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While some academic health centers have organizational structures to support educational scholarship, such as Medical Education Research Units (MERU), many education scholars may lack access to such institutional resources to support their research agenda and professional growth. In 2014, as part of an externally funded education grant, three faculty educators established a unique education data management system Research & Evaluation Data for Educational Improvement (REDEI). Lacking an institutional MERU, they established an educational research community of practice (CoP) using REDEI as the research dataset. The senior faculty member's effort to facilitate the group is funded by the Dean's Office. The CoP meets every 2 weeks to generate research ideas, discuss analytic approach and strategy, review analyses designed to address or explore a research question, and plans for manuscript development. Our CoP has grown from 3 to 18 members representing faculty educators, administrators, and staff across many departments in the School of Medicine. As of 2021, the REDEI system contains performance data on 1,246 students across all years of undergraduate medical education. To date, we have published 11 peer-reviewed educational research manuscripts. Five learners have served as coauthors (three medical students and two residents), three of whom were first authors. Eleven additional papers are in process. This community of practice supports productivity, provides mentorship, overcomes barriers, and is flexible enough for people to join when they can or when an area of interest is actively under development. We are working on educational interdisciplinary research grant submission and creating collaborations with other institutions. Our focus remains on honing skills in grantsmanship, identification of impactful research questions, application of rigorous methods and instrumentation to address them, and refining process of budget development, timelines, and other planning strategies. [ABSTRACT FROM AUTHOR]

Tertiary education redefines its role in research and innovation, acting as a proponent of the research and innovation culture, creating real-world solutions, and bridging the gap between decision-making, governance, and innovation. We empirically explore tertiary education's effect on innovation and national intellectual capital's role. The empirical findings of the 2SLS and instrumental variable fixed effect model with Driscoll-Kraay robust standard errors, based on panel evidence from 79 economies from 1995 to 2017, show that tertiary education has a positive and substantial effect on innovation performance as determined by patent and trademark applications. Comparable results are obtained using instrumental variable panel quantile regression as robustness tests to support the findings. Also, theoretically, the result shows that national intellectual capital reinforces the impact of tertiary education as a catalyst for technological progress. The findings support R&D data policies that support specific digital innovation, skills, knowledge creation, and diffusion. Proactive policy frameworks should be adopted to promote national intellectual capital through internet infrastructure for economic inclusion that fosters innovativeness; tertiary education using digital technology redefines creativity, stimulates cooperation, and aids in forming innovative ecosystems; boosting government and private grants to university academics allows for identifying ideas with the greatest long-term potential. Tertiary education and technological progress in a panel of 79 economies from 1995–2017 were examined. Empirical results using 2SLS, IV fixed effect model with Driscoll-Kraay robust standard errors, and IV panel quantile regressions indicate tertiary education is essential to innovation. National intellectual capital reinforces the impact of tertiary education to promote technological progress. The findings support R&D data policies that support specific digital innovation, skills, knowledge creation, and diffusion. Proactive policy frameworks should be adopted to promote national intellectual capital through internet infrastructure for economic inclusion that fosters innovativeness. Tertiary education using digital technology can redefine creativity, stimulates cooperation, and aids in forming innovative ecosystems. Boosting government and private grants to university academics allows for identifying ideas with the greatest long-term potential. [ABSTRACT FROM AUTHOR]

Science symbolises education as an integral element in attaining environmental sustainability. Even after having elite-level human intelligence, this universe faces adverse effects of ecological deprivation. Therefore, this study specifically investigates the role of ecological innovation and economic growth on educational performance in BRICS nations. The present study selected the recent year's data of BRICS nations to explore the repercussions of ecological innovation and the countries' GDP income, and chooses the potential statistical technique name CS-ARDL method. In addition, this study uses other testing tools such as the CD test, unit root analysis tests, Westerlund and Edgerton test, and Bai and Silvestre-I-Carrion cointegration test to explore the role of these variables on educational performance. The estimated outcomes of the unit root test and CD test signify the structural breaks and heterogeneity in the data, but later Pesaran and Yamagata (2008) test resolved the relative issues. Therefore, long-run and short-run analyses of the CS-ARDL method identified the positive and significant affluence of ecological innovation (GIN) and economic growth (GDP) on educational performance (EDU). Thus, some dynamic policies are introduced in the below section to nourish the educational system of BRICS countries with the help of ecological innovation and economic progression. [ABSTRACT FROM AUTHOR]

In higher education (HE) settings, staff and students are often end-users of a variety of educational technologies, tools and platforms, including Learning Management Systems (LMSs). As technological evolution is constant, transitioning to a new system may be a familiar occurrence. For technology to support educational purpose more fully, further insight needs to be gained into how staff and students actually experience the process of transition. This article focuses on this area in the context of institution-wide transition to a new LMS. The study's aim was to explore how academic teaching staff and students experienced a university-wide technological change process: namely, a process of changing to a new LMS. Data were collected through a series of interviews with staff who were involved in the first stage of the change process. In addition, students enrolled in the first tranche of subjects undergoing transition participated in surveys. Data were analysed using a qualitative, comparative analysis approach; student and staff perspectives were compared, and the points of intersections and divergences between the viewpoints were located. Detailed analysis helped identify factors that contributed to a smooth transition, while also showing how staff expectations of student behaviours and needs were not always aligned with students' own approaches to technology-assisted teaching and learning, which tended to be predominantly pragmatic. Feedback gleaned from investigating stakeholders' transition experiences can contribute in a valuable way to informing change processes and support empowering change. The findings highlight how positioning LMS transition as a student-centred and education-led process, rather than as a large-scale technology project, has potential to support staff and students to have a positive and relatively seamless transition experience. [ABSTRACT FROM AUTHOR]