Faculty Perceptions and Implications of Innovation Strategies in Graduate Schools of Education: The Case of G Graduate School of Education

This study aims to investigate the perceptions of faculty members regarding strategies for enhancing research capabilities and elevating the quality of education within graduate schools of education, with an emphasis on drawing practical implications. Utilizing case studies from 20 graduate schools participating in the fourth phase of the BK21 project, we identified innovative approaches through faculty surveys. The analysis revealed 12 operational innovation factors, which were systematically organized into three domains: curriculum, research support, and welfare improvement, alongside 20 specific measures of innovation. Employing a comprehensive methodological framework that includes an importance-need analysis, t-test, Borich needs analysis, and The Locus for Focus model, we analyzed responses from an online survey of 68 faculty members from the G Graduate School of Education. The findings showed the critical need for innovation in areas such as joint course offerings among similar majors and curriculum development within the curriculum domain, as well as enhanced mentorship in the welfare improvement domain. These insights serve as a foundational framework for formulating strategic action plans aimed at fostering educational innovation and elevating performance metrics within graduate schools of education.