that edtech enthusiasts may identify the ways in which they might engage with the ecosystem, or be inspired to form their own.
The primary research methods used were web-based content analysis and concept mapping with snowball sampling undertaken by selected members from England’s edtech ecosystem in order to validate the data.
The main results show that the newly-formed edtech ecosystem in England can be interpreted using the quadruple helix for innovation model that supports cross-sector interdependence between academic research bodies, the education sector, the edtech business sector and the U.K. government’s departments for education, and business and innovation.
Finally, a complex web of organisational roles highlights the shared value of multilateral engagement in public-sector innovation with edtech testbeds and demonstrators representing key components of an enterprising edtech ecosystem.