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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.

Background Social innovations in health are inclusive solutions to address the healthcare delivery gap that meet the needs of end users through a multi-stakeholder, community-engaged process. While social innovations for health have shown promise in closing the healthcare delivery gap, more research is needed to evaluate, scale up, and sustain social innovation. Research checklists can standardize and improve reporting of research findings, promote transparency, and increase replicability of study results and findings. Methods and findings The research checklist was developed through a 3-step community-engaged process, including a global open call for ideas, a scoping review, and a 3-round modified Delphi process. The call for entries solicited checklists and related items and was open between November 27, 2019 and February 1, 2020. In addition to the open call submissions and scoping review findings, a 17-item Social Innovation For Health Research (SIFHR) Checklist was developed based on the Template for Intervention Description and Replication (TIDieR) Checklist. The checklist was then refined during 3 rounds of Delphi surveys conducted between May and June 2020. The resulting checklist will facilitate more complete and transparent reporting, increase end-user engagement, and help assess social innovation projects. A limitation of the open call was requiring internet access, which likely discouraged participation of some subgroups. Conclusions The SIFHR Checklist will strengthen the reporting of social innovation for health research studies. More research is needed on social innovation for health.

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.

Cette recherche vise à comprendre le processus de coproduction d’innovations sociales dans le contexte des plateformes numériques. À travers l’étude de la plateforme "Solidarité Covid-19 Francophonie", nous analysons comment l’intelligence artificielle facilite la collaboration entre des acteurs de cultures différentes et/ou développant des projets dans des domaines variés. Les résultats de l’étude ethnographique, complétée par une analyse quantitative, révèlent le développement des pratiques collaboratives grâce aux différents types de connecteurs, humains ou non-humains, qui organisent les échanges et facilitent la circulation de ressources affectives et cognitives. De manière paradoxale, l’analyse montre la difficulté de la plateforme à inclure certains publics.

Cette recherche vise à comprendre le processus de coproduction d’innovations sociales dans le contexte des plateformes numériques. À travers l’étude de la plateforme "Solidarité Covid-19 Francophonie", nous analysons comment l’intelligence artificielle facilite la collaboration entre des acteurs de cultures différentes et/ou développant des projets dans des domaines variés. Les résultats de l’étude ethnographique, complétée par une analyse quantitative, révèlent le développement des pratiques collaboratives grâce aux différents types de connecteurs, humains ou non-humains, qui organisent les échanges et facilitent la circulation de ressources affectives et cognitives. De manière paradoxale, l’analyse montre la difficulté de la plateforme à inclure certains publics.

In the last two decades, social innovation (SI) and social entrepreneurship (SE) have gained relevance and interest within the framework of academia at international level. Higher education institutions (HEIs) are key players in promoting innovation and social entrepreneurship initiatives that respond to multifaceted challenges. They support strategies on the basis of the strengthening of participation, collaboration, and cooperation with society and its local communities. However, the approach of Latin American universities to SI and SE has been very uneven in the way they have understood them, integrated them into academic programmes, and transferred knowledge to society. On the basis of the experience of the Students4Change project, we sought to understand the role of Latin American HEIs in promoting social innovations by analysing the experiences of 10 participating universities to formalise a pedagogical programme on SI and SE in their institutions. The results suggest that there is still a need to formalise an academic syllabus that is specifically designed to promote social innovations and to train universities in this endeavour. This paper contributes to the identification of the main levers of change, strengths, and challenges that Latin American universities face to institutionalise SI and SE in their contexts.

In the last two decades, social innovation (SI) and social entrepreneurship (SE) have gained relevance and interest within the framework of academia at international level. Higher education institutions (HEIs) are key players in promoting innovation and social entrepreneurship initiatives that respond to multifaceted challenges. They support strategies on the basis of the strengthening of participation, collaboration, and cooperation with society and its local communities. However, the approach of Latin American universities to SI and SE has been very uneven in the way they have understood them, integrated them into academic programmes, and transferred knowledge to society. On the basis of the experience of the Students4Change project, we sought to understand the role of Latin American HEIs in promoting social innovations by analysing the experiences of 10 participating universities to formalise a pedagogical programme on SI and SE in their institutions. The results suggest that there is still a need to formalise an academic syllabus that is specifically designed to promote social innovations and to train universities in this endeavour. This paper contributes to the identification of the main levers of change, strengths, and challenges that Latin American universities face to institutionalise SI and SE in their contexts.

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.

Digital innovation is ever more present and increasingly integrated into citizen science research. However, smartphones and other connected devices come with specific features and characteristics and, in consequence, raise particular ethical issues. This article addresses this important intersection of citizen science and the Internet of Things by focusing on how such ethical issues are communicated in scholarly literature. To answer this research question, this article presents a scoping review of published scientific studies or case studies of scientific studies that utilize both citizen scientists and Internet of Things devices. Specifically, this scoping review protocol retrieved studies where the authors had included at least a short discussion of the ethical issues encountered during the research process. A full text analysis of relevant articles conducted inductively and deductively identified three main categories of ethical issues being communicated: autonomy and data privacy, data quality, and intellectual property. Based on these categories, this review offers an overview of the legal and social innovation implications raised. This review also provides recommendations for researchers who wish to innovatively integrate citizen scientists and Internet of Things devices into their research based on the strategies researchers took to resolve these ethical issues.

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.

The aim of this study is to provide new insights into the social innovation (SI) development process in the context of social start-ups. A multiple case study identifies the issues and mechanisms for social start-ups to develop a social need into a potentially scalable innovation and to validate and scale it up, while avoiding a possible failure. Results show that key challenges faced by social start-ups can be characterized according to the stage of the SI development path. Firstly, social start-ups' failure can be caused by the lack of expertise in social problems and of flexible processes for social ventures creation; secondly, by the lack of awareness of SI benefits and proper resources allocation; and, finally, by a weak understanding of the impact and intangible outcomes of the developed SI in society, while ensuring its economic sustainability. Successfully overcoming these challenges requires social start-ups to put in place the following mechanisms: (1) leveraging a vision and motivations that balance tensions in terms of the radical, economic and cultural aspects of SI; (2) engaging the SI stakeholders in different (and sequential) phases of SI development process; and (3) identifying and adopting the most suitable technological, financial and communication tools in an integrated way.

The aim of this study is to provide new insights into the social innovation (SI) development process in the context of social start-ups. A multiple case study identifies the issues and mechanisms for social start-ups to develop a social need into a potentially scalable innovation and to validate and scale it up, while avoiding a possible failure. Results show that key challenges faced by social start-ups can be characterized according to the stage of the SI development path. Firstly, social start-ups' failure can be caused by the lack of expertise in social problems and of flexible processes for social ventures creation; secondly, by the lack of awareness of SI benefits and proper resources allocation; and, finally, by a weak understanding of the impact and intangible outcomes of the developed SI in society, while ensuring its economic sustainability. Successfully overcoming these challenges requires social start-ups to put in place the following mechanisms: (1) leveraging a vision and motivations that balance tensions in terms of the radical, economic and cultural aspects of SI; (2) engaging the SI stakeholders in different (and sequential) phases of SI development process; and (3) identifying and adopting the most suitable technological, financial and communication tools in an integrated way.

Background Social innovations in health are inclusive solutions to address the healthcare delivery gap that meet the needs of end users through a multi-stakeholder, community-engaged process. While social innovations for health have shown promise in closing the healthcare delivery gap, more research is needed to evaluate, scale up, and sustain social innovation. Research checklists can standardize and improve reporting of research findings, promote transparency, and increase replicability of study results and findings. Methods and findings The research checklist was developed through a 3-step community-engaged process, including a global open call for ideas, a scoping review, and a 3-round modified Delphi process. The call for entries solicited checklists and related items and was open between November 27, 2019 and February 1, 2020. In addition to the open call submissions and scoping review findings, a 17-item Social Innovation For Health Research (SIFHR) Checklist was developed based on the Template for Intervention Description and Replication (TIDieR) Checklist. The checklist was then refined during 3 rounds of Delphi surveys conducted between May and June 2020. The resulting checklist will facilitate more complete and transparent reporting, increase end-user engagement, and help assess social innovation projects. A limitation of the open call was requiring internet access, which likely discouraged participation of some subgroups. Conclusions The SIFHR Checklist will strengthen the reporting of social innovation for health research studies. More research is needed on social innovation for health.