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Artificial Intelligence (AI) reshapes companies and how innovation management is organized. Consistent with rapid technological development and the replacement of human organization, AI may indeed compel management to rethink a company's entire innovation process. In response, we review and explore the implications for future innovation management. Using ideas from the Carnegie School and the behavioral theory of the firm, we review the implications for innovation management of AI technologies and machine learning-based AI systems. We outline a framework showing the extent to which AI can replace humans and explain what is important to consider in making the transformation to the digital organization of innovation. We conclude our study by exploring directions for future research.

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.

Artificial Intelligence (AI) reshapes companies and how innovation management is organized. Consistent with rapid technological development and the replacement of human organization, AI may indeed compel management to rethink a company's entire innovation process. In response, we review and explore the implications for future innovation management. Using ideas from the Carnegie School and the behavioral theory of the firm, we review the implications for innovation management of AI technologies and machine learning-based AI systems. We outline a framework showing the extent to which AI can replace humans and explain what is important to consider in making the transformation to the digital organization of innovation. We conclude our study by exploring directions for future research.

Social businesses, despite having a huge potential to generate substantial and sustainable value, are often structurally and financially fragile. Technological interventions, such as social media analytics, big data, Internet of Things, and blockchain can help social businesses by leveraging the practices towards financial and operational sustainability. This study is the first of its kind in that it analyses existing scholarly works on social businesses using bibliometric analysis. In so doing, this paper presents an in-depth statistical analysis of the literature on technological interventions in sustainable social business, showcasing the development of the scholarship, major themes, and possible future research trajectories. The SCOPUS database is used to identify a large section of articles. The study shows that most of the work in social business has been done by scholars based in developed countries, with limited contributions emanating from developing countries. The study proposes a framework for the use of technology in sustainable social businesses with focus areas of research such as social innovation, digital technology, information systems, and decision making for sustainability. The results show that digital technologies are increasingly being accepted as tools for the sustainability and scalability of social businesses. The paper offers useful recommendations for future research in relevant fields.

Waste generation, especially hazardous waste, can strongly affect the environment and human lives. There is an urgent need to implement sustainable hazardous waste management tools to reduce their harmful impact on the environment stemming from incorrect waste management. However, there is still a lack of business model concepts combining sustainable development and risk management in reverse logistic value chains for hazardous waste. Therefore, the authors develop a novel sustainable business model canvas for both an entity and the logistics system using the Osterwalder's Business Model Canvas integrated with the concept of sustainable development in economic, social and environmental areas (Triple Bottom Line, TBL) and risk-related elements. Then, using the developed sustainable business model canvas, the model for the logistics system for the treatment of hazardous waste containing asbestos was successfully created. The model was implemented in the prototype of computer software in the form of electronic network services.

Waste generation, especially hazardous waste, can strongly affect the environment and human lives. There is an urgent need to implement sustainable hazardous waste management tools to reduce their harmful impact on the environment stemming from incorrect waste management. However, there is still a lack of business model concepts combining sustainable development and risk management in reverse logistic value chains for hazardous waste. Therefore, the authors develop a novel sustainable business model canvas for both an entity and the logistics system using the Osterwalder's Business Model Canvas integrated with the concept of sustainable development in economic, social and environmental areas (Triple Bottom Line, TBL) and risk-related elements. Then, using the developed sustainable business model canvas, the model for the logistics system for the treatment of hazardous waste containing asbestos was successfully created. The model was implemented in the prototype of computer software in the form of electronic network services.

Stanford is a quintessential entrepreneurial university, encouraging firm formation from existing knowledge that the university aggregates as well as new knowledge that it creates. Its founders implanted an academic institution, with scholarly and entrepreneurial ambitions, on a ranch where cattle still graze in the upper campus. In contrast to MIT's founding role in Boston, infusing new technology into an old industrial region's firms, Stanford assisted industrial development in an agricultural region and its industrial interlocutors raised the technical level of the university in mutually beneficial symbiosis (Lecuyer, 2007). The theory and practice of how to “make over” a university into an entrepreneurial actor has come to the forefront of academic and policy attention, internationally, with the European Union sponsoring development of the U-Multirank tool that includes the phenomenon (Van Vught and Ziegele, 2012) and a Brazilian post-graduate student project part of the ITHI Global Entrepreneurial University Metrics (GEUM) initiative that produced a dedicated entrepreneurial university metric (Nerves and Mancos, 2016). As an academic institution propelled to the forefront of global rankings (O'Malley, 2018), while helping create the world's leading high-tech region, Stanford University is in a radically different position from its late 19th century developing region origins. Should Stanford respond to dramatic shift in status and fortune by reverting to an Ivory Tower mode in response to critics who label it “Get Rich U.” (Auletta, 2012)? Or, should it double down on its entrepreneurial heritage and forge more extensive ties to Silicon Valley and other innovation hubs? In 2011, then Stanford President John Hennessy responded to former New York Mayor Bloomberg's request for proposal (RFP) for a university to establish an entrepreneurial campus. Intrigued by the prospect of engaging with the city's financial, art and media complexes, Stanford invested one million dollars in proposal development but eventually withdrew its bid in the face of faculty opposition to diversion of resources as well as Cornell University's munificent counter-offer in alliance with Israel's Technion (Hennessy, 2018). Instead, Hennessy inaugurated a program with an altruistic bent, funding international scholars who will, after pursuing advanced degrees at Stanford, “drive progress for humanity rather than for a select few.” Doubtless, these nascent social entrepreneurs will internalize Silicon Valley's optimistic ideology. Success, as well as entrepreneurial exuberance, creates blinders that suppress disconcerting events, at least temporarily. In the late 00's, generating 7–9 start-ups per annum, the highest rate of any university, Stanford ignored flaws in its technology transfer process that inhibited greater attainment. The research question generated may be stated as follows: how is a hidden innovation gap recognized and resolved? An attitude of, “if it's not broken don't fix it” had taken hold rather than the converse “If it's working well make it better.” Inventions that were too early-stage to be licensed and required translational research or a start-up, languished. The first author faced a dilemma in presenting such less than stellar results from a 2005 study of Stanford's Office of Technology Licensing (OTL) to the Dean of Research, its sponsor: how could such an analysis be taken seriously in the face of overweening achievement? The Dean's response was that, “OTL is not on our radar, they make more money each year.” Nevertheless, neophyte academic entrepreneurs had independently come to a similar conclusion as ours and were impelled to act. Their initiatives are the subject matter of this article. Skeptical of Stanford's relevance to aspiring universities, Jacob et al. (2003) hold that, “The reality of building an entrepreneurial university… is an arduous task for which there is no blueprint.” Yet, a potentially replicable organizational design may be discerned by changing the focal point from Silicon Valley's efflorescence to Stanford's entrepreneurial dynamic. The article proceeds as follows. Section 2 outlines a theoretical framework for the entrepreneurial university and reviews its literature. Section 3 presents a research design to investigate the “paradox of success,” its causes and cures. Section 4 presents a series of initiatives instituted to enhance the Stanford Innovation System. Section 5 formulates an organizational change thesis, linking design thinking to Institution Formation Sociology and social with technological innovation. Section 6 proposes policy measures to improve the Stanford Innovation System in particular and the entrepreneurial university model, in general. Finally, Section 6 sums up research insights, notes study limitations and outlines future research.

Stanford is a quintessential entrepreneurial university, encouraging firm formation from existing knowledge that the university aggregates as well as new knowledge that it creates. Its founders implanted an academic institution, with scholarly and entrepreneurial ambitions, on a ranch where cattle still graze in the upper campus. In contrast to MIT's founding role in Boston, infusing new technology into an old industrial region's firms, Stanford assisted industrial development in an agricultural region and its industrial interlocutors raised the technical level of the university in mutually beneficial symbiosis (Lecuyer, 2007). The theory and practice of how to “make over” a university into an entrepreneurial actor has come to the forefront of academic and policy attention, internationally, with the European Union sponsoring development of the U-Multirank tool that includes the phenomenon (Van Vught and Ziegele, 2012) and a Brazilian post-graduate student project part of the ITHI Global Entrepreneurial University Metrics (GEUM) initiative that produced a dedicated entrepreneurial university metric (Nerves and Mancos, 2016). As an academic institution propelled to the forefront of global rankings (O'Malley, 2018), while helping create the world's leading high-tech region, Stanford University is in a radically different position from its late 19th century developing region origins. Should Stanford respond to dramatic shift in status and fortune by reverting to an Ivory Tower mode in response to critics who label it “Get Rich U.” (Auletta, 2012)? Or, should it double down on its entrepreneurial heritage and forge more extensive ties to Silicon Valley and other innovation hubs? In 2011, then Stanford President John Hennessy responded to former New York Mayor Bloomberg's request for proposal (RFP) for a university to establish an entrepreneurial campus. Intrigued by the prospect of engaging with the city's financial, art and media complexes, Stanford invested one million dollars in proposal development but eventually withdrew its bid in the face of faculty opposition to diversion of resources as well as Cornell University's munificent counter-offer in alliance with Israel's Technion (Hennessy, 2018). Instead, Hennessy inaugurated a program with an altruistic bent, funding international scholars who will, after pursuing advanced degrees at Stanford, “drive progress for humanity rather than for a select few.” Doubtless, these nascent social entrepreneurs will internalize Silicon Valley's optimistic ideology. Success, as well as entrepreneurial exuberance, creates blinders that suppress disconcerting events, at least temporarily. In the late 00's, generating 7–9 start-ups per annum, the highest rate of any university, Stanford ignored flaws in its technology transfer process that inhibited greater attainment. The research question generated may be stated as follows: how is a hidden innovation gap recognized and resolved? An attitude of, “if it's not broken don't fix it” had taken hold rather than the converse “If it's working well make it better.” Inventions that were too early-stage to be licensed and required translational research or a start-up, languished. The first author faced a dilemma in presenting such less than stellar results from a 2005 study of Stanford's Office of Technology Licensing (OTL) to the Dean of Research, its sponsor: how could such an analysis be taken seriously in the face of overweening achievement? The Dean's response was that, “OTL is not on our radar, they make more money each year.” Nevertheless, neophyte academic entrepreneurs had independently come to a similar conclusion as ours and were impelled to act. Their initiatives are the subject matter of this article. Skeptical of Stanford's relevance to aspiring universities, Jacob et al. (2003) hold that, “The reality of building an entrepreneurial university… is an arduous task for which there is no blueprint.” Yet, a potentially replicable organizational design may be discerned by changing the focal point from Silicon Valley's efflorescence to Stanford's entrepreneurial dynamic. The article proceeds as follows. Section 2 outlines a theoretical framework for the entrepreneurial university and reviews its literature. Section 3 presents a research design to investigate the “paradox of success,” its causes and cures. Section 4 presents a series of initiatives instituted to enhance the Stanford Innovation System. Section 5 formulates an organizational change thesis, linking design thinking to Institution Formation Sociology and social with technological innovation. Section 6 proposes policy measures to improve the Stanford Innovation System in particular and the entrepreneurial university model, in general. Finally, Section 6 sums up research insights, notes study limitations and outlines future research.