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Using a design narrative approach, it shows how leaders coordinated organizational change through research–practice partnerships and boundary objects. By progressively developing initiatives, the Network created inclusive spaces for sustained innovation, generating capacity for later efforts and illustrating boundary objects’ role in organizational change.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/leading-for-innovation-in-higher-education-a-design-narrative/587615/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/leading-for-innovation-in-higher-education-a-design-narrative/587615.png","ImageObject",300,407,{"name":92,"@type":93},"นรินทร์","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central focus of the paper on higher education innovation?","Question",{"text":112,"@type":113},"The paper describes how higher education leaders sparked and managed innovation across communities of scholarship, research, and practice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper use the design narrative method?",{"text":117,"@type":113},"It uses design narratives to tell how programs and curricula are created, used, and altered by users and designers for new purposes, highlighting how initiatives unfold over time.",{"name":119,"@type":110,"acceptedAnswer":120},"What role do boundary objects play in organizational change in this paper?",{"text":121,"@type":113},"Boundary objects are used to bridge social capital across organizational structures and to create a sequence of initiatives where earlier capacity enables subsequent innovative activities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587615,1792189733,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336475104957,"https://ap-avatar.wpscdn.com/avatar/22000c4c6bd8a5076e1?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787554080175789136","Leading for Innovation in Higher Education: A Design Narrative  \nWCER Working Paper No. 2023-1  \nFebruary 2023  \nRichard Halverson  \nDepartment of Educational Leadership and Policy Analysis Wisconsin Center for Education Research  \nUniversity of Wisconsin–Madison  \n[rich.halverson@wisc.edu](rich.halverson@wisc.edu)  \nKeywords: higher education leadership, learning sciences, design narrative, boundary object, organizational change, research development  \nSuggested citation: Halverson, R. (2023). Leading for innovation in higher education: A design narrative (WCER Working Paper No. 2023-1). University of Wisconsin–Madison, Wisconsin Center for Education Research.  \n© 2023 by Richard Halverson. All rights reserved. Any opinions, findings, or conclusions expressed in this paper are those of the author and do not necessarily reflect the views of the funding agencies, WCER, or cooperating institutions. Readers may make verbatim copies of this document for noncommercial purposes by any means, provided that the above copyright notice appears on all copies. WCER working papers are available at [https://wcer.wisc.edu/publications/working-papers](https://wcer.wisc.edu/publications/working-papers)  \nLeading for Innovation in Higher Education: A Design Narrative  \nRichard Halverson  \nAbstract  \nThis paper relates how leaders of a higher education program, the Wisconsin Collaborative Education Research Network, sparked and managed innovation across communities of scholarship, research, and practice. This paper uses a design narrative method to describe how leaders orchestrated organizational change by bringing diverse communities together into research–practice partnerships. The narrative uses the idea of boundary objects to describe how initiatives were progressively developed to create more inclusive spaces for sustained innovation. The insights and the capacity that resulted from initial design efforts created a richer space for subsequent initiatives. The paper shows how design narratives can illustrate the role that boundary objects can play in organizational change and concludes with a discussion of the role that leaders can play in creating inclusive cultures of innovation in higher education.  \nLeading for Innovation in Higher Education: A Design Narrative  \nRichard Halverson  \nThis paper describes a program developed by higher education leaders—the Wisconsin Collaborative Education Research Network (the Network)—to encourage innovation across interdisciplinary communities of scholarship, research, and practice. From 2014 to 2021, the Network brought researchers, educators, and community partners together to create a vibrant environment of creative research. The Network identified shared problems to create opportunities for collaborative design, mobilized hundreds of graduate researchers to participate in transformational community-based partnerships, and developed an internal grant program (Grand Challenges) to forge new interdisciplinary research pathways. This paper develops a design narrative to share the story of the Network through the programs it developed, the impact these programs had on local and statewide communities, and the lessons learned about how to spark communities of innovation in higher education.  \nHigher education holds tremendous creative, material, and intellectual potential to envision and mobilize innovation. Innovation happens when these potentials are mixed in new ways, with participation from partners across sectors, to create new pathways for productive action. However, the rich potential of higher education networks is often mired in organizational routines that constrain the emergent recombination necessary for innovation. The work of academia is typically organized into routines that coordinate everyday activities into predictable patterns of production and interaction. Organizational inertia presses researchers and staff to live and work in traditional lanes defined by academic values. Higher educat","cbCaifSwS0X2ndlr","https://ap.wps.com/l/cbCaifSwS0X2ndlr","pdf",1055747,32,"English","# Abstract\n# Innovation in Higher Education Networks\n## Organizational Routines and Inertia\n# The Wisconsin Collaborative Education Research Network\n## Programs, Partnerships, and Grand Challenges\n# Design Narratives and Boundary Objects\n## How Initiatives Become and Evolve\n# Inclusive Cultures of Innovation","[{\"question\":\"What is the central focus of the paper on higher education innovation?\",\"answer\":\"The paper describes how higher education leaders sparked and managed innovation across communities of scholarship, research, and practice.\"},{\"question\":\"How does the paper use the design narrative method?\",\"answer\":\"It uses design narratives to tell how programs and curricula are created, used, and altered by users and designers for new purposes, highlighting how initiatives unfold over time.\"},{\"question\":\"What role do boundary objects play in organizational change in this paper?\",\"answer\":\"Boundary objects are used to bridge social capital across organizational structures and to create a sequence of initiatives where earlier capacity enables subsequent innovative activities.\"}]","Leading for Innovation in Higher Education - A Design Narrative | PDF",1792062376,81]