To gain a broader perspective on the topic of innovation, we've asked some experts in the education field to share their thoughts. The first of our guest posts is contributed by Dr. Matthew Brandstetter, Dean of Academics at Fairmont Preparatory Academy.
Dr. Brandstetter began his career in the classroom, teaching in non-profit and independent school environments. He then began working in the educational administration field and held positions in admissions, educational delivery systems (including online and on-campus learning), curriculum development, faculty evaluation systems, extra-curricular program development, and facilitation of career technical education programs as a campus executive director and dean of instruction. Dr. Brandstetter holds two master's degrees from the University of San Francisco (Education) and St. Thomas Aquinas University (Theology), an advanced diploma from the Gregorian University (Latin), and is an all-but-dissertation (ABD) candidate at Argosy University (Educational Leadership, K-12).
Advocating for Innovation in Education
Educators are continually responding to new information on how children learn by restructuring both educational environments (e.g., Kearns, 1993; Merina, 1993) and approaches to the instruction of various subject matter (e.g., Battista, 1994; Bums, 1994) in order to enhance student learning experiences. However, while much thought is given to the development of educational innovations, less effort is devoted to promoting acceptance of innovations by stakeholders.
Educational innovations typically require dissemination of new information about teaching techniques, and also require acceptance of new educational practices. Thus, the application of marketing techniques by those supporting and using innovative educational practices is appropriate.
Educational professionals are continually involved in developing innovative educational programs and techniques in order to improve the quality of the student educational experience. However, innovators frequently face a reluctant target market. In terms of marketing educational innovations, opposition by stakeholders may be particularly intense since students, administrators, and teachers are becoming involved in something new and different. New and different ideas or methods tend to frighten individuals, especially when they involve something as important as educating our children.
Failure to effectively market innovative approaches to education may seriously impede acceptance of exciting and beneficial new approaches to education. Understanding the key factors influencing innovation acceptance and using this knowledge to more effectively market educational innovations to target populations may serve to greatly facilitate implementation of such innovations.
Sources:
• Battista, M. (1994). Teacher believes in the reform movement in mathematics education. Phi Delta Kappan, 7-5(6), 462-470.
• Burns, M. (1994). Arithmetic: the last holdout. Phi Delta Kappan, 75(6), 471-476.
• Kearns, David T. (1993). Toward a new generation of American schools. Phi Delta Kappan, 74(10), 773-776.
• Kotler, P., & Levy, S. J. (1969). Broadening the concept of marketing. Journal of Marketing, 33, 10- 15.
• Merina, A. (1993). Innovation: How NEA members are changing the way schools work. NEA Today, 11(2), 15.
Posted by Dr. Matthew Brandstetter
