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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

Co-editor of this issue David Peacock interviews Stephen Huddart (President and CEO) and Chad Lubelsky (Program Director) of the McConnell Foundation, a historic supporter of postsecondary education across Canada. McConnell’s investments in community service-learning, social entrepreneurial and innovation activities and social infrastructure programs and dialogues have made them a significant partner for many Canadian higher education institutions. Yet not all community-campus engagement scholars and practitioners, and Engaged Scholar readers, may have heard McConnell articulate for itself its aims and goals for Canadian higher education and society. This interview canvasses the scope of McConnell’s work and interests in community-campus engagement, and sheds light on the actions of an influential private actor in the postsecondary sector.

Co-editor of this issue David Peacock interviews Stephen Huddart (President and CEO) and Chad Lubelsky (Program Director) of the McConnell Foundation, a historic supporter of postsecondary education across Canada. McConnell’s investments in community service-learning, social entrepreneurial and innovation activities and social infrastructure programs and dialogues have made them a significant partner for many Canadian higher education institutions. Yet not all community-campus engagement scholars and practitioners, and Engaged Scholar readers, may have heard McConnell articulate for itself its aims and goals for Canadian higher education and society. This interview canvasses the scope of McConnell’s work and interests in community-campus engagement, and sheds light on the actions of an influential private actor in the postsecondary sector.

This paper provides an overview of the state of art of research on social entrepreneurship and the establishment of this topic in the academic world. It uses scientometric methods in measuring the maturity of social entrepreneurship research. The empirical part reveals the exponentially growing number of papers, the institutionalization of social entrepreneurship in seven dimensions, the emergence of thematic clusters, and methodological issues. The paper makes concrete suggestions on how to overcome methodological challenges. Furthermore, we provide a ranking of the 22 most cited academic contributions in social entrepreneurship. Surprisingly, almost half of the most cited papers have not been published in journals but in books, raising doubts about the current (over-)rating of journal publications.

This paper provides an overview of the state of art of research on social entrepreneurship and the establishment of this topic in the academic world. It uses scientometric methods in measuring the maturity of social entrepreneurship research. The empirical part reveals the exponentially growing number of papers, the institutionalization of social entrepreneurship in seven dimensions, the emergence of thematic clusters, and methodological issues. The paper makes concrete suggestions on how to overcome methodological challenges. Furthermore, we provide a ranking of the 22 most cited academic contributions in social entrepreneurship. Surprisingly, almost half of the most cited papers have not been published in journals but in books, raising doubts about the current (over-)rating of journal publications.

This book examines the ways in which universities can play a crucial role in inclusive development, social innovation and social entrepreneurship. It aims to prove the importance of inclusive development and inclusive innovation on economic growth and demonstrate the ways in which universities can be pioneers in this area through initiatives in social responsibility and social innovation. For example, providing access to a university education without discrimination of race, gender, income status, or other factors would help to diminish the increasing income differentials currently being experienced in many countries, especially in the developing world. The research and studies included in this book provide insight into possible actions that can be taken by universities and public and private shareholders in inclusive development, social innovation, social entrepreneurship and overall regional economic and social development.

This book examines the ways in which universities can play a crucial role in inclusive development, social innovation and social entrepreneurship. It aims to prove the importance of inclusive development and inclusive innovation on economic growth and demonstrate the ways in which universities can be pioneers in this area through initiatives in social responsibility and social innovation. For example, providing access to a university education without discrimination of race, gender, income status, or other factors would help to diminish the increasing income differentials currently being experienced in many countries, especially in the developing world. The research and studies included in this book provide insight into possible actions that can be taken by universities and public and private shareholders in inclusive development, social innovation, social entrepreneurship and overall regional economic and social development.

Interrelations between creativity, innovativeness and entrepreneurial skills of individuals have long been discussed in the literature. Due to the challenges regarding their measurement, most studies focused on the intentions rather than the outcomes. The idea generation that requires creativity is the first stage of social innovation. The young population's creative potentials in participating social innovation practices deserve a special attention as they play a critical role in the innovativeness and entrepreneurship of societies. This study aims to explore the factors that determine the creative intentions of university students that are important in generating social innovation projects. A structured survey based on the literature was conducted among 600 management and engineering students from 3 universities from the different percentiles of the Entrepreneurial and Innovative University Index for 2012 of the Turkish Ministry of Science, Industry and Technology. The survey included questions on the demographic characteristics, environmental factors, motivators, university/institutional context, perceptions and creative thinking attitudes. By conducting reliability and factor analysis, accuracy and validity of data is tested and the impact factors were identified. Findings reveal that visionary attitude, curiosity, exploration and learning, attitude for own creativity, self-esteem, perception about the learnability of creativity, university and social environment are components of creative thinking intentions of students and some of these factors vary by year of study and university.

Interrelations between creativity, innovativeness and entrepreneurial skills of individuals have long been discussed in the literature. Due to the challenges regarding their measurement, most studies focused on the intentions rather than the outcomes. The idea generation that requires creativity is the first stage of social innovation. The young population's creative potentials in participating social innovation practices deserve a special attention as they play a critical role in the innovativeness and entrepreneurship of societies. This study aims to explore the factors that determine the creative intentions of university students that are important in generating social innovation projects. A structured survey based on the literature was conducted among 600 management and engineering students from 3 universities from the different percentiles of the Entrepreneurial and Innovative University Index for 2012 of the Turkish Ministry of Science, Industry and Technology. The survey included questions on the demographic characteristics, environmental factors, motivators, university/institutional context, perceptions and creative thinking attitudes. By conducting reliability and factor analysis, accuracy and validity of data is tested and the impact factors were identified. Findings reveal that visionary attitude, curiosity, exploration and learning, attitude for own creativity, self-esteem, perception about the learnability of creativity, university and social environment are components of creative thinking intentions of students and some of these factors vary by year of study and university.

L’article tente dans une première partie de produire un classement des pratiques de recherche partenariale ayant cours dans les universités au Québec. Sans être une investigation systématique, elle puise dans diverses disciplines des sciences sociales et dans divers domaines de recherche. Deux tendances semblent se dessiner, l’une plus proche de la vision émancipatrice et l’autre plus axée sur les stratégies d’innovation sociale. La réflexion se poursuit par l’exposition, en seconde partie d’article, de trois nouveaux enjeux engendrés par l’essor de la recherche partenariale au sein de l’institution universitaire : la tension avec la recherche traditionnelle, la démarcation du savoir universitaire des autres types de savoirs et, enfin, l’éthique de la recherche.

Eleven papers explore research in entrepreneurship and community engagement in the context of Syracuse University's Scholarship in Action Model, which emphasizes sustainable campus-community entrepreneurial partnerships and applied research on the outcomes of these. Papers discuss the five keys to success in academic entrepreneurship; transforming a professional curriculum through engagement with practice--the Global Enterprise Technology Program at Syracuse University; tapping our fountain of youth--the guiding philosophy and first report on the Syracuse Student Startup Accelerator; Syracuse University Technology Commercialization Clinics; community development law and legal education; the Syracuse Miracle--inspiring entrepreneurs through conversations; the South Side Newspaper Project; bridging a traumatic past to an envisioned future--a case study of social entrepreneurship; inclusive entrepreneurship; the role of information and motivation in the process of innovation; and students serving as catalysts within a teacher education innovation.

Une communauté de pratique devrait être issue d’une initiative volontaire à l’intérieur d’une organisation, dont certains membres partagent des connaissances ou des savoirfaire qu’ils désirent améliorer. Le côté volontaire de l’initiative nécessite souvent une impulsion de démarrage, et une stratégie de dynamisation étalée dans le temps. Ceci représente tout un défi dans le cadre d’un réseau de recherche en partenariat qui regroupe des membres ayant un intérêt commun certes, mais répartis dans plusieurs pays et rattachés à divers organismes indépendants du réseau de recherche en partenariat où ils effectuent des travaux variés. 4 Notre objectif de recherche était donc : (1) de faire émerger une Communauté de pratique (CoP) au sein d’un programme de recherche en partenariat, notamment en lui offrant des outils propres au web social (site, blogue, infolettre, fil RSS, etc.) pour favoriser la collaboration de ses membres ; puis (2) d’observer l’évolution de cette CoP ; (3) et de dégager des techniques d’animation et de veille pour la mise en place de ce type de communauté de recherche. Dans ce texte, nous proposons un premier bilan, après un an, sur la pratique du partenariat et les actions menées afin de faire émerger une réelle communauté de pratique dans le cadre d’un programme de recherche en partenariat. Ceci constitue un défi important pour nombre de projets en partenariat, puisque plusieurs d’entre eux ont comme objectif non seulement de réaliser des recherches, mais de les réaliser en collaboration, et donc de soutenir les échanges entre les divers milieux (universitaire, communautaire, ou autre, selon les cas).

Une communauté de pratique devrait être issue d’une initiative volontaire à l’intérieur d’une organisation, dont certains membres partagent des connaissances ou des savoirfaire qu’ils désirent améliorer. Le côté volontaire de l’initiative nécessite souvent une impulsion de démarrage, et une stratégie de dynamisation étalée dans le temps. Ceci représente tout un défi dans le cadre d’un réseau de recherche en partenariat qui regroupe des membres ayant un intérêt commun certes, mais répartis dans plusieurs pays et rattachés à divers organismes indépendants du réseau de recherche en partenariat où ils effectuent des travaux variés. 4 Notre objectif de recherche était donc : (1) de faire émerger une Communauté de pratique (CoP) au sein d’un programme de recherche en partenariat, notamment en lui offrant des outils propres au web social (site, blogue, infolettre, fil RSS, etc.) pour favoriser la collaboration de ses membres ; puis (2) d’observer l’évolution de cette CoP ; (3) et de dégager des techniques d’animation et de veille pour la mise en place de ce type de communauté de recherche. Dans ce texte, nous proposons un premier bilan, après un an, sur la pratique du partenariat et les actions menées afin de faire émerger une réelle communauté de pratique dans le cadre d’un programme de recherche en partenariat. Ceci constitue un défi important pour nombre de projets en partenariat, puisque plusieurs d’entre eux ont comme objectif non seulement de réaliser des recherches, mais de les réaliser en collaboration, et donc de soutenir les échanges entre les divers milieux (universitaire, communautaire, ou autre, selon les cas).

REAP stands for Reciprocity, Externalities, Access and Partnership. It is about how a University can work with communities for mutual benefit as well as the enhancement of the city, town or district in which the University is located

The Office of Social Innovation (OSI) is piloting financial support in the form of two grants for student-initiated extra-curricular initiatives and projects that advance community-based social change: Social Innovation and Activism Fund (SIAF) and Apprenticing with a Problem.

RADIUS SFU and Embark Sustainability have partnered to provide funding in amounts ranging up to $2,000, depending on project size and budget, to SFU students.

The purpose of the social innovation scholarship is to enable SSE students to pursue opportunities within the realm of social entrepreneurship and social innovation. It represents an opportunity for SSE students to spend the summer working for and supporting a social entrepreneur or NGO somewhere in the world. It is a chance to leverage their business skills to create real change.

L’Université Saint-Paul et l’École d’innovation sociale Élisabeth-Bruyère propose de généreuses bourses en vue de la rentrée 2021. Que l’on choisisse d’étudier en français ou en anglais, au premier ou au deuxième cycle, devenir un agent du changement social n’aura jamais été aussi accessible financièrement. Découvrez les principales bourses que nous offrons à ceux et celles qui choisissent de s’inscrire à temps plein !