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Local energy policy agendas require commonly defined desirable future visions and collective agenda-setting to spur collaborative action. However, methods designed for multi-stakeholder engagement often do not sufficiently open up deliberative processes to all voices, and efforts to envision desired futures built from current local energy challenges are usually designed by and oriented towards specialists. With this paper, we aimed to explore how the theoretical strengths of storytelling for supporting local policy processes play out in practice. We contrast what the literature states about the potential of storytelling for solving complex challenges and facilitating collaborative processes to the lessons learnt from actually using storytelling in a set of 17 multi-stakeholder workshops across 17 European countries run as part of the H2020 SHAPE ENERGY project. The workshops were each designed around a tangible local energy policy challenge. We found storytelling has unique strengths in terms of enabling significant (un)learning regarding stakeholder relationships, allowing participants to step into others’ perspectives, keeping hold of diversity, and the use of ‘we’ in stories leading to concrete future initiatives. We also note specific learnings about when these outcomes may not be achieved, for example due to fears, traditions, hierarchical structures, as well as the need for sufficient time for planning, facilitator training and stakeholder invitations. We conclude that as an innovative, playful and flexible methodology, storytelling can undoubtedly be a valuable additional tool for policymakers where there is a desire for deliberative stakeholder involvement, and appetite to tailor approaches to local contexts.

Local energy policy agendas require commonly defined desirable future visions and collective agenda-setting to spur collaborative action. However, methods designed for multi-stakeholder engagement often do not sufficiently open up deliberative processes to all voices, and efforts to envision desired futures built from current local energy challenges are usually designed by and oriented towards specialists. With this paper, we aimed to explore how the theoretical strengths of storytelling for supporting local policy processes play out in practice. We contrast what the literature states about the potential of storytelling for solving complex challenges and facilitating collaborative processes to the lessons learnt from actually using storytelling in a set of 17 multi-stakeholder workshops across 17 European countries run as part of the H2020 SHAPE ENERGY project. The workshops were each designed around a tangible local energy policy challenge. We found storytelling has unique strengths in terms of enabling significant (un)learning regarding stakeholder relationships, allowing participants to step into others’ perspectives, keeping hold of diversity, and the use of ‘we’ in stories leading to concrete future initiatives. We also note specific learnings about when these outcomes may not be achieved, for example due to fears, traditions, hierarchical structures, as well as the need for sufficient time for planning, facilitator training and stakeholder invitations. We conclude that as an innovative, playful and flexible methodology, storytelling can undoubtedly be a valuable additional tool for policymakers where there is a desire for deliberative stakeholder involvement, and appetite to tailor approaches to local contexts.

Cet article rend compte de la manière dont les organisations internationales pourraient s’approprier la démarche délibérative à l’occasion de leurs efforts de régulation éthique de l’IA en présentant le projet de la délibération internationale intitulée « Dialogue inclusif sur l’éthique de l’intelligence artificielle (IA) » (ODAI) menée par Algora Lab - Université de Montréal et Mila - Institut québécois d’intelligence artificielle. Ce projet délibératif portait sur le premier instrument normatif mondial en éthique de l’IA rédigé par l’UNESCO. L’ODAI se démarque par sa portée internationale, le nombre de personnes consultées et sa réalisation en ligne. Après une présentation du cadre méthodologique et théorique de la délibération sur l’éthique de l’IA, nous opérons une analyse critique du processus et nous proposerons finalement des recommandations pratiques pour de futures délibérations en éthique de l’IA.

The formation of social entrepreneurial intention (SEI) is a topic that attracts scholars’ attention recently. Previous studies in the literature mention the importance of personal background on the formation of such intentions (Mair and Noboa, in: Social entrepreneurship: How intentions to create a social venture are formed. In “social entrepreneurship” (pp. 121–135). Palgrave Macmillan, London, 2006); Dorado in Journal of Developmental Entrepreneurship 11:1–24, 2006; Scheiber in VOLUNTAS International Journal of Voluntary and Nonprofit Organizations. 27:1694–1717, 2016; Bacq and Alt in Journal of Business Venturing 33:333–350, 2018; Hockerts in Journal of Social Entrepreneurship 9:234–256, 2018). However, these studies often use samples from a limited number of countries and/or regions. The aim of this study is twofold. First, this study aims to examine whether the main antecedents of SEI (major hardship, radical change, encountering others’ hardship, and role model) offered in our previous study (Asarkaya and Keles Taysir in Nonprofit Management and Leadership 30:155–166, 2019) based on a sample from a specific country, is applicable within a global context and across different fields. Second, various functions of the main antecedents that lead to the formation of SEI are explored. The list of Ashoka fellows is utilized, and the personal details of 255 social entrepreneurs are analyzed. There are some common patterns in these narratives, supporting the potential influence of the main antecedents. In addition, the weights of these antecedents vary across different fields; and they have distinct functions through which SEI is formed.

The formation of social entrepreneurial intention (SEI) is a topic that attracts scholars’ attention recently. Previous studies in the literature mention the importance of personal background on the formation of such intentions (Mair and Noboa, in: Social entrepreneurship: How intentions to create a social venture are formed. In “social entrepreneurship” (pp. 121–135). Palgrave Macmillan, London, 2006); Dorado in Journal of Developmental Entrepreneurship 11:1–24, 2006; Scheiber in VOLUNTAS International Journal of Voluntary and Nonprofit Organizations. 27:1694–1717, 2016; Bacq and Alt in Journal of Business Venturing 33:333–350, 2018; Hockerts in Journal of Social Entrepreneurship 9:234–256, 2018). However, these studies often use samples from a limited number of countries and/or regions. The aim of this study is twofold. First, this study aims to examine whether the main antecedents of SEI (major hardship, radical change, encountering others’ hardship, and role model) offered in our previous study (Asarkaya and Keles Taysir in Nonprofit Management and Leadership 30:155–166, 2019) based on a sample from a specific country, is applicable within a global context and across different fields. Second, various functions of the main antecedents that lead to the formation of SEI are explored. The list of Ashoka fellows is utilized, and the personal details of 255 social entrepreneurs are analyzed. There are some common patterns in these narratives, supporting the potential influence of the main antecedents. In addition, the weights of these antecedents vary across different fields; and they have distinct functions through which SEI is formed.

In an increasingly globalized world, the challenges of society need to be tackled not by single organisations but by a multitude of stakeholders. Universities can contribute by extending their role and by collaborating with external stakeholders. This study employs qualitative methods to explore how a university engages with its innovation ecosystem through two different projects.The findings, connected to the development of educational and digital systems,show: 1) evidence of two extreme approaches to external stakeholder engagement and 2) three levels of tensions (multi-layered tensions) - on an overarching level, between stakeholder groups, and within groups of stakeholders. The contribution connects to literature on open innovation, quadruple helixes and lastly to university social innovation, especially responsibility diffusion.

University-community engagement is emerging as an important channel for social innovation, requiring universities to act as change agents in their local settings. The role of change agent presents new challenges for universities as it requires going beyond institutional borders to collaborate with non-traditional partners such as informal enterprises, and to stimulate and support innovation that may be seen as relevant to a given local setting only. Universities are thus grappling with finding suitable mechanisms and models for engaging in institutional contexts that are vastly different from traditional formal university- and firm-based settings. Based on empirically rich case study research in a South African township, the paper presents new conceptual insights on how universities can catalyse social change in resource-poor local settings through strategically selecting mechanisms and models of engagement that align with locally-embedded institutions, practices and needs. Four types of engagement models are identified, each relate to different models of entrepreneurship and innovation and thus different modes of learning. The typology distinguishes between dominant, traditional knowledge transfer models, and emergent, socially responsive models that show greater promise for promoting collective agency and effecting systemic social change. The typology can be used to assess current practice and inform future strategies.

University-community engagement is emerging as an important channel for social innovation, requiring universities to act as change agents in their local settings. The role of change agent presents new challenges for universities as it requires going beyond institutional borders to collaborate with non-traditional partners such as informal enterprises, and to stimulate and support innovation that may be seen as relevant to a given local setting only. Universities are thus grappling with finding suitable mechanisms and models for engaging in institutional contexts that are vastly different from traditional formal university- and firm-based settings. Based on empirically rich case study research in a South African township, the paper presents new conceptual insights on how universities can catalyse social change in resource-poor local settings through strategically selecting mechanisms and models of engagement that align with locally-embedded institutions, practices and needs. Four types of engagement models are identified, each relate to different models of entrepreneurship and innovation and thus different modes of learning. The typology distinguishes between dominant, traditional knowledge transfer models, and emergent, socially responsive models that show greater promise for promoting collective agency and effecting systemic social change. The typology can be used to assess current practice and inform future strategies.

L’article est basé sur une enquête portant sur la structuration de la démarche de développement durable et responsabilité sociale (DD-RS) dans les universités françaises. Il s’appuie sur la théorie de la structuration et la Théorie Néo-Institutionnelle pour construire un cadre conceptuel à la structuration de cette mission. Ce dernier est confronté à la pratique des établissements et débouche sur une typologie fondée sur le rôle de l’implication politique, de la culture du pilotage et des isomorphismes. La discussion autour de cette typologie, à partir d’une ACM montrant l’existence de groupes homogènes d’universités quant à leur structuration d’une démarche DD-RS, permet d’affiner le rôle de chacun des facteurs du modèle conceptuel.

L’article est basé sur une enquête portant sur la structuration de la démarche de développement durable et responsabilité sociale (DD-RS) dans les universités françaises. Il s’appuie sur la théorie de la structuration et la Théorie Néo-Institutionnelle pour construire un cadre conceptuel à la structuration de cette mission. Ce dernier est confronté à la pratique des établissements et débouche sur une typologie fondée sur le rôle de l’implication politique, de la culture du pilotage et des isomorphismes. La discussion autour de cette typologie, à partir d’une ACM montrant l’existence de groupes homogènes d’universités quant à leur structuration d’une démarche DD-RS, permet d’affiner le rôle de chacun des facteurs du modèle conceptuel.

Studies on public sector innovation often treat this type of innovation as something that emerges within public sector organizations. However, innovation theory argues that external sources of innovation are more fruitful sources of ideas. We claim that universities must be treated as a mandatory element in public sector innovation. This paper is aimed at clarifying the place of public sector innovation in the classification of innovations currently used in the literature. It also seeks to conceptualize an approach for future research on the topic. Our primary goal is to identify the role of different actors in the development of public sector innovation. We analyze the advantages and disadvantages of different forms of university involvement in public sector innovation. The paper consists of two parts. The first defines concepts of innovation in general and public sector innovation viewed as a variation on social innovation. The second is dedicated to an analysis of the experience of Russian universities in enhancing collaboration between actors in the public innovation system.

Studies on public sector innovation often treat this type of innovation as something that emerges within public sector organizations. However, innovation theory argues that external sources of innovation are more fruitful sources of ideas. We claim that universities must be treated as a mandatory element in public sector innovation. This paper is aimed at clarifying the place of public sector innovation in the classification of innovations currently used in the literature. It also seeks to conceptualize an approach for future research on the topic. Our primary goal is to identify the role of different actors in the development of public sector innovation. We analyze the advantages and disadvantages of different forms of university involvement in public sector innovation. The paper consists of two parts. The first defines concepts of innovation in general and public sector innovation viewed as a variation on social innovation. The second is dedicated to an analysis of the experience of Russian universities in enhancing collaboration between actors in the public innovation system.

Context Partnership between patients and health-care professionals (HCPs) is a concept that needs a valid, practical measure to facilitate its use by patients and HCPs. Objective To co-construct a tool for measuring the degree of partnership between patients and HCPs. Design The CADICEE tool was developed in four steps: (1) generate key dimensions of patient partnership in clinical care; (2) co-construct the tool; (3) assess face and content validity from patients’ and HCPs’ viewpoints; and (4) assess the usability of the tool and explore its measurement performance. Results The CADICEE tool comprises 24 items under 7 dimensions: 1) relationship of Confidence or trust between the patient and the HCPs; 2) patient Autonomy; 3) patient participation in Decisions related to care; 4) shared Information on patient health status or care; 5) patient personal Context; 6) Empathy; and 7) recognition of Expertise. Assessment of the tool's usability and measurement performance showed, in a convenience sample of 246 patients and relatives, high face validity, acceptability and relevance for both patients and HCPs, as well as good construct validity. Conclusions The CADICEE tool is developed in co-construction with patients to evaluate the degree of partnership in care desired by patients in their relationship with HCPs. The tool can be used in various clinical contexts and in different health-care settings. Patient or Public Contribution Patients were involved in determining the importance of constructing this questionnaire. They co-constructed it, pre-tested it and were part of the entire questionnaire development process. Three patients participated in the writing of the article.

Context Partnership between patients and health-care professionals (HCPs) is a concept that needs a valid, practical measure to facilitate its use by patients and HCPs. Objective To co-construct a tool for measuring the degree of partnership between patients and HCPs. Design The CADICEE tool was developed in four steps: (1) generate key dimensions of patient partnership in clinical care; (2) co-construct the tool; (3) assess face and content validity from patients’ and HCPs’ viewpoints; and (4) assess the usability of the tool and explore its measurement performance. Results The CADICEE tool comprises 24 items under 7 dimensions: 1) relationship of Confidence or trust between the patient and the HCPs; 2) patient Autonomy; 3) patient participation in Decisions related to care; 4) shared Information on patient health status or care; 5) patient personal Context; 6) Empathy; and 7) recognition of Expertise. Assessment of the tool's usability and measurement performance showed, in a convenience sample of 246 patients and relatives, high face validity, acceptability and relevance for both patients and HCPs, as well as good construct validity. Conclusions The CADICEE tool is developed in co-construction with patients to evaluate the degree of partnership in care desired by patients in their relationship with HCPs. The tool can be used in various clinical contexts and in different health-care settings. Patient or Public Contribution Patients were involved in determining the importance of constructing this questionnaire. They co-constructed it, pre-tested it and were part of the entire questionnaire development process. Three patients participated in the writing of the article.

Inspired by the South American research tradition known as “social technology,” this article proposes an operational framework to advance the understanding of mechanisms that help to promote social transformation. To illustrate its theorizing potential, we apply the framework to a nonprofit organization–Parole d’excluEs–that was created in Montreal (Canada) in 2006 and that has been promoting citizen mobilization and commitment to social change (parole-dexclues.ca). To that end, we offer a theoretical paper with an empirical illustration as a first step in a reflection on employing a global South theoretical lens–drawing on the concept of social technology–to make sense of a global North social innovation experience and to advance existing knowledge on the mechanisms of social transformation. The results contribute to social innovation research and practice, particularly at the interface between the management and nonprofit literatures.

Inspired by the South American research tradition known as “social technology,” this article proposes an operational framework to advance the understanding of mechanisms that help to promote social transformation. To illustrate its theorizing potential, we apply the framework to a nonprofit organization–Parole d’excluEs–that was created in Montreal (Canada) in 2006 and that has been promoting citizen mobilization and commitment to social change (parole-dexclues.ca). To that end, we offer a theoretical paper with an empirical illustration as a first step in a reflection on employing a global South theoretical lens–drawing on the concept of social technology–to make sense of a global North social innovation experience and to advance existing knowledge on the mechanisms of social transformation. The results contribute to social innovation research and practice, particularly at the interface between the management and nonprofit literatures.

Purpose In recent decades, higher education institutes (HEIs) have come under pressure to cooperate with society as a whole. This shift towards an increased focus on third mission and social innovation activities implies a substantial organizational change process for many HEIs, as they need to initiate both structural and cultural changes. This paper provides guidance for such change processes by examining the views and attitudes of academic and administrative staff, as well as students within the HEIs over a period in which the HEIs increase their focus on social innovation. Design/methodology/approach The study uses a longitudinal quantitative approach consisting of a survey of administrative and academic staff, as well as students at two German HEIs. The authors studied members' attitudes towards third mission and social innovation activities (N = 3470). Findings Results suggest that the university members' attitudes towards third mission and social innovation are positive but change to some extent over time. Different aspects shape the attitudes within the three groups (administrative staff, academic staff and students). Furthermore, attitudes vary among academic employees who are involved in the process and those who are not. Practical implications The findings provide useful information for university managers and anyone aiming to promote social innovation at HEIs. Originality/value The study examines how attitudes of university members change whenever social innovation takes place at HEIs. This study includes data on the participation and empowerment of all HEI members in view of the important role that HEIs can play as supporters of social innovation.

Purpose In recent decades, higher education institutes (HEIs) have come under pressure to cooperate with society as a whole. This shift towards an increased focus on third mission and social innovation activities implies a substantial organizational change process for many HEIs, as they need to initiate both structural and cultural changes. This paper provides guidance for such change processes by examining the views and attitudes of academic and administrative staff, as well as students within the HEIs over a period in which the HEIs increase their focus on social innovation. Design/methodology/approach The study uses a longitudinal quantitative approach consisting of a survey of administrative and academic staff, as well as students at two German HEIs. The authors studied members' attitudes towards third mission and social innovation activities (N = 3470). Findings Results suggest that the university members' attitudes towards third mission and social innovation are positive but change to some extent over time. Different aspects shape the attitudes within the three groups (administrative staff, academic staff and students). Furthermore, attitudes vary among academic employees who are involved in the process and those who are not. Practical implications The findings provide useful information for university managers and anyone aiming to promote social innovation at HEIs. Originality/value The study examines how attitudes of university members change whenever social innovation takes place at HEIs. This study includes data on the participation and empowerment of all HEI members in view of the important role that HEIs can play as supporters of social innovation.

University social responsibility (USR) is an important assessment criterion of the QS Stars. In the context of the COVID-19 pandemic, the social orientation of universities as intellectual leaders in the development of society gains particular importance. The research purpose is to analyze the impact of the COVID-19 pandemic on the university activity directions in the framework of strategies (USR). An empirical assessment of the level and complementary factors of USR in the BRICS countries (Brazil, Russia, India, China, and South Africa) was conducted, using the method of integral and expert assessment. Grounded on scoring according to the principal component analysis, the structure of the factors of the USR development in the BRICS countries was determined. Multifactor regression modeling allowed substantiating the priority of factors stimulating the development of USR in the BRICS countries in modern conditions and arguing the main barriers to introducing the concept of social responsibility into university activities and expanding the stakeholders’ circle in it. The research results showed that the university management creativity, effective communication with the public and stakeholders, the quality of the educational process and the development of scientific activities stimulate USR development in the BRICS countries and should be used as the basis for the strategic planning of activities in the context of the continuing COVID-19 pandemic. Conceptual trends in the USR development can be useful for universities in the studied countries when adapting strategic development plans regarding the social needs of modern society.

University social responsibility (USR) is an important assessment criterion of the QS Stars. In the context of the COVID-19 pandemic, the social orientation of universities as intellectual leaders in the development of society gains particular importance. The research purpose is to analyze the impact of the COVID-19 pandemic on the university activity directions in the framework of strategies (USR). An empirical assessment of the level and complementary factors of USR in the BRICS countries (Brazil, Russia, India, China, and South Africa) was conducted, using the method of integral and expert assessment. Grounded on scoring according to the principal component analysis, the structure of the factors of the USR development in the BRICS countries was determined. Multifactor regression modeling allowed substantiating the priority of factors stimulating the development of USR in the BRICS countries in modern conditions and arguing the main barriers to introducing the concept of social responsibility into university activities and expanding the stakeholders’ circle in it. The research results showed that the university management creativity, effective communication with the public and stakeholders, the quality of the educational process and the development of scientific activities stimulate USR development in the BRICS countries and should be used as the basis for the strategic planning of activities in the context of the continuing COVID-19 pandemic. Conceptual trends in the USR development can be useful for universities in the studied countries when adapting strategic development plans regarding the social needs of modern society.