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Qualitative analysis shows structural change in higher education, suggesting innovation projects offer pivotal steering.
In higher education institutions (HEIs), projects are becoming increasingly recognised as agile innovation spaces that facilitate innovation and implement structural change. However, little is known about how innovation-related projects affect structural transformation. This study analyses 20 qualitative interviews with coordinators of digitalization-related HE development projects. The findings indicate that both intended effects and unintended challenges influence the institutionalisation of innovations. Despite these tensions, projects function as agile structures and can serve as pivotal steering instruments in HE development and its academic governance.
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Lorenz Mrohs (2025) studied this question.
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