This research investigates models and practices in the embedding of innovation, examining characteristics of organisations, innovators and innovative practices. It contributes to our understanding of the interrelationship of the many complex factors involved in the process of embedding innovation.
The fundamental focus of this research project was on embedding innovative e-learning practice within a VET context. To embed means to ‘set in place’ and to become an integral part of something. Embedding also has a nested connotation – one component is embedded within another. This reinforces the key findings in this research that embedding innovation requires alignment between different components and stakeholders.
To successfully embed an innovative practice may not only require the identification of a set of good practices to model or the production of implementation models and checklists of enablers. It is clear from the research findings that the VET community understands and can articulate that it takes more than this.
It also requires a mindset change and an acknowledgement of the lived experience of learning and working in the crowded landscape that is VET. This research concludes that the real innovation may be to embed a way of thinking about innovation, learning and change that promotes a strength-based orientation. There is no doubt that embedding innovative e-learning is a challenge. It requires vision, will, determination and drive to jump the readiness chasm identified in this research to enable innovators, early adopters and ‘the other 85%’ to not only take on e-learning innovations – but also to see them through.
A strength-based orientation is a key enabler to this embedding process as such a leap takes planning, preparation, commitment and collaboration.