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Teaching Innovation Capacities in Undergraduate Leadership Courses: The Influence of a Short-Term Pedagogical Intervention

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  • Matthew J. Mayhew
  • Benjamin Selznick
  • Lini Zhang
  • Amy Barnes
  • Sarah Mangia

Abstract

This study explored the effectiveness of a short-term, low-cost experiential learning intervention on undergraduate students’ development of innovation capacities. Data were collected from 90 students at a large Midwestern public institution across two randomly assigned conditions: those who received only a video-based innovation lecture and those who received the video-based lecture in addition to an in-class pedagogical intervention. Notably with respect to treatment validity, the instructor for the in-class pedagogical intervention was the same for all students. Results suggested that students who participated in the theoretically-derived pedagogical exercise developed their innovation capacities to a greater degree than their peers in the group that did not receive the in-class reinforcement. Study importance and implications are discussed.

Suggested Citation

  • Matthew J. Mayhew & Benjamin Selznick & Lini Zhang & Amy Barnes & Sarah Mangia, 2021. "Teaching Innovation Capacities in Undergraduate Leadership Courses: The Influence of a Short-Term Pedagogical Intervention," The Journal of Higher Education, Taylor & Francis Journals, vol. 92(6), pages 877-896, September.
    • Handle: RePEc:taf:uhejxx:v:92:y:2021:i:6:p:877-896
    DOI: 10.1080/00221546.2021.1876480
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    Cited by:

    1. Benjamin S. Selznick & Matthew J. Mayhew & Lini Zhang & Eric T. McChesney, 2022. "Building Women’s Innovation Capacities Through Undergraduate Experiences," Research in Higher Education, Springer;Association for Institutional Research, vol. 63(4), pages 567-588, June.

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