Innovative universities: Measuring transformation through management

Authors: Jefferson Marlon Monticelli, Unisinos University, Brazil; Paulo Fossatti, Louise de Quadros da Silva & Charlene Bitencourt Soster Luz, La Salle University, Brazil

Universities and the challenge of innovation

Innovation has become a defining factor for growth and social transformation in the 21st century. While businesses have long embraced innovation as a driver of competitiveness, universities face the dual challenge of honouring tradition while adapting to fast-changing societal needs. They are not only responsible for teaching and research but also for preparing citizens who can solve real-world problems.

But how can a university know whether it is truly innovative? Our research, recently published in the International Journal of Educational Management, addressed this question through a case study of a Brazilian higher education institution (HEI). We explored how innovation can be measured in university management and what evidence reveals about the transformation of academic organisations.

Measuring innovation: The role of the Innovation Octagon

Traditionally, innovation in higher education has been discussed but rarely measured. To bridge this gap, we applied the Innovation Octagon, a framework that evaluates eight dimensions: Strategy, Structure, Culture, People, Leadership, Funding, Processes, and Relationships.

Between 2018 and 2020, university employees—including professors, managers, and technical staff—assessed these constructs. Results showed significant progress in Processes and People, with noticeable advances in Leadership, Strategy, Relationships, and Funding. This indicates that innovation is not just present in isolated initiatives but increasingly embedded in management practices.

Yet, the study also revealed setbacks in Structure and Culture, dimensions often more resistant to change. This highlights a paradox: innovation thrives in projects and processes, but deeper cultural and structural transformations remain challenging for universities with strong traditional roots.

Perceptions from students and society

Measuring innovation from within is not enough; perceptions from students and the wider community also matter. In the Undergraduate Students Profile survey (2013–2019), students increasingly associated their institution with innovation, rising from 10% to 60% in just a few years. Access to fabrication labs, hackathons, and entrepreneurship programs contributed to this change, giving students hands-on experiences with creativity and problem-solving.

In parallel, the Reputation of the Institution survey, conducted with city residents, showed that 99.2% of respondents recognised the university and 84.6% linked it with a positive image. Innovation was frequently mentioned alongside teaching quality and community engagement, reinforcing the idea that innovation must be visible and valuable beyond campus walls.

Balancing tradition and transformation

One of the striking findings is the tension between tradition and innovation. The studied university is no longer primarily seen as “traditional” but increasingly as “innovative.” This shift is essential, yet it raises the question of how to preserve institutional heritage while embracing transformation. For innovation to be sustainable, universities must create cultures that encourage risk-taking, creativity, and collaboration without erasing their history.

Our research highlights important contributions on multiple levels. From a theoretical perspective, it reinforces the connection between innovation measurement and university management, showing that clear metrics are essential to guide change. On a managerial level, the findings suggest that innovation cannot remain confined to isolated projects or departments but must be embedded transversally, shaping strategy, leadership, and everyday practices. Finally, at a social level, measuring innovation empowers universities to respond more effectively to societal needs, ensuring the preparation of professionals who can navigate complex and rapidly evolving realities.

Building on these contributions, the study also points to areas where universities should dedicate greater attention. Cultural transformation is crucial to make innovation part of everyday practice rather than an occasional initiative, while structural flexibility can help reduce bureaucratic barriers that slow decision-making. Likewise, stronger community engagement is needed so that innovative projects become more visible and impactful beyond campus boundaries. Lastly, the post-pandemic context opens opportunities to embed digital tools and sustainability strategies into academic life, ensuring that innovation contributes not only to institutional competitiveness but also to broader social and environmental goals.

The next step: Building innovative universities together

Innovation in universities is not an abstract idea but a measurable and manageable process. By using frameworks such as the Innovation Octagon, HEIs can identify strengths, address weaknesses, and design strategies for continuous progress. Our study shows that when innovation is measured, it can be managed; when it is managed, it can truly transform education and society.
The future of higher education lies in institutions that balance tradition with innovation, ensuring that students, faculty, and communities are all part of the journey toward building resilient, future-ready universities.

Author Bios:

Jefferson Marlon Monticelli: Assistant Professor at Unisinos University. Post-Doctorate at the Department of Production and Operations Management, Fundação Getúlio Vargas, School of Business Administration (FGV EAESP), São Paulo, Brazil. Doctorate and master’s degree in business administration from Unisinos University, Porto Alegre, Brazil. Visiting student in the Department of Business Studies, Uppsala University, Sweden. Main research interest is related to coopetition, institutional theory, international business, entrepreneurship, and family business. He has published in journals such as Global Strategy Journal, Industrial Marketing Management, Journal of Business & Industrial Marketing, International Journal of Emerging Markets, International Journal of Entrepreneurial Behaviour & Research, etc.

Paulo Fossatti is CNPq Productivity Researcher and National Education Council Member (since 2022), he holds a PhD in Education from PUCRS and a Postdoctoral degree from the University of Algarve. Professor and researcher in the Graduate Program in Education at Universidade La Salle, where he served as Rector (2010–2022), he coordinates the project Management of Brazilian Universities for Innovation. He leads the research group Educational Management in Different Contexts and is part of international research networks. Former president of ANEC (2015–2020), he has received multiple academic and civic awards. His work focuses on educational management, higher education, teaching methodologies, and quality education.

Louise de Quadros da Silva is PhD candidate in Education (Universidade La Salle, CAPES scholarship), Master in Education, and graduate in Human Resources Management and Pedagogy from the same institution. She has been a member of the research group Educational Management in Different Contexts since 2016, teacher of early childhood education and vocational courses for adults. Her research interests include Higher Education, Human Resources Management, Educational Management, Entrepreneurial Education, Educational Technologies, and Active Learning Methodologies. A CAPES/PROSUC scholarship holder, her academic trajectory emphasises innovation and teaching-learning practices that strengthen contemporary educational management.

Charlene Bitencourt Soster Luz is a PhD and Master in Education from Universidade La Salle (CAPES/PROSUP scholarship), she also holds postgraduate degrees in Teacher Training and in Corporate Finance. Graduated in Logistics from Universidade Luterana do Brasil, she graduated as valedictorian. Member of the research group Educational Management in Different Contexts, she has been Section Editor of the International Journal of Higher Education (RIESup) since 2019. She teaches Administration, Human Resources, and Logistics, both in-person and online, in addition to lecturing and producing content in these areas. Her research focuses on educational management, teaching innovation, and educational policies.