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This chapter considers the role of universities in stimulating social innovation, and in particular the issue that despite possessing substantive knowledge that might be useful for stimulating social innovation, universities to date have not been widely engaged in social innovation activities in the context of Quadruple Helix developmental models. We explain this in terms of the institutional logics of engaged universities, in which entrepreneurial logics have emerged in recent decades, that frame the desirable forms of university-society engagement in terms of the economic benefits they bring. We ask whether institutional logics could explain this resistance of universities to social innovation. Drawing on two case studies of universities sincerely committed to supporting social innovation, we chart the effects of institutional logics on university-supported social innovation. We observe that there is a “missing middle” between enthusiastic managers and engaged professors, in which four factors serve to undermine social innovation activities becoming strategically important to HEIs. We conclude by noting that this missing middle also serves to segment the operation of Quadruple Helix relationships, thereby undermining university contributions to societal development more generally.

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 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 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.

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.

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.

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

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 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.

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.

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.

Widening income and knowledge inequalities have led to growing expectations for universities to integrate social innovation in their core missions as a response to societal problems. This systematic review of literature provides an overview of the state-of-the-art of knowledge on the role of the university in enabling social innovation through its missions of teaching, research and third mission. It also identifies knowledge gaps in the field. A bibliometric approach wasused to identify and analyze books, journal articles and reports examining factors driving social innovation activities at universities, organizational and insitutional change to accommodate such activities as well as their impact. The review reveals that the literature on university engagement in socially-oriented activities as part of the third mission of the university is conceptually well developed and a growing field of inquiry. It also points to gaps in the knowledge base; relatively few studies address issues related to institutional change and incentive structures that influences the ability of universities to engage in social innovation. Likewise, impact studies on social innovation activities at universities are scarce. Further research that builds an impact measurement framework would support the process of integrating social innovation activities in the three missions of the university.

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.

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.

Reviews the social role of universities in the urban context Covers themes and models of major interest Explains how to ensure a legacy of grassroots initiatives

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.

Stories of community resilience and rapid innovation have emerged during the global pandemic caused by COVID-19. As communities, organizations, and individuals have had to shift modalities during the pandemic, they have identified ways to sustain community well-being. Prior to COVID-19, colleges and universities were hailed as anchors of economic and social resilience and well-being for communities of place. In this light, this commentary highlights stories of rapid community innovation occurring at Hobart & William Smith Colleges in the Finger Lakes region of New York. A series of vignettes are presented showcasing lessons and on-going questions regarding rapid pivots, community values, and diversity and inclusion during (and after) the pandemic. Overall, these insights can inform future local collaborative development efforts post-COVID-19 between colleges/universities and their local community.

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.

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.