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Equitably Linking Integrative Learning and Students' Innovation Capacities.

Benjamin S Selznick1, Laura S Dahl2, Ethan Youngerman3

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Innovative Higher Education
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Summary

This study reveals a strong link between integrative learning and undergraduate innovation intentions. Findings show how major and identity influence innovation, offering insights for educators.

Keywords:
College studentsInnovationIntegrative learningSEM

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Area of Science:

  • Higher Education Research
  • Educational Psychology

Background:

  • Postsecondary education increasingly explores integrative learning and undergraduate innovation.
  • Existing practices theorize a connection but lack robust quantitative evidence.
  • Inclusive makerspaces and transdisciplinary courses exemplify this theoretical link.

Purpose of the Study:

  • To quantitatively examine the relationship between integrative learning and undergraduate innovation.
  • To test the distinctiveness of these constructs and their associations.
  • To identify patterns influencing innovation within this relationship.

Main Methods:

  • Structural Equation Modeling (SEM) was used.
  • A large sample of 5,503 undergraduate students from four US universities was analyzed.
  • The study tested construct uniqueness, variable associations, and overall model fit.

Main Results:

  • Constructs of integrative learning and innovation intentions were found to be distinct.
  • A robust positive relationship was identified between integrative learning and innovation intentions.
  • Major-specific and identity-based patterns significantly influenced innovation outcomes associated with integrative learning.

Conclusions:

  • Integrative learning is a significant predictor of undergraduate innovation intentions.
  • Educational leaders should consider major and identity factors for equitable support of innovation.
  • Findings have implications for designing curricula and support structures that foster both integrative learning and innovation.