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Public innovation has received increasing attention in recent years. Experiments with new governance structures, such as New Public Management and New Public Governance, have challenged the traditional top-down, internally driven forms of innovation in the public sector and have entailed a search for new forms of open, collaborative and interactive innovation, implying a reframing of public innovation activities. However, introducing these new frames of innovation causes uncertainties in the public sector, necessitating better understanding of how public innovation can be changed to address societal needs. This paper uses materials from case studies of 21 public living labs across Europe to analyse the lessons that can be learned from public sector participation in living labs in terms of their contribution to reframing public innovation. The “frame” construct is used to analyse and provide an understanding of how participation in living labs helps public actors to reframe innovation and address public and societal needs. Three living lab framings for changing public innovation are identified (processual learning, restrained space and democratic engagement), and the degree of intensity of these framings with respect to involving stakeholders and addressing societal challenges is discussed. The paper contributes to knowledge of public sector innovation by extending previous accounts of how public innovation can be improved.

Public innovation has received increasing attention in recent years. Experiments with new governance structures, such as New Public Management and New Public Governance, have challenged the traditional top-down, internally driven forms of innovation in the public sector and have entailed a search for new forms of open, collaborative and interactive innovation, implying a reframing of public innovation activities. However, introducing these new frames of innovation causes uncertainties in the public sector, necessitating better understanding of how public innovation can be changed to address societal needs. This paper uses materials from case studies of 21 public living labs across Europe to analyse the lessons that can be learned from public sector participation in living labs in terms of their contribution to reframing public innovation. The “frame” construct is used to analyse and provide an understanding of how participation in living labs helps public actors to reframe innovation and address public and societal needs. Three living lab framings for changing public innovation are identified (processual learning, restrained space and democratic engagement), and the degree of intensity of these framings with respect to involving stakeholders and addressing societal challenges is discussed. The paper contributes to knowledge of public sector innovation by extending previous accounts of how public innovation can be improved.

This paper reports on a long-term collaboration with a self-organised social clinic, within solidarity movements in Greece. The collaboration focused on the co-creation of an oral history group within the social clinic, aiming to record and make sense of a collection of digital oral histories from its volunteers and volunteers-doctors. The process aimed to support reflection and shape the future of the clinic's ongoing social innovation and to transform institutional public health services. Positioning the work of solidarity movement as designing social innovation, the work contributes to CSCW and 'infrastructuring' in Participatory Design aspiring to support social activism and social transformation processes. More specifically, through our empirical insights on the process of infrastructuring an oral history group within a social movement; and related insights about their ongoing participatory health service provision-we provide implications for CSCW concerned with its role in institutional healthcare service transformation.

The aim of this paper is to study the influence of corporate social responsibility (CSR) over small and medium‐sized enterprise (SME) innovation and the effect of two mediating variables, debt terms and human capital. Based on a sample of 2825 Spanish SMEs and applying a structural equations modeling, the results demonstrate that the effect of CSR on innovation is mediated by debt terms and by good human resource practices. Part of the positive effect of CSR on innovation occurs through these two variables, which, alone, positively and significantly affect innovation in SMEs. Consequently, the positive effect of CSR practices on debt terms through a decrease in asymmetric information goes further, also having repercussions on innovation. Additionally, the suitable development of human resource practices based on strategies oriented toward CSR allow companies to carry out greater and more efficient innovative activities. This paper contributes to the CSR literature considering the human resource management and the debt access in the relationship between CSR and innovation. The findings reveal important implications for policy makers and managers. For the former, the results show that it would be interesting to carry out actions aimed at assisting SMEs, especially those with fewer resources available, to implement a suitable CSR strategy, supporting sustainable development in SMEs. And, for the latter, CSR‐oriented innovation has proven to be a valuable strategy for more efficient SMEs management because of the multiple competitive advantages it generates.

The aim of this paper is to study the influence of corporate social responsibility (CSR) over small and medium‐sized enterprise (SME) innovation and the effect of two mediating variables, debt terms and human capital. Based on a sample of 2825 Spanish SMEs and applying a structural equations modeling, the results demonstrate that the effect of CSR on innovation is mediated by debt terms and by good human resource practices. Part of the positive effect of CSR on innovation occurs through these two variables, which, alone, positively and significantly affect innovation in SMEs. Consequently, the positive effect of CSR practices on debt terms through a decrease in asymmetric information goes further, also having repercussions on innovation. Additionally, the suitable development of human resource practices based on strategies oriented toward CSR allow companies to carry out greater and more efficient innovative activities. This paper contributes to the CSR literature considering the human resource management and the debt access in the relationship between CSR and innovation. The findings reveal important implications for policy makers and managers. For the former, the results show that it would be interesting to carry out actions aimed at assisting SMEs, especially those with fewer resources available, to implement a suitable CSR strategy, supporting sustainable development in SMEs. And, for the latter, CSR‐oriented innovation has proven to be a valuable strategy for more efficient SMEs management because of the multiple competitive advantages it generates.

Nous présentons dans cet article les résultats d’une enquête sur les politiques publiques de régulation de l’intelligence artificielle et en particulier sur les stratégies mises en œuvre dans des cadres socio-politiques aux échelles nationales, européennes et internationales. La France a créé des instances dans lesquels des « frottements » entre acteurs différents sont possibles, comme les groupes d’experts ou le Partenariat Mondial sur l’Intelligence Artificielle. Nous considérons que le travail de la part de l’ensemble des groupes sociaux, impliqués dans les instances que nous observons, est consubstantiel à la régulation. Les acteurs publics et privés s’organisent pour échanger et interagir de façon structurée, notamment par la mise en place de ces instances, comme le PMIA. Les dispositifs et instruments, auxquels les différents acteurs participent, contribuent à conférer un sens aux activités de régulation. Notre hypothèse repose sur l’émergence d’un « modèle français » de la régulation qui tend à promouvoir la « confiance » et dont le sens est de parvenir à l’acceptabilité sociale de l’IA.

Nous présentons dans cet article les résultats d’une enquête sur les politiques publiques de régulation de l’intelligence artificielle et en particulier sur les stratégies mises en œuvre dans des cadres socio-politiques aux échelles nationales, européennes et internationales. La France a créé des instances dans lesquels des « frottements » entre acteurs différents sont possibles, comme les groupes d’experts ou le Partenariat Mondial sur l’Intelligence Artificielle. Nous considérons que le travail de la part de l’ensemble des groupes sociaux, impliqués dans les instances que nous observons, est consubstantiel à la régulation. Les acteurs publics et privés s’organisent pour échanger et interagir de façon structurée, notamment par la mise en place de ces instances, comme le PMIA. Les dispositifs et instruments, auxquels les différents acteurs participent, contribuent à conférer un sens aux activités de régulation. Notre hypothèse repose sur l’émergence d’un « modèle français » de la régulation qui tend à promouvoir la « confiance » et dont le sens est de parvenir à l’acceptabilité sociale de l’IA.

Whereas the economic impact of universities is undisputed, the social impact of universities remains vague. The purpose of this paper is to examine whether and how universities influence firms’ social engagement. Based on survey data of more than 7,000 German firms, our results reveal that universities positively affect firms’ social engagement mainly through teaching activities. Hence, our findings give impetus to a reinforcement of the university mission ‘teaching’ as a central lever for social change and increased social awareness as well as to a reorientation of the third university mission toward social needs. This paper thereby contributes to our understanding of the changing missions and values of universities and adds to the literature by exploring the underlying mechanisms of the social impact of universities. We conclude the paper with fruitful future avenues of research.

Whereas the economic impact of universities is undisputed, the social impact of universities remains vague. The purpose of this paper is to examine whether and how universities influence firms’ social engagement. Based on survey data of more than 7,000 German firms, our results reveal that universities positively affect firms’ social engagement mainly through teaching activities. Hence, our findings give impetus to a reinforcement of the university mission ‘teaching’ as a central lever for social change and increased social awareness as well as to a reorientation of the third university mission toward social needs. This paper thereby contributes to our understanding of the changing missions and values of universities and adds to the literature by exploring the underlying mechanisms of the social impact of universities. We conclude the paper with fruitful future avenues of research.

L’Union européenne comme les pouvoirs publics français peinent à trouver des solutions aux crises agricoles. Le secteur laitier n’échappe pas à la règle. En 2016, quelque 7000 consommateurs français ont activement participé à la coconstruction d’une filière laitière guidée par un objectif social : améliorer les conditions de vie des producteurs. L’innovation repose ainsi sur une nouvelle méthode de fixation du prix de vente du lait conditionné. Nous montrerons par cet exemple ainsi que par d’autres exemples en France que ce type de coconstruction constitue une innovation sociale inversée. Cette dernière tire parti d’un demi-siècle d’apprentissage fondé sur l’institutionnalisation du « caractère équitable » d’un bien, lequel est au coeur du commerce équitable Nord-Sud. Le label « équitable » n’est donc plus réservé aux seuls pays en développement. Nous analyserons également la portée des technologies numériques (TN) qui réduisent la « distance sociale » entre producteurs, implantés au Sud ou au Nord, et consommateurs. Ainsi, les consommateurs peuvent arbitrer à travers les TN, et ce, dans plusieurs filières.

L’Union européenne comme les pouvoirs publics français peinent à trouver des solutions aux crises agricoles. Le secteur laitier n’échappe pas à la règle. En 2016, quelque 7000 consommateurs français ont activement participé à la coconstruction d’une filière laitière guidée par un objectif social : améliorer les conditions de vie des producteurs. L’innovation repose ainsi sur une nouvelle méthode de fixation du prix de vente du lait conditionné. Nous montrerons par cet exemple ainsi que par d’autres exemples en France que ce type de coconstruction constitue une innovation sociale inversée. Cette dernière tire parti d’un demi-siècle d’apprentissage fondé sur l’institutionnalisation du « caractère équitable » d’un bien, lequel est au coeur du commerce équitable Nord-Sud. Le label « équitable » n’est donc plus réservé aux seuls pays en développement. Nous analyserons également la portée des technologies numériques (TN) qui réduisent la « distance sociale » entre producteurs, implantés au Sud ou au Nord, et consommateurs. Ainsi, les consommateurs peuvent arbitrer à travers les TN, et ce, dans plusieurs filières.

The importance of university social responsibility (USR) is given by the commitment assumed by the university towards its stakeholders. This study aims at providing new insights on this topic, by analyzing the level of performance in USR that universities communicate. To this end, a structured procedure in five phases is proposed, analyzing elements of the strategic direction and considering the use of USR indicators which are grouped in the four main areas of impact (organizational, educational, cognitive and social). To do this, a qualitative approach has been followed, supported by the use of text analysis software as well as by frequency and spider diagrams. To illustrate its use and the type of analysis it allows, the procedure is applied to the case of the Catalan higher education system, presenting the results at different levels. The study ends with the discussion of the implications, a list of recommendations and suggestion for future works.

The importance of university social responsibility (USR) is given by the commitment assumed by the university towards its stakeholders. This study aims at providing new insights on this topic, by analyzing the level of performance in USR that universities communicate. To this end, a structured procedure in five phases is proposed, analyzing elements of the strategic direction and considering the use of USR indicators which are grouped in the four main areas of impact (organizational, educational, cognitive and social). To do this, a qualitative approach has been followed, supported by the use of text analysis software as well as by frequency and spider diagrams. To illustrate its use and the type of analysis it allows, the procedure is applied to the case of the Catalan higher education system, presenting the results at different levels. The study ends with the discussion of the implications, a list of recommendations and suggestion for future works.

This paper presents the state of the art in promoting social innovation at five leading technical universities in Europe. We assess how these leading technical universities implement social innovation in their strategies, teaching, and research. The results show that all universities highlight the importance of finding solutions to global challenges and addressing Responsible Research and Innovation (RRI) as a fundamental university strategy for example by promoting social innovation. Moreover, all address the universities’ need to contribute to sustainability and the Sustainable Development Goals. However, social innovation does not play an important role in research and teaching as the results show that social innovation has so far been little addressed in research and teaching. Based on the political framework in the five European countries, we draw up conclusions for technical universities

This paper presents the state of the art in promoting social innovation at five leading technical universities in Europe. We assess how these leading technical universities implement social innovation in their strategies, teaching, and research. The results show that all universities highlight the importance of finding solutions to global challenges and addressing Responsible Research and Innovation (RRI) as a fundamental university strategy for example by promoting social innovation. Moreover, all address the universities’ need to contribute to sustainability and the Sustainable Development Goals. However, social innovation does not play an important role in research and teaching as the results show that social innovation has so far been little addressed in research and teaching. Based on the political framework in the five European countries, we draw up conclusions for technical universities

The interactions between the higher education sector and society and industry have been attracting increased attention in terms of ways to develop social innovation solutions to societal problems. Despite calls from politicians and the existence of some guidelines, we know little about how higher education could incorporate social innovation activities into its structure and missions. This study examines some practice experiences in two southern European public universities in Portugal and Spain. We show that the third mission of universities, which includes social innovation, is both linked to the first two missions of teaching and research, depending on the university’s historical and social context. The high dependence of higher education institutions on economic returns increases the importance of political action to drive the development of social innovation activities. This conditioning factor seems to be intrinsic to some of the barriers that have been identified, such as lack of legitimization and recognition of social innovation practices at the formal governmental level.

The interactions between the higher education sector and society and industry have been attracting increased attention in terms of ways to develop social innovation solutions to societal problems. Despite calls from politicians and the existence of some guidelines, we know little about how higher education could incorporate social innovation activities into its structure and missions. This study examines some practice experiences in two southern European public universities in Portugal and Spain. We show that the third mission of universities, which includes social innovation, is both linked to the first two missions of teaching and research, depending on the university’s historical and social context. The high dependence of higher education institutions on economic returns increases the importance of political action to drive the development of social innovation activities. This conditioning factor seems to be intrinsic to some of the barriers that have been identified, such as lack of legitimization and recognition of social innovation practices at the formal governmental level.

Higher Education Institutions, like many other organizations, are facing pressure from the development of digital technologies as a push towards the digitization of their activities and towards a type of change that some describe as disruptive and that forces them to review their processes and structures. This article describes the case of the medialab of the University of Salamanca, MEDIALAB USAL, as an experience of new learning space in higher education. Its origin is explained from the experiences of citizen technology laboratories and experimental laboratories at the point of intersection between Art, Science and Technology. Its structure and working methods are explained, and its activities are illustrated through the description of four educational innovation projects based on different digital technologies: a mathematics didactics project using AppInventor, Wikipedia as a tool for knowledge generation, Arduino for innovation in the teaching of Fine Arts and a university Hackathon as an activity to introduce students to social and entrepreneurial innovation processes.

Higher Education Institutions, like many other organizations, are facing pressure from the development of digital technologies as a push towards the digitization of their activities and towards a type of change that some describe as disruptive and that forces them to review their processes and structures. This article describes the case of the medialab of the University of Salamanca, MEDIALAB USAL, as an experience of new learning space in higher education. Its origin is explained from the experiences of citizen technology laboratories and experimental laboratories at the point of intersection between Art, Science and Technology. Its structure and working methods are explained, and its activities are illustrated through the description of four educational innovation projects based on different digital technologies: a mathematics didactics project using AppInventor, Wikipedia as a tool for knowledge generation, Arduino for innovation in the teaching of Fine Arts and a university Hackathon as an activity to introduce students to social and entrepreneurial innovation processes.

Social innovation has been increasingly regarded as an instrument through which transformative structural change, necessary to address grand societal challenges can be achieved. Social innovations are encouraged by the emergence of innovation systems that support changes not exclusively driven by a techno-economic rationality. In the context of this special issue, there has been both little understanding of social innovation systems within mainstream innovation ecosystem approaches and little analysis of the roles played by universities in social innovation systems. We here focus on the institutional complexity of universities and their field-level dynamics as serving as a potential break on the institutionalisation of social innovation. To deepen our understanding of this, we utilise a literature around institutional logics to foreground characteristics of organisational fields with regard to social innovation. Drawing on empirical data gathered in two public universities located in different countries, we show that in one case the potential of social innovation is undermined by two dominant institutional logics, in the other its permeation across the organisational field is seriously challenged by a more powerful dominant logic. The institutional logic approach is useful to highlighting the barriers to building productive innovation ecosystems incorporating social considerations, and helps to explain the persistent difficulties in reframing ecosystems approaches to reflect wider societal dynamics.