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Éditorial pour introduire notre édition spéciale sur la Philanthropie et Innovation Sociale par Jonathan Durand Folco.

Cet article s’intéresse aux modes d’interactions entre recherches et société et à la prise en considération de la diversité des productions de connaissances et savoirs. Au lieu d’être fondées sur des relations verticales, où seuls les savoirs reconnus comme scientifiques sont vecteurs de progrès (voir l’article de Marcel Jollivet, p. 61), ces interactions peuvent prendre la forme de recherches participatives construites sur des relations plus horizontales qui font place aux savoirs expérientiels. Dans le premier cas, ces interactions sont des médiations à sens unique alors que, dans le second, il s’agit d’intermédiations au sein de collectifs hybrides réunissant chercheurs et acteurs de la société civile. Les échanges et rapports sociaux au sein de ces collectifs dépendent de « savoirs » radicalement différents, selon que l’on se situe à l’échelle individuelle ou sociétale

Cet article s’intéresse aux modes d’interactions entre recherches et société et à la prise en considération de la diversité des productions de connaissances et savoirs. Au lieu d’être fondées sur des relations verticales, où seuls les savoirs reconnus comme scientifiques sont vecteurs de progrès (voir l’article de Marcel Jollivet, p. 61), ces interactions peuvent prendre la forme de recherches participatives construites sur des relations plus horizontales qui font place aux savoirs expérientiels. Dans le premier cas, ces interactions sont des médiations à sens unique alors que, dans le second, il s’agit d’intermédiations au sein de collectifs hybrides réunissant chercheurs et acteurs de la société civile. Les échanges et rapports sociaux au sein de ces collectifs dépendent de « savoirs » radicalement différents, selon que l’on se situe à l’échelle individuelle ou sociétale

People with disabilities are an important actor and target group in social innovation initiatives worldwide, as there is a clear need for better inclusion of this group in society. A way to improve the inclusion of people with disabilities is the development of assistive technology. In practice, people with disabilities often use technologies of which the primary use is not that of an assistive technology. They use the technology for a different use and context than the developer intended – termed 'secondary use'. The current paper studies the factors that are needed to make the secondary use of technology a success. First, a literature review and explorative study in the Netherlands are performed, after which a framework on the secondary use of technology for inclusion, specifically for people with disabilities, is developed.

People with disabilities are an important actor and target group in social innovation initiatives worldwide, as there is a clear need for better inclusion of this group in society. A way to improve the inclusion of people with disabilities is the development of assistive technology. In practice, people with disabilities often use technologies of which the primary use is not that of an assistive technology. They use the technology for a different use and context than the developer intended – termed 'secondary use'. The current paper studies the factors that are needed to make the secondary use of technology a success. First, a literature review and explorative study in the Netherlands are performed, after which a framework on the secondary use of technology for inclusion, specifically for people with disabilities, is developed.

Le débat sur le rapport entre l’innovation sociale et les villes s’est élargi au cours des dernières décennies. Ce débat met en évidence l’intérêt suscité par les processus de coconstruction des savoirs dans les laboratoires vivants en innovation sociale (LVIS). Cet article a pour objectif de présenter une approche conceptuelle et analytique du traitement des LVIS, ainsi que de décrire et de mettre en perspective deux expériences de mise en oeuvre de LVIS dans les villes : l’Observatoire de l’innovation sociale de Florianópolis (OBISF) au Brésil et Territoires innovants en économie sociale et solidaire (TIESS) à Montréal au Canada. Bien qu’ils émergent dans des réalités et des contextes différents avec des méthodologies de mise en oeuvre spécifiques, qui sont présentées dans le texte, la discussion et l’analyse des deux cas apportent des pistes d’apprentissage sur les défis et les perspectives quant à la coconstruction des connaissances visant à renforcer les dynamiques d’innovation sociale à l’échelle d’une ville.

Le débat sur le rapport entre l’innovation sociale et les villes s’est élargi au cours des dernières décennies. Ce débat met en évidence l’intérêt suscité par les processus de coconstruction des savoirs dans les laboratoires vivants en innovation sociale (LVIS). Cet article a pour objectif de présenter une approche conceptuelle et analytique du traitement des LVIS, ainsi que de décrire et de mettre en perspective deux expériences de mise en oeuvre de LVIS dans les villes : l’Observatoire de l’innovation sociale de Florianópolis (OBISF) au Brésil et Territoires innovants en économie sociale et solidaire (TIESS) à Montréal au Canada. Bien qu’ils émergent dans des réalités et des contextes différents avec des méthodologies de mise en oeuvre spécifiques, qui sont présentées dans le texte, la discussion et l’analyse des deux cas apportent des pistes d’apprentissage sur les défis et les perspectives quant à la coconstruction des connaissances visant à renforcer les dynamiques d’innovation sociale à l’échelle d’une ville.

The establishment of empathy is the premise and foundation for diverse innovative proposals and problem solutions. Virtual reality has provided a full range of depth and breadth for the establishment of empathy in many different types of fields due to its immersive, interactive, and imaginative characteristics. In this study, bibliometric analysis and VOSviewer software are used to cluster and visualize relevant 190 articles from the Web of Science core collection. The essay proposes a positioning of how to apply virtual reality on empathy based on two dimensions, from internal world to external world, and from business innovation to social innovation, by integrating each two of them, four application methods are summarized, which are meaning shaping, value creation, individual satisfaction, and self-realization. What's more, using the bibliometric analysis result as a basis, the application landscape of virtual reality technology for establishing empathy has been constructed, including individual level, society level, and nature level, which reveals the existing and coming possibilities of using VR technology on building empathy in different fields. Last but not least, the paper has discussed the impact of virtual reality for empathy-building from five aspects, economy, politics, culture, society, and ecology. The efforts of this study reveal the VR tendency and have important reference significance for promoting the application of virtual reality technology in creating empathy and innovation in different fields.

The establishment of empathy is the premise and foundation for diverse innovative proposals and problem solutions. Virtual reality has provided a full range of depth and breadth for the establishment of empathy in many different types of fields due to its immersive, interactive, and imaginative characteristics. In this study, bibliometric analysis and VOSviewer software are used to cluster and visualize relevant 190 articles from the Web of Science core collection. The essay proposes a positioning of how to apply virtual reality on empathy based on two dimensions, from internal world to external world, and from business innovation to social innovation, by integrating each two of them, four application methods are summarized, which are meaning shaping, value creation, individual satisfaction, and self-realization. What's more, using the bibliometric analysis result as a basis, the application landscape of virtual reality technology for establishing empathy has been constructed, including individual level, society level, and nature level, which reveals the existing and coming possibilities of using VR technology on building empathy in different fields. Last but not least, the paper has discussed the impact of virtual reality for empathy-building from five aspects, economy, politics, culture, society, and ecology. The efforts of this study reveal the VR tendency and have important reference significance for promoting the application of virtual reality technology in creating empathy and innovation in different fields.

University intellectual property policies, and the accompanying strategies for incubation of IP via licensing and spin outs, have not received much analysis from academic lawyers. Moreover, despite the success of universities in the UK at generating income from IP, not much is known about how transferable this success is when considered in the light of a rapidly growing middle-income developing economy such as Mexico’s. In this article we analyse critically some of the key tenets of IP policies at universities in the UK to identify what the key legal principles underpinning university innovation are. We further consider the potential application of these principles in Mexico, where so far only a limited number of universities have developed IP policies and strategies in line with the incubator model. We explain how universities in Mexico could implement these research findings in their own IP policies. We further note that the mere provision of an IP policy is not a panacea – on its own it is insufficient for ensuring technology transfer and it may even encourage unnecessary patenting. Further investment in infrastructure and in establishing a culture of incubation and entrepreneurship is also required.

University intellectual property policies, and the accompanying strategies for incubation of IP via licensing and spin outs, have not received much analysis from academic lawyers. Moreover, despite the success of universities in the UK at generating income from IP, not much is known about how transferable this success is when considered in the light of a rapidly growing middle-income developing economy such as Mexico’s. In this article we analyse critically some of the key tenets of IP policies at universities in the UK to identify what the key legal principles underpinning university innovation are. We further consider the potential application of these principles in Mexico, where so far only a limited number of universities have developed IP policies and strategies in line with the incubator model. We explain how universities in Mexico could implement these research findings in their own IP policies. We further note that the mere provision of an IP policy is not a panacea – on its own it is insufficient for ensuring technology transfer and it may even encourage unnecessary patenting. Further investment in infrastructure and in establishing a culture of incubation and entrepreneurship is also required.

Academic literature about the idea of social innovation grew sharply over the last decade, with researchers trying to define its concept and presenting several examples of successful social innovations. However, to support the development of social innovation initiatives is important to have a conceptual framework that allows evaluating its true impact. The purpose of this paper is to identify the boundary conditions for an effective set of social innovation indicators, which will help to have a more informed decision-making process. The main conclusion is that the impact of social innovations can be conceived as a set of results that manifests itself through different time periods, at different spatial scales, and must take into account the value experienced by all stakeholders involved. Thus, since a positive social innovation outcome depends on diverse factors and conditions, being most often context-dependent, it means that rather than imposing a specific set of indicators, based on a ‘one-size-fits-all’ approach a measuring process procedure should be adopted to assess the impact of social innovations.

University students will be our future business leaders, and will have to address social problems caused by business by implementing solutions such as social entrepreneurship ventures. In order to facilitate the learning process that will foster social entrepreneurship, however, a more holistic pedagogy is needed. Based on learning theory, we propose that students' social entrepreneurship actions will depend on their learning about CSR and their absorptive capacity. We propose that instructors and higher education institutions can enhance this absorptive capacity by exploiting Web 2.0 technologies. We tested our proposition with a sample of 425 university students using structural equation modeling and found support for the proposed relationships.

University students will be our future business leaders, and will have to address social problems caused by business by implementing solutions such as social entrepreneurship ventures. In order to facilitate the learning process that will foster social entrepreneurship, however, a more holistic pedagogy is needed. Based on learning theory, we propose that students' social entrepreneurship actions will depend on their learning about CSR and their absorptive capacity. We propose that instructors and higher education institutions can enhance this absorptive capacity by exploiting Web 2.0 technologies. We tested our proposition with a sample of 425 university students using structural equation modeling and found support for the proposed relationships.

This study examined the role of Higher Educational Institutions (HEIs) in promoting, creating, and sustaining social innovation. Recently, HEIs have extended their contribution beyond the traditional function of teaching and research to perform in socio-economic problem-solving. Considering the increasing trends of higher education involvement in social innovation practices, this study tries to examine the tools such as learning processes and systemic thinking approach that could be helpful to align the function and responsibilities of HEIs towards social innovation. The objective is to develop a theoretical understanding of the "co-creation for social innovation" concept and to understand the functions and activities of HEIs that can contribute to this process. To promote co-creation for social innovation, HEIs should actively encourage collaborative learning tools that focus on open platforms for collective action and systemic change that help them to engage with society and strengthen their collaboration with social actors. Different activities such as mutual learning and knowledge diffusion using a transdisciplinary approach, technology-based learning and collaboration, and relational transformation are key enablers that can promote social innovation.

Social responsibility is at the core of modern Information Systems (IS) education due to increased attention by society on the ethics, human factors, and social consequences of emerging technologies. With the acknowledgement that most IS education falls short along these areas, this paper sheds light on the application of Social Learning and Social Innovation-based Learning in socially responsible IS Education. The connectivism principles were used to develop a learning model based on social innovation that was then tested by the example of an upper-division course (Systems Analysis) at a state university. The case study results suggested that the proposed learning model can help students to not only see information systems as social systems but also consider themselves as catalysts for positive change enabled by these systems. The findings also confirmed the positive impact of the proposed intervention on students' social skills. This study contributes to the future of IS education by proposing social innovation-based learning as a practical education paradigm for the digital economy.

Social responsibility is at the core of modern Information Systems (IS) education due to increased attention by society on the ethics, human factors, and social consequences of emerging technologies. With the acknowledgement that most IS education falls short along these areas, this paper sheds light on the application of Social Learning and Social Innovation-based Learning in socially responsible IS Education. The connectivism principles were used to develop a learning model based on social innovation that was then tested by the example of an upper-division course (Systems Analysis) at a state university. The case study results suggested that the proposed learning model can help students to not only see information systems as social systems but also consider themselves as catalysts for positive change enabled by these systems. The findings also confirmed the positive impact of the proposed intervention on students' social skills. This study contributes to the future of IS education by proposing social innovation-based learning as a practical education paradigm for the digital economy.

Les recherches en éducation s’enracinent profondément dans la réalité complexe des phénomènes d’enseignement et d’apprentissage, convoquant les acteurs de la recherche et de l’éducation à appréhender cette complexité dans un travail commun. L’inscription de ce travail dans une perspective participative ou collaborative nécessite une intelligibilité accrue des processus collaboratifs à l’oeuvre et des défis qu’ils posent aux différents acteurs. Nous proposons dans cet article un modèle théorique des processus de collaboration fondé sur une construction épistémologique et méthodologique croisant des cadres théoriques issus de l’anthropologie, de la psychologie, de la philosophie, de la didactique et des sciences du langage, avec pour ambition de créer une meilleure intelligibilité des processus à l’oeuvre dans les recherches participatives en éducation.

Over the past few decades, Corporate Social Responsibility (CSR) has been perceived as an antecedent of competitive advantage. It was, moreover, placed at the top of the business agenda and recognized as a key driver of performance. Under this context, the present study sets to investigate how strategic CSR (SCSR) affects organizational performance and whether firms operating in “controversial” sectors should adopt SCSR activities. To this aim, this study reviews the body of knowledge on the topic, through a systematic review of the literature. After searching for academic publications in the Scopus database and selecting publications based on their relevance, 32 studies have been included in the review. Their analysis sheds light on common findings and contradicting arguments. Results show the main attributes of strategic, as opposed to non-strategic CSR activities. The importance of effective communication of SCSR activities is highlighted. SCSR is linked to “shared value”, as well as to competitive advantage, social innovation and good reputation. Voices of criticism focus on using SCSR as an empty promise that is used to counteract unethical behavior. Finally, more research is needed on the implementation of SCSR activities during recessionary periods.