The role of Educational Innovation in peruvian universities from the perspective of the doctoral student in education

Abstract

The objective of the present study is to determine the perception of the doctoral student in education on educational innovation. The research was developed under the quantitative approach, descriptive level. The sample consisted of 115 doctoral students in education from private universities with corporate legal status, the sampling was by convenience. The instrument applied was the questionnaire of evaluation of educational innovation from García-González & Ramírez-Montoya (2019). The instrument has 3 dimensions. The first one related to change or novelty with 8 items, the second dimension on Added Value with 8 items, finally the third dimension related to types of innovation, with 12 items, but divided into incremental innovation, systematic innovation, disruptive innovation, and open innovation, each with 3 items. The assessment was through the Likert Scale of Agreement. The results show that innovation is well received by doctoral students and with greater acceptance among women as it not only improves the quality of learning, but also fosters research and the development of critical thinking among students. Concluding that it is urgent to redefine educational policies in Peru in order to foster a more innovative and effective environment for the education of its students.