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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.

La dernière décennie a été marquée par une croissance mondiale du nombre d’initiatives d’innovation sociale lancées dans le secteur universitaire. Ces initiatives visent à résoudre des problèmes sociaux complexes et à induire des changements institutionnels et systémiques. Cette poussée de l’activité d’innovation sociale se produit sans une base de connaissances empiriques bien développée. Nous y contribuons en fournissant une description et une analyse complètes de toutes les initiatives d’innovation sociale auxquelles participe le secteur universitaire canadien, de leurs caractéristiques et du paysage qu’elles constituent. Résultats notables: près de la moitié des 96 universités canadiennes sont associées à au moins une initiative; de nombreuses initiatives sont interdisciplinaires et mettent l’accent sur la résolution de problèmes en collaboration avec des secteurs extérieurs à l’université; Les agences gouvernementales et les fondations caritatives sont les sources de financement les plus courantes. Les résultats suggèrent: il existe un potentiel de croissance de l’innovation sociale dans le secteur; il y a moins de liens internes et de regroupement d’initiatives que ne le recommande la théorie de l’innovation; l’accent mis sur la collaboration extérieure rejoint la «troisième mission» des universités, qui existe depuis longtemps, mais les innovateurs sociaux ont des objectifs, des méthodes et des processus distincts pour mener à bien cette mission. Nous concluons avec les orientations pour les recherches futures. Keywords / Mots clés: Universities; Higher education; Social innovation; Community engagement; Service mission; Social change; Canada / Universités; Établissements d’enseignement supérieur; Innovation sociale; Engagement communautaire; Mission de service; Changement social; Canada

La dernière décennie a été marquée par une croissance mondiale du nombre d’initiatives d’innovation sociale lancées dans le secteur universitaire. Ces initiatives visent à résoudre des problèmes sociaux complexes et à induire des changements institutionnels et systémiques. Cette poussée de l’activité d’innovation sociale se produit sans une base de connaissances empiriques bien développée. Nous y contribuons en fournissant une description et une analyse complètes de toutes les initiatives d’innovation sociale auxquelles participe le secteur universitaire canadien, de leurs caractéristiques et du paysage qu’elles constituent. Résultats notables: près de la moitié des 96 universités canadiennes sont associées à au moins une initiative; de nombreuses initiatives sont interdisciplinaires et mettent l’accent sur la résolution de problèmes en collaboration avec des secteurs extérieurs à l’université; Les agences gouvernementales et les fondations caritatives sont les sources de financement les plus courantes. Les résultats suggèrent: il existe un potentiel de croissance de l’innovation sociale dans le secteur; il y a moins de liens internes et de regroupement d’initiatives que ne le recommande la théorie de l’innovation; l’accent mis sur la collaboration extérieure rejoint la «troisième mission» des universités, qui existe depuis longtemps, mais les innovateurs sociaux ont des objectifs, des méthodes et des processus distincts pour mener à bien cette mission. Nous concluons avec les orientations pour les recherches futures. Keywords / Mots clés: Universities; Higher education; Social innovation; Community engagement; Service mission; Social change; Canada / Universités; Établissements d’enseignement supérieur; Innovation sociale; Engagement communautaire; Mission de service; Changement social; Canada

This study analyses the importance of teaching social entrepreneurship in state universities. A survey was applied to university students to find out if personality traits are related to the characteristics of social entrepreneurship. This was achieved through Alpha Cronbach and Pearson/Spearman correlation analysis. The results show that students have the personality traits to become social entrepreneurs. However, social entrepreneurship courses are not taught in universities of Tijuana city. Therefore, it is strongly suggested to teach social entrepreneurship in universities of the city and the state because students possess social entrepreneurship traits and are interested in the subject.

This study analyses the importance of teaching social entrepreneurship in state universities. A survey was applied to university students to find out if personality traits are related to the characteristics of social entrepreneurship. This was achieved through Alpha Cronbach and Pearson/Spearman correlation analysis. The results show that students have the personality traits to become social entrepreneurs. However, social entrepreneurship courses are not taught in universities of Tijuana city. Therefore, it is strongly suggested to teach social entrepreneurship in universities of the city and the state because students possess social entrepreneurship traits and are interested in the subject.

Although social innovation is an old paradigm, social innovation courses appeared in the curricula in the approximately last ten years. By doing so educational institutions acknowledged the existence of new approaches to obstacles that the world is facing. The courses regarding the social innovations give the students valuable knowledge and skills related to solving different social problems, increasing the motivation for being active in the society, and raising awareness about specific topics that need attention. An important role in implementing social innovation have ICT technologies. The role of the ICT is multiple: (1) administrative (members of the certain social initiative collaborate on the project through different ICT tools that enable communication and information organization), (2) disseminative and educational (the topic of the social initiative is disseminated through different tools and social media), and sometimes (3) topical (it the topic of social innovation project is directly connected to specific ICT technology). Based on the roles that the ICT takes upon in the process of social innovation implementation, the authors present ICT solutions that could be included in the realization of a social innovation course for business students at the graduate level.

Although social innovation is an old paradigm, social innovation courses appeared in the curricula in the approximately last ten years. By doing so educational institutions acknowledged the existence of new approaches to obstacles that the world is facing. The courses regarding the social innovations give the students valuable knowledge and skills related to solving different social problems, increasing the motivation for being active in the society, and raising awareness about specific topics that need attention. An important role in implementing social innovation have ICT technologies. The role of the ICT is multiple: (1) administrative (members of the certain social initiative collaborate on the project through different ICT tools that enable communication and information organization), (2) disseminative and educational (the topic of the social initiative is disseminated through different tools and social media), and sometimes (3) topical (it the topic of social innovation project is directly connected to specific ICT technology). Based on the roles that the ICT takes upon in the process of social innovation implementation, the authors present ICT solutions that could be included in the realization of a social innovation course for business students at the graduate level.

The purpose of this study is to develop a dual-functional university-enabled social innovation process model on the subject of low-cost houses that addresses the distinct elements of social obligation and university teaching-learning. Design/methodology/approach This study has predominantly adopted a longitudinal single case study approach, where data have been collected through interviews, survey, participant observation, direct observation and document review. The case study details on the social innovation processes, which was conducted by Universiti Teknologi MARA, Malaysia. Findings This study has demonstrated the social innovation processes toward addressing the issue of insufficient low-cost houses, concurrently benefitting the teaching-learning dimension. Three sub-innovations have been highlighted in the developed social innovation process model, which are collaboration process, teaching-learning and design-construct innovation. Originality/value The development of the social innovation process model for low-cost houses through university-enabled initiative is a novel establishment, particularly for developing nations, as limited studies have been conducted in this regard. The significant insights into how university could play a role in addressing major social issues, along with their core focus (teaching-learning and research development), is a breakthrough for further diffusions of social innovation by universities.

The purpose of this study is to develop a dual-functional university-enabled social innovation process model on the subject of low-cost houses that addresses the distinct elements of social obligation and university teaching-learning. Design/methodology/approach This study has predominantly adopted a longitudinal single case study approach, where data have been collected through interviews, survey, participant observation, direct observation and document review. The case study details on the social innovation processes, which was conducted by Universiti Teknologi MARA, Malaysia. Findings This study has demonstrated the social innovation processes toward addressing the issue of insufficient low-cost houses, concurrently benefitting the teaching-learning dimension. Three sub-innovations have been highlighted in the developed social innovation process model, which are collaboration process, teaching-learning and design-construct innovation. Originality/value The development of the social innovation process model for low-cost houses through university-enabled initiative is a novel establishment, particularly for developing nations, as limited studies have been conducted in this regard. The significant insights into how university could play a role in addressing major social issues, along with their core focus (teaching-learning and research development), is a breakthrough for further diffusions of social innovation by universities.

This study attempts to extend the definition of social innovation within the context of academic entrepreneurship. We consider how academic entrepreneurs can undertake commercial activities, and which ones, and how these activities contribute to the contexts of social innovation. We explore two cases that are derived from two premier universities in Taiwan in terms of research and academic entrepreneurship: OurCityLove from National Chiao Tung University (NCTU) and the Forest app from National Tsing Hua University (NTHU). The two cases show how social enterprises achieved the financial ability to expand their businesses and create the desired social values. While the first case, derived from NCTU, focused on providing useful information on social spaces, and services for the elderly, parents traveling with babies and those with disabilities (and also creating job opportunities for the latter), the other from NTHU created an app to influence those addicted to playing with their smartphones. The cases illustrate how the two universities capitalised on their technological competencies and academic programmes to support graduates and researchers in venturing into social entrepreneurship.

This study attempts to extend the definition of social innovation within the context of academic entrepreneurship. We consider how academic entrepreneurs can undertake commercial activities, and which ones, and how these activities contribute to the contexts of social innovation. We explore two cases that are derived from two premier universities in Taiwan in terms of research and academic entrepreneurship: OurCityLove from National Chiao Tung University (NCTU) and the Forest app from National Tsing Hua University (NTHU). The two cases show how social enterprises achieved the financial ability to expand their businesses and create the desired social values. While the first case, derived from NCTU, focused on providing useful information on social spaces, and services for the elderly, parents traveling with babies and those with disabilities (and also creating job opportunities for the latter), the other from NTHU created an app to influence those addicted to playing with their smartphones. The cases illustrate how the two universities capitalised on their technological competencies and academic programmes to support graduates and researchers in venturing into social entrepreneurship.

Some see universities as a possible source of solutions to enable a sustainable transition and overcome societal challenges. Findings from three multisite case studies of Desis Labs, FabLabs, and Science Shops shed light on how universities can help empower communities and solve societal challenges locally. Adopting a sociotechnical and flat relational perspective inspired by science and technology studies (STS), we focus on the material and spatial aspects of how these spaces are configured, thereby ensuring practical relevance for policy makers and practitioners. Applying an analytical generalization methodology, we condense the qualitative data into a typology of three ideal space-types (i.e. affording, mediating, and impact-oriented) that represent specific configurations of actors, researchers, students, communities, spaces, infrastructure, equipment, facilitators, etc. The ideal space-types empower communities in different ways, require different resources to create and operate, and translate differently into specific local contexts.

Some see universities as a possible source of solutions to enable a sustainable transition and overcome societal challenges. Findings from three multisite case studies of Desis Labs, FabLabs, and Science Shops shed light on how universities can help empower communities and solve societal challenges locally. Adopting a sociotechnical and flat relational perspective inspired by science and technology studies (STS), we focus on the material and spatial aspects of how these spaces are configured, thereby ensuring practical relevance for policy makers and practitioners. Applying an analytical generalization methodology, we condense the qualitative data into a typology of three ideal space-types (i.e. affording, mediating, and impact-oriented) that represent specific configurations of actors, researchers, students, communities, spaces, infrastructure, equipment, facilitators, etc. The ideal space-types empower communities in different ways, require different resources to create and operate, and translate differently into specific local contexts.

This article shows the diagnosis of the Interdisciplinary Rural Internship Program, PIRI, held in a university institution in order to identify elements to improve its implementation. The research is descriptive, with a mixed approach, where surveys and interviews were used to collect information. A sample of 214 students was considered, belonging to different programs of the Autonomous University Corporation of Nariño. The results indicate significant contributions from PIRI to the institutions and to the students who have participated in the program. PIRI is used in an educational space for students to develop skills and apply their knowledge on issues related to social innovation. However, there are also difficulties such as the low number of participants, together with the lack of clear procedures that allow an adequate articulation of the entities linked to PIRI. In this sense, a model was formulated to facilitate the university management of social innovation in the institution under study, which articulates the dependencies of entrepreneurship, research and social projection, so that the benefits are oriented both to the university community and to the territories.

This article shows the diagnosis of the Interdisciplinary Rural Internship Program, PIRI, held in a university institution in order to identify elements to improve its implementation. The research is descriptive, with a mixed approach, where surveys and interviews were used to collect information. A sample of 214 students was considered, belonging to different programs of the Autonomous University Corporation of Nariño. The results indicate significant contributions from PIRI to the institutions and to the students who have participated in the program. PIRI is used in an educational space for students to develop skills and apply their knowledge on issues related to social innovation. However, there are also difficulties such as the low number of participants, together with the lack of clear procedures that allow an adequate articulation of the entities linked to PIRI. In this sense, a model was formulated to facilitate the university management of social innovation in the institution under study, which articulates the dependencies of entrepreneurship, research and social projection, so that the benefits are oriented both to the university community and to the territories.

This article uses a conceptual approach to propose an innovation model for regional universities. It demonstrates that the traditional university encounters several obstacles that hinder its full integration into the development of its respective region and explains why currently known models cannot adapt to regions that have deficient relationships with the government and lack an entrepreneurial base. The new model is based on a structure composed of units called “innovation hubs” and incorporates social innovation, thus permitting the university to become integrated into the regional innovation ecosystems. The Magdalena University in Colombia was used as a reference in developing the model. Keywords: hub; social innovation; university innovation models; regional innovation ecosystems

This article uses a conceptual approach to propose an innovation model for regional universities. It demonstrates that the traditional university encounters several obstacles that hinder its full integration into the development of its respective region and explains why currently known models cannot adapt to regions that have deficient relationships with the government and lack an entrepreneurial base. The new model is based on a structure composed of units called “innovation hubs” and incorporates social innovation, thus permitting the university to become integrated into the regional innovation ecosystems. The Magdalena University in Colombia was used as a reference in developing the model. Keywords: hub; social innovation; university innovation models; regional innovation ecosystems

This chapter shows that there is a possibility of fostering an enabling and innovative multistakeholder partnership for creating sustainable impact and transformative change with local communities. It argues that the collaborative efforts among district administration, educational institutions and civil society groups in supporting innovation and entrepreneurship can play an extremely important role in livelihood security and empowerment of marginalized sections. The chapter outlines the transformation of a marginalized and underdeveloped district of India. It presents a background of the district with a focus on farmers’ distress and discusses the mode of organization of elites and marginalized peoples under welfare and neoliberal regimes. The chapter also outlines the impact that state–university engagement on the communities. The neoliberal regime made the elite-based cooperatives ineffective, as they came under mismanagement and overexploitation by those in power. Neoliberal reform introduced a new vulnerability among Indian farmers, especially in certain states, such as Maharashtra.

This chapter shows that there is a possibility of fostering an enabling and innovative multistakeholder partnership for creating sustainable impact and transformative change with local communities. It argues that the collaborative efforts among district administration, educational institutions and civil society groups in supporting innovation and entrepreneurship can play an extremely important role in livelihood security and empowerment of marginalized sections. The chapter outlines the transformation of a marginalized and underdeveloped district of India. It presents a background of the district with a focus on farmers’ distress and discusses the mode of organization of elites and marginalized peoples under welfare and neoliberal regimes. The chapter also outlines the impact that state–university engagement on the communities. The neoliberal regime made the elite-based cooperatives ineffective, as they came under mismanagement and overexploitation by those in power. Neoliberal reform introduced a new vulnerability among Indian farmers, especially in certain states, such as Maharashtra.

Educating social innovators in higher education is of great importance as many societal challenges exist. This study combines experiential learning with ICT tools to provide students with the needed competences and experiences to solve societal challenges. We employ this approach in an innovative course, named Experts in Teamwork (EiT), which follows the experiential learning cycle. The participants of this study are undergraduate students interested to learn how they can solve societal challenges. Specifically, 26 students with various background and nationalities participated. A collaborative platform was developed that supports teamwork and cooperation, as well as the social innovation process. The findings show that this approach can influence positively learning outcomes and increase students' engagement and motivation with both social innovation and the learning process. Also, students' creativity was increased leading to the development of better solutions. The overall outcomes contribute to theoretical and practical development, to allow educators to take appropriate measures to enhance students' learning experience and foster social innovation through ICT.