Innovators from within and from without the education system

Ch. 4. P. 69–83.

Koroleva D., Khavenson T.

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.

Keywords: инновации в образовании, образовательные реформы, Portrait Values Questionnaire, ESS, ESS, жизненные ценности, innovations in education, теория ценностей Шварца, reforms in education, innovative attitudes, мотивация к инновационной деятельности

Publication based on the results of: Social inequality, factors of education quality at school and students’ choices of educational trajectories (2017)

In book

Reforms and Innovation in Education - Implications for the Quality of Human Capital

Springer, 2017.