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In recent years, Hong Kong Education Authority has been zealously encouraging schools to reform the current teaching profession, so as to raise students’ critical thinking and creativity, as well as to enhance their innovation and motivation of learning. Along with this, American scholars (Clements 2013 [1]; Levi 2013 [2]; McCarthy 2009 [3]; McWilliam 2009 [4]) have encouraged the educational circles vigorously that they should apply innovation teaching in the teaching profession. Actually this strategy has been widely examined in United State and Japan for a period of time and the outcome is quite fruitful. Based on the lessons from Massachusetts Institute of Technology, this paper aims to shed light on a heavily under-researched multidisciplinary area: innovation and education. With a focus in the Tohoku University in Japan and The Open University of Hong Kong, this paper will examine the issue via cultural history, education policy and related social systems together with “the traditional custom”. Furthermore, this paper aims to redefine the concept of innovation in nowadays higher education teaching, to serve as a reference for potential change agents as they consider ways and means to created improved learning environments at universities and institutions, to enhance the educational circles’ interest and understanding in utilizing such new medium as well as the social power. And finally it examines and compares the social impact on the introduction of innovation teaching in higher education profession. Apart from literature studies, this paper will carry out a field study and interview in both Hong Kong and Japan, and also field observation in Tohoku University.

Innovation and Social Impact in Higher Education: Some Lessons from Tohoku University and the Open University of Hong Kong