Paper Type
Complete
Abstract
This study examines how emerging technologies reshape competency development within innovation learning ecosystems in higher education. Drawing on innovation ecosystem theory and experiential entrepreneurship education, we conduct an interpretive qualitative single-case study of three cohorts (75 undergraduate students) in an entrepreneurship and innovation course at a Brazilian business school. Data from interviews, focus groups, classroom observations, and course artifacts were analyzed using thematic content analysis. Findings show that emerging technologies act as infrastructural enablers, transforming experimentation practices, shifting pedagogy from execution to orchestration, and fostering community-driven competency formation. These dynamics give rise to a Digital Innovation Learning Ecosystem, in which learning emerges through sociotechnical interaction. The study identifies a shift from execution to orchestration-centered learning, in which students assume responsibility for coordinating hybrid-technology processes. The study also contributes to research on information systems and innovation education by demonstrating how technological mediation reconfigures learning architectures and capability development.
Paper Number
1540
Recommended Citation
NAGAHAMA, FABIO; dos Santos, Vanessa Martins; and Cernev, Adrian Kemmer, "Emerging Technologies and Innovation Learning Ecosystems" (2026). AMCIS 2026 Proceedings. 4.
https://aisel.aisnet.org/amcis2026/lacais/lacais/4
Emerging Technologies and Innovation Learning Ecosystems
This study examines how emerging technologies reshape competency development within innovation learning ecosystems in higher education. Drawing on innovation ecosystem theory and experiential entrepreneurship education, we conduct an interpretive qualitative single-case study of three cohorts (75 undergraduate students) in an entrepreneurship and innovation course at a Brazilian business school. Data from interviews, focus groups, classroom observations, and course artifacts were analyzed using thematic content analysis. Findings show that emerging technologies act as infrastructural enablers, transforming experimentation practices, shifting pedagogy from execution to orchestration, and fostering community-driven competency formation. These dynamics give rise to a Digital Innovation Learning Ecosystem, in which learning emerges through sociotechnical interaction. The study identifies a shift from execution to orchestration-centered learning, in which students assume responsibility for coordinating hybrid-technology processes. The study also contributes to research on information systems and innovation education by demonstrating how technological mediation reconfigures learning architectures and capability development.
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