This document outlines a PhD research proposal to establish a holistic longitudinal understanding of factors affecting schools' transition to innovation-led learning ecosystems. The research will use a case study approach with qualitative and quantitative data collection over multiple years. It will examine the complex dynamics of socio-technological regime change in schools and the impact of teacher trainings on the transition. The goal is to identify the components of an innovative learning ecosystem and the factors influencing successful transfer to new innovation-led ecosystems.

1. Schools’ Transition to Innovative
Learning Ecosystem
Supervisor: Kai Pata
Eka Jeladze
PhD student

2. Goal:
To establish a holistic longitudinal understanding of the factors affecting
schools' transition to innovation-led learning ecosystems.
keywords:
 learning ecosystem (evolvement and development, actors/elements
interaction, the change in the ecosystem)
 Innovation transition (socio-technical regime framework)
 holistic approach (change on personal, school and system level)
 longitudinal study approach (to examine the change in the timeline).

3. Specific goals
 Understand the complex dynamics of socio-technological regime
change by studying the school as a service-based learning
ecosystem;
 Develop the understanding of the factors affecting innovation
diffusion at school level;
 Examine the impact of the teacher trainings on the socio-technic
regime change (design research).

4. Approach
 Case study analysis using qualitative and quantitate
data collections;
 longitudinal approach of data analysis to understand
different level phenomena in the holistic setting;
 Interviews with stakeholders;
 intervention study (design research).

5. A dynamic multi-level perspectives on Technology
Transition

6. I year
Aim: develop theoretical construct of innovative
learning ecosystem development and innovation
transition over the time period,
Method: literature review, document analysis, meta-
analysis of specific innovation ecosystem factors,
national data from Georgia and Estonia, teachers’
personal development narratives
Outcome: theoretical journal paper on literature
review about Educational socio-technical regime, A
conference paper on Georgia case
II year
Aim: Initiate intervention study in Georgia to observe
innovation diffusion in schools
Methods: intervention study, teachers' narratives,
interviews with stakeholders, constant comparative
method, document analysis of the strategic
documents,
Outcome: a journal paper on the longitudinal study
of the socio-technical regime changes in Estonia and
Georgia
III year
Aim: identify innovation ecosystem in relation to the
case studies and validate initiated model of the
innovative learning ecosystem components
highlighting the factors that influence the transfer to
new innovation-led ecosystems
Methods: intervention study, data analysis, constant
comparative method,
Outcome: 2 conference papers on the intervention
study in Georgia and Estonia,
IV year
Aim: to summarize findings in the research paper. I
will propose the factors that influence the successful
transfer to new innovation led learning ecosystems.
Methods: mixed methods approach
Outcome: research paper
To establish a holistic longitudinal
understanding of the factors
affecting schools' transition to
innovation-led learning ecosystems

7. Service-based ecosystem concept by Moore
 Company is a part of business ecosystem not a member of single industry;
 Company produces goods and services;
 Customers function in an ecosystem together with different social groups. They are
organisms of the ecosystem;
 Organisms coevolve capabilities and roles to be in line with the directions set by the
central companies;
 Leader position change over time; Leader’s function is valued as to move members
toward shared vision;
 Competition is among the ecosystem and not among the individual companies, this
fuels transformation;
 Ecosystem develops in 4 stages: birth, expansion, leadership, self-renewal.

8. Schools as service-based ecosystem
In business ecosystem the services are specimen, so:
 Can we imagine that schools also develop services?
 How such services are created at school? Produced by the interaction of
individual organisms (humans and technologies)?
 What is the purpose of such an ecosystem?
 If the teacher trainings are considered to be niches (an abstract
conceptualization what species would need for fitness), were these niches
(training) able to enter socio-technic regime? do they transform
innovation ecosystem?

9. School-service groups
Infrastructure Services
 Internet connection services
 Digital device services
 E-services
Learning and teaching services
 Learning goals management services
 Learning process management services
 Learning tools/resources management services
 Learning organization management services
Change management services
 Strategic planning service
 Involvement and partnership services
 Monitoring and analysis services
 Exchange of experiences services
 Leadership and support services
 Teacher professional development services

10. Next steps/thoughts
 While studying schools as service-based systems, what are the
interactions between human agency, social structures and
organizations that allows socio-technical regime to be established
and function?
 Are there particular patterns and mechanisms in school transition
process. What kind of configuration “work together” to fulfill the
service/function?

11. Thank You