Purposeful research design can inform sustainability and scalability, but must be balanced with leadership and professional learning¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Analysis of three case studies shows research can be designed to support sustainability and scalability of technological innovations, but success also depends on other factors such as professional learning and leadership. → Howard 2021
Evidence¶
Howard 2021¶
Howard, S. K., Schrum, L., Voogt, J., & Sligte, H. (2021). Designing research to inform sustainability and scalability of digital technology innovations. Educational Technology Research and Development, 69(4). https://doi.org/10.1007/s11423-020-09913-y
q2 · i? · qualitative · r2
Theoretical analysis of three international case studies coded against the framework by researchers. The article reports that purposeful design of research can inform sustainability and scalability while professional learning and leadership remain critical components of sustaining change.
"Findings suggest that purposeful design of research can inform sustainability and scalability, but it is well documented that professional learning and leadership are critical components of sustaining educational change and innovation"
Discussion¶
Related Claims¶
- United States case: a grassroots network sustained and scaled active-learning innovations through leadership and networks rather than research, but remained at second-order change — related
- Leadership support and stakeholder connectivity support sustainability of innovations — a broader claim this one bears on
- Netherlands case: design-based TPACK interventions improved student teachers' TPACK and were sustained, but scaling was delayed by leadership decision structures — related
- Australian case: classroom observation data collection was sustainable and scalable, but resulting changes in teachers' technology integration were not scaled — a narrower finding that bears on this claim
- Sustainability is a dimension and requirement of scalability — related
- Deeper co-leadership emerges when staff support lets partners progressively take on responsibility, but recedes when staff carry the process — related
- AI outcomes in higher education are shaped by leadership capacity, infrastructure readiness, and governance structures rather than functioning independently — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
research-design-informs-sustainability-scalability |
title |
Purposeful research design can inform sustainability and scalability, but must be balanced with leadership and professional learning |
description |
Purposeful research design can inform sustainability and scalability, but must be balanced with leadership and professional learning |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — howard-2021 |
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