Innovation Impact Analysis Model in the Education System (On the Example of Regional Innovative Projects)
The significance and relevance of the study are due to the fact, that in the context of innovatization of the education system, the issues of managing innovations and their effects remain unsettled: a consistent and generally accepted concept of innovative activity in education is missing; there’s no conventional thesaurus of innovative activity; innovation validity criteria, filtering false innovations have not been developed yet, as well as other issues. Therefore, the purpose of the paper was to develop and implement expert approbation of the innovation analysis model (primarily at the school level) on the example of analysis of the innovative projects’ impact on education features implemented through open competitions in four regions of the Russian Federation. The following methods were used to explore the issue: collecting data on innovation contests and winners from 2014 to 2017 in educational organizations located in selected regions (retrospective cross-sections); classification of contests; classification of innovative projects based on their impact (effects); approbation (expert analysis) of proposed original innovation analysis model and their classifications; statistical processing of project data and assessments. The study methods allowed identifying the disadvantages and limitations of the innovation analysis model and introducing potential changes in the education system within the framework of retrospective cross-sections, as well as defining prospects for further development of the innovation impact analysis model. This paper elaborates an innovation impact model based on the analysis of the design of innovative projects’ competitions ("single customers" (linearity) - "partnerships" (complexity)), and innovative projects’ objectives in relation to changes in education features ("conforming" - "transforming"). It presents expert criticism of the innovation impact analysis model and innovation classifications in the process of approbation of the model, indicating the imperfection of the model in terms of considering the "power" of the impact of innovative projects on education features. The practical relevance of the outcomes obtained by the authors, includes improvement of the criteria and objectives of innovative projects’ competitive selection, aimed at changing education features, as well as the need to comprehend innovation landscapes in order to develop consistent regional educational strategies.