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Social Innovation Pedagogies and Sustainable Models for Future Entrepreneurs, Intrapreneurs, and Citizens
Abstract
The use of innovation to address our social or environmental needs is now critical. Globally, we are faced with numerous challenges which require novel, robust solutions that consider multiple scenarios and stakeholders. Innovation education has often been siloed into enterprise, business, and engineering programs to bolster the innovative potency of startup ventures and internal corporate processes. However, social innovation education (SIE) has merit in all disciplines, and for all citizens, to address these emergent global challenges. Social innovation as a concept and field is related but independent from the concept of innovation, and the pedagogies currently in use in these domains are in early development and practice. Social innovation relates to the creation of new ideas displaying a positive impact on the quality and duration of life. Theories of significance to SIE are rooted in the fields of design, creativity, and education while continuing to expand and evolve. A fitting pedagogy for social innovation should foster socially aware students who have both critical- and systems-thinking skills, empathy and an appreciation for human behavior, and who can leverage innovative competencies to develop solutions for positive social impact. In order to successfully create effective learning spaces, we contend that the curricula elements of (a) empathy, (b) locus of control, and (c) speculative thinking, should be embedded into all SIE learning designs.
... This intersection is crucial for driving sustainable transformations by promoting grassroots practices and concepts, a sentiment echoed by Burns (2015). However, despite the recognised importance of these elements, Lyons and Bender-Salazar (2023) point out that the pedagogies in this field are still developing, leading to challenges in the adoption and practice of these concepts. ...
... As discussed by Burns (2015), Transformative Sustainability Pedagogy empowers educators to advocate effectively for sustainability, embedding the principles of empowerment and transformation into their teaching. Despite the theoretical alignment and recognised potential, Lyons and Bender-Salazar (2023) argue that the pedagogical approaches supporting these concepts are underdeveloped. ...
This paper investigates how Social Innovation (SI) empowers local government to cultivate a culture shift or transformation towards accelerating Sustainable Development Goal (SDG) 6, learning from the experiences of the Asivikelane a civil society organisation, as they addressed water and sanitation issues in various informal settlements throughout South African municipalities. SI in water delivery brings about more sustainable, community-driven and cost-effective solutions. It is scrutinised in response to its transformative agenda and growing relevance in the face of contemporary global challenges and the fast-approaching 2030 Agenda dateline. Access to clean and safe water is not just a necessity but a fundamental human right with profound implications for public health and overall well-being. SI emerges as a pivotal player in the quest to increase access to clean water by introducing imaginative and sustainable solutions to tackle the multifaceted challenges faced by communities, especially those residing in underserved informal settlements. It empowers communities, promotes environmental sustainability and contributes significantly to attaining global goals, notably SDG6 (clean water and sanitation).
Organizations in a wide array of fields and disciplines are increasingly using design thinking as an innovative process to create products or services that address wicked problems in their industries. Design thinking, a method of creative and collabora‑ tive problem solving originating in the tactics of designers, is a product design and development process that is, more and more, being used as a tool to move innova‑ tion forward and structure creation processes in diverse disciplines, from product development to food creation to social science research. Increasingly design thinking has become popular beyond the confines of creative and design disciplines and into the realm of wicked problems in social and ecological systems. While design thinking has many forms and applications, this study uses a refined version built upon the key themes of inspiration, ideation, and implementation as defined by Tim Brown, CEO of IDEO (2009), and situates it within the social science discipline—namely, systems think‑ ing, organizational learning, and action research. Through a distilled design structure this flexible methodology combines insights from organizational development, social psychology, systems theory, and design research. By embedding learning and reflec‑ tive practices into the structure of design thinking, a hybrid model of design thinking emerges that is a more effective tool for framing, setting in context, and solving these types of problems within teams.
This paper stems from the need to find a renewed interpretative key of the concept of social innovation in territorial approaches: this was done by observing different forms of research, as well as methodological-disciplinary perspectives. To this end, the analysis is based on a systematic review: on one hand, considering the presence of the keyword social innovation combined with the concepts of entrepreneurship, inclusion and co-production; on the other hand, it addresses the presence or absence of any territorial or urban perspective. The aim of the review is to get a better understanding of urban/territorial elements present in the current social innovation academic landscape, and to identify new directions toward which different approaches to SI entail applications to the urban policy field.
The role and responsibilities of our creative Higher Education are evolving in our ever-changing society. Systemic design thinking equips our design students with the means to promote sustainable development objectives via engagement, community building and discourse. This study reflects on interdisciplinary resource recovery projects for the City of Adelaide (CoA) during a final-year systemic design course in the Product Design programme at the University of South Australia. Since 2015, the core design team has collaborated with external partners outside of HE sectors, including NGOs, local councils, the Australian Capital Territory (ACT) government and the South Australia (SA) government, to promote social innovation towards sustainability. Systemic design is one of the core courses of the Bachelor of Design, Product Design programme within the faculty of Creative, University of South Australia. In this course, system thinking combined with project-based learning (PBL) was adapted and illustrated to demonstrate good systemic design practice for social innovation. This study was focussed on how we can collaborate on a variety of interdisciplinary projects to contribute to the realisation of the United Nations’ (UN) Sustainable Development Goals (SDGs) from a human-centred systemic design perspective.
Purpose
The purpose of this study is to reveal the influence mechanism of social innovation education (SIE) on sustainability learning outcomes and analyze the roles of intrinsic learning motivation and prosocial motivation.
Design/methodology/approach
A sample of 322 undergraduates from one higher education institution in Tianjin was used to test the hypotheses.
Findings
This study found that SIE positively affected sustainability learning outcomes, and intrinsic learning motivation mediated the relationship between them. The results showed that prosocial motivation positively moderates the positive effect of SIE on intrinsic learning motivation and the overall mediation model.
Practical implications
The findings have important practical implications for higher education institutions to carry out SIE. Higher education institutions should focus on integrating social innovation and sustainability into top-level design. Furthermore, higher education institutions should focus on stimulating students’ intrinsic learning motivation and cultivating their prosocial motivation.
Originality/value
This study identified the relationship between SIE and sustainability learning outcomes and clarified the influence mechanism of SIE on sustainability learning outcomes. Moreover, this study emphasized the importance of prosocial motivation as a key boundary condition of SIE.
The chapter discusses the concept of socially responsible innovations and links it to the third mission of universities, understood in terms of social engagement of the higher education institutions. It presents the case study of the EIT Food RIS Consumer Engagement Labs project (funded by the European Institute of Innovation and Technology, EIT, in the framework of Regional Innovation Scheme, RIS). The project has been rolled out to 14 European countries. It serves as a successful example of universities orchestrating the process of co-creation of new products, which involves consumers and producers. The process aimed to address societal challenges and serve the needs of a vulnerable group of senior citizens by developing new food products, proposed by the elderly consumers and matching their specific needs and requirements. It looks at the project experiences through the lenses of inclusion and responsiveness, which allow the universities to combine social responsibility with commercially attractive innovations. Universities involved in the project were playing the role of “interpreters”, linking companies and consumers, facilitating the creative activities and ensuring the methodological and ethical soundness of the co-creation processes.
New technologies, market-based solutions, and regulation have proven inadequate in remedying today's human caused ecological crises. This suggests that detrimental social practices need to be fundamentally changed. While social innovation is one possible approach for such change, a comprehensive picture of research on social innovation in relation to ecological challenges is missing. Therefore, with an emphasis on so-called strong sustainability, this article's purpose was to investigate social innovation's potential in relation to ecological crises, to identify important gaps, and advance research implications. A systematic literature review of social innovation research that address environmental issues was carried out, and the resulting literature was analyzed according to sustainability and five dimensions of social innovation. To reap more of social innovation's potential in our time of ecological crises, we suggest a move in social innovation research towards strong sustainability and propose such research avenues within each of the five dimensions of social innovation: conceptualization, environmental needs and challenges, key resources, capabilities, and constraints, types of governance, networks and actors, and, finally, process dynamics for strongly sustainable social innovation.
This paper presents the findings of the H2020 NEMESIS project that aims to design, test and validate a consolidated approach for embedding Social Innovation in Education. Social Innovation Education (SIE) is a new educational approach that aims to empower students to take action for a more democratic and sustainable society. During the academic year 2018-2019, eight schools from five European countries applied the NEMESIS SIE framework by involving 56 teachers, 1030 students and 69 community members in a variety of SIE approaches. This paper reports on these attempts with a particular focus on analysing their impact on student’s engagement. Data were retrieved through focus groups with 80 people, an online survey to 206 students, interviews, classroom observations and students’ narratives. Research findings suggested positive outcomes for students in terms of emotional, cognitive, behavioural and agentic engagement. Findings also showed a positive influence of SIE on the cultivation and progression of students’ social innovation competences. These initial findings have the potential to pave the way for more research in the under investigated field of SIE as well as to encourage policies and initiatives for promoting social innovation in education.
The principles of sustainability and social design have been widely adopted to develop new models of community practice, engagement and innovation. Considering the growing interest of social practices and sustainable models, systems thinking provides an opportunity to further frame and organise various design activities to develop a deeper understanding of the spaces of impact through social innovation. Cybernetics, as a way of looking at and engaging with systems, is discussed to position the role of the designer. Using mapping as a visualisation tool and conversational activity, case-studies are evaluated to provide a broad framework of bottom-up systems thinking through participatory methods to enhance social and cultural values. This paper examines the practices of existing social enterprises to identify best practices, develop replicable models and processes, and inform future social design contexts.
Keywords: systems thinking, sustainable design, social innovation, participatory design
A flourishing literature assesses how sustainable business models create and capture value in socio-ecological systems. Nevertheless, we still know relatively little about how the organization of sustainable business models—of which cross-sector partnerships represent a core and distinctive mechanism—can support socio-ecological resilience. We address this knowledge gap by taking a complex adaptive systems (CAS) perspective. We develop a framework that identifies the key strategic, institutional, and learning elements of partnerships that sustainable business models rely on to support socio-ecological resilience. With our analytical framework, we underpin the importance of assessing sustainable business initiatives in terms of their impact on resilience at the level of socio-ecological systems, not just of organizations. Therefore, we reveal how cross-sector partnerships provide the organizational support for sustainable business models to support socio-ecological resilience. By combining the key features of CAS and the key elements of partnerships, we provide insight into the formidable task of designing cross-sector partnerships so that they support socio-ecological resilience and avoid unintended consequences.
The concept of Social Innovation (SI) emerged 70 years after the work of pioneering researchers such as Schumpeter. Starting from the linear model of innovation, a systemic and expanded concept of innovation was reached, in which several social agents can be innovative and not only companies. This research proposes to review and synthesize the evolution of innovation until reaching the focus on the analysis in the SI (origins, definition, agents, differences with other forms of creativity, contemporaneity of the concept, evolutionary perspective and political rhetoric). Through the methodology of the systematic review of the literature, an analysis by citations, content analysis and research by the references of the found articles was carried out. The results show a recent and somewhat marginal interest in the notion of SI, but with a contemporary intensification of studies, largely motivated by global socioeconomic and environmental changes. We intend to contribute to the systematization of the scientific knowledge of this field of study.
The Evoke project is designed to support young people as they develop an understanding of these complex challenges, acquire 21st century skills (e.g., creativity, collaboration, critical reflection), socio-emotional skills (e.g., curiosity, empathy, generosity), and gain the confidence to experiment, collaborate, and create innovative solutions. The Social Innovators’ Framework is unique in that it brings together the fundamental principles and practices from the social innovation and educational development fields in order to create a multidisciplinary, structured, and active learning experience that is project based and problem posing. The SIF helps students understand the grand challenges and the lived experiences of people in the community by providing an educational model in which they can learn about the social innovation cycle through research and from first-hand experience in the field. The Social Innovators’ Framework” is the first paper in this three-part series. In this paper, we present the Social Innovators’ Framework. In the first section of this paper, we provide an overview of the SIF and the Evoke project. In the second section, then explain the theoretical and empirical foundation that underpins the framework and connects cognitive and socio-emotional skills development to social innovation and social change. In the final section of this paper, we outline the way in which the SIF was designed, provide the detailed framework, and describe how the framework has been developed as part of the Evoke project. This includes: defining the skills, describing how these skills are operationalized in activities and measured using concrete evidence, illustrating how skills are grouped into an integrated and iterative project-based learning process, and articulating the assessment approach.
This study uses a sample of 242 European professional purchasers to examine the six characteristics of the decision-making process developed by Jones (Acad Manag Rev 16:366–395, 1991). The illustration mobilizes six original scenarios reproducing typical purchasing situations. Two versions of each scenario were used, one representing low moral intensity and the other showing high moral intensity. Two populations were sampled: one of 120 purchasers responding to the first version of the questionnaire and a second of 122 different purchasers responding to version two. Each version contained three low-moral-intensity scenarios and three high-moral-intensity scenarios. The research also investigates two concepts suggested by Hannah et al. (Acad Manag Rev 36(4):663–685, 2011): examining the complexity of ethical decision-making through scenarios and microsocial professional ethical contexts. The findings reveal that neither traditional individual characteristics (gender, age, experience) nor standard company characteristics (type of activity, company size) have a real impact on two stages of Rest’s (Moral development: Advances in research and theory. Praeger Press, New York, 1986) model (awareness and intention). They also show that internal locus of control and a high microsocial ethical environment have a positive impact on purchaser awareness and intention to act ethically for four of the six dimensions: magnitude of consequences, social consensus, temporal immediacy, and concentration of effect. Moral intensity factors also have a positive impact on these four dimensions. The two other dimensions (probability of effect and proximity) are not related to the independent variables.
Universities are increasingly emphasising and utilising close ties with industry and industry professionals to
keep up with the changing role of universities in society, from centres of learning to centres training graduates
to be job-ready. This study investigates the effect of the utilisation of guest lecturers, specifically practicing
industry professionals, and the related impact of limited small group discussion and continuity between
lectures on undergraduate student learning. Two hundred and seventeen students were surveyed, 38 prior to
and 179 after the addition of five full-cohort tutorials to the unit curriculum. These tutorials were added to
assess the impact of tutorials on students’ perceptions of the unit for future implementation of small group
tutorials. The survey investigated student perceptions of the benefits of a lecture/tutorial style unit and those
of a seminar series style unit. It was found that students recognise the importance of both industry
professionals as lecturers and small group discussion in tutorials, which are not always compatible. As a result,
recommendations for a compromise between the two unit formats are given, in order to take advantage of the
benefits of both styles of teaching for student learning. This study has implications for any subject with close
ties to industry, where a seminar series from a diverse range of professionals may be seen as a more desirable
way to introduce undergraduate students to the subject area.
This article offers a description and critical evaluation of a novel method for inquiry-based learning (IBL) directed at undergraduate students: a Global Health Hackathon. The hackathon was piloted as part of an ‘Introduction to Global Health’ undergraduate course in order to enable students to gain and create knowledge about specific global health-related challenges and, simultaneously, to acquire tangible and transferable skills. We provide a critical evaluation of our practice by drawing on relevant academic literature concerned with IBL, course material to describe the hackathon and its related components and outputs, and student evaluations to reflect on the overall module experience. We conclude by sharing reflections and recommendations of necessary measures required to institutionalize IBL in a more sustainable manner in higher education institutions.
A model is suggested for the inclusion of innovation education in engineering technology academic programming to enhance student learning, drive business growth, and advance university engagement. Specifically, academic programs that include experiential educational opportunities focused on innovation theory coupled with business and industry partnerships provide a framework for engineering technology students to apply their knowledge benefiting the students, companies, and the regions we serve. These strategic partnerships provide faculty and students with the opportunity to drive economic development through basic research, applied research, workforce education, training, technology transfer, and technical assistance. Successful university-industry collaborations are examined in this paper. Additional research is needed to develop collaboration impact measurements, learning outcomes assessments, and appropriate metrics to quantitatively measure successful collaboration activities.
Government and industry depend on educational institutions to play a pivotal role in preparing the future workforce for careers in innovation. Yet students learn how to innovate through practice, and opportunities for practice are limited in higher education. This paper addresses this challenge by presenting a new student-led approach to innovation education called Extracurricular Design-Based Learning. This model allows students to practice innovating solutions to authentic, pro-social, and local challenges in an extracurricular setting. This paper provides an overview of the model and its implementation in Design for America at Northwestern University. Findings from surveys, daily diaries, interviews, and observations suggest that students build innovation self-efficacy through successful task completion, social persuasion, and vicarious learning in communities of practice with clients, peers, industry professionals, and faculty. Further, students report achievement in learning outcomes outlined by the Accreditation Board for Engineering and Technology.
Purpose
– The purpose of this paper is to propose a theoretical framework to support the embedding of social innovation education in existing academic programmes.
Design/methodology/approach
– By adopting Conole et al. ’s (2004) methodological approach to reviewing, mapping and modelling learning theory, this study addresses four research questions: how can social innovation education be defined? Which learning theories best support social innovation education? How do such learning theories relate to existing models of learning in higher education? What implications does a social innovation pedagogy have for learning design?
Findings
– Findings suggest that social innovation education is supported by a praxis that is grounded in critical learning theory, transformational learning theory and epistemological development. By extending Conole et al. ’s (2004) model of learning theory, the present study proposes a “zone of pedagogical praxis for social innovation education” that supports learning design on a more critical plane.
Research limitations/implications
– The proposed model of learning may be of interest to other universities as they work towards stronger thinkers and stronger communities.
Practical implications
– Using a theory-informed model for learning design nurtures a pedagogical praxis and underpins the development of a practical toolkit for designing social innovation education.
Originality/value
– The findings of this study will provide a point of reference for other higher education institutions as they look for guidance on embedding principles of social innovation into their curricula.
This book establishes a chronological trace of the entrepreneur as treated in economic literature in order to give a more wholesome perspective to contemporary writings and teachings on entrepreneurship. It focuses on the nature and role of the entrepreneur, and of entrepreneurship, as revealed in economic literature as early as the eighteenth century, when Richard Cantillon first coined the term 'entrepreneur'. The authors then trace how Joseph Schumpeter's perspective, among other's, on entrepreneurship came to dominate the world's understanding of the term. Due to Schumpeter's dominant influence, entrepreneurship has come to occupy a primary role in the theory of economic development. In this book Hébert and Link discuss various key topics including the German Tradition, the Austrian and the English School of thought as well as individuals such as Alfred Marshall and Jeremy Bentham. The historical survey also illustrates the tension that often exists between "theory" and "practice" and how it has been difficult for economic theory to assimilate a core concept that plays a vital role in social and economic change. Finally, the book exposes the many different facets of entrepreneurship as they have been perceived by some of the great economists throughout the ages. © 2009 Robert F. Hébert and Albert N. Link. All rights reserved.
This chapter pursues three goals. First, it overviews self-determination theory (SDT). SDT is a macrotheory of motivation comprised of five interrelated minitheories—basic needs theory, organismic integration theory, goal contents theory, cognitive evaluation theory, and causality orientations theory. Each minitheory was created to explain specific motivational phenomena and to address specific research questions. Second, the chapter uses the student-teacher dialectical framework within SDT to explain how classroom conditions sometimes support but other times neglect and frustrate students’ motivation, engagement, and positive classroom functioning. Third, the chapter highlights student engagement. In doing so, it overviews recent classroom-based, longitudinally designed research to reveal three new and important functions of student engagement—namely, that student engagement fully mediates and explains the motivation-to-achievement relation, that changes in engagement produce changes in the learning environment, and that changes in engagement produce changes in motivation, as students’ behavioral, emotional, cognitive, and agentic engagements represent actions taken not only to learn but also to meet psychological needs. The chapter concludes with implications for teachers and with suggestions for future research.
This paper outlines the case for why and how historical methods are important to the study of entrepreneurship. We show that research in entrepreneurship has displayed declining attention to historical context since the field first emerged in the 1940s. We discuss why analysis of historical context as well as individual and firm behavior is essential to the study of entrepreneurship.
Universities are increasingly promoting programs and courses that focus on innovation to prepare students across disciplines for work in a competitive global economy. Information about program outcomes, target competencies, or best practices is limited given their early stages of development. This exploratory study examined eight academic programs offering an educational credential focused on innovation available to students in a variety of majors. The analyses of program descriptions and curricular requirements provide an understanding of their structure, content, and value they propose to students. This paper explores what teaching innovation means at a program-level and identifies where a curriculum is situated along the spectrum of topics that characterize innovation education. The results can be useful in developing and articulating core competencies related to innovation and understanding approaches to teaching it.
Attitude is presented as a better approach to the description of entrepreneurs than either personality characteristics or demographics. The development and validation of the Entrepreneurial Attitude Orientation (EAO) scale are explained. Sixty-three undergraduates were used in developing and establishing the test-retest reliability of the EAO. Fifty-four entrepreneurs and fifty-seven non-entrepreneurs served as known groups in establishing the discriminant validity of the EAO. There was a significant difference between known groups for all four of the EAO subscales (achievement, personal control, innovation, self-esteem); all subscales but achievement entered into a stepwise discriminant function. [ABSTRACT FROM AUTHOR]
Purpose
– Innovation education has been identified as a key contributor to enhancing the innovative behavior of individuals, organizations and economies; yet very little literature exists on the development and assessment of innovation education programs (IEPs). This is particularly so in the higher education and vocational education domains. The purpose of this paper is to bridge the gap in the literature, by proposing a conceptual framework of a multi-dimensional IEP.
Design/methodology/approach
– The paper employs a transparent and reproducible procedure and critical appraisal of the literature; coupled with emergent inquiry and case study implementation of a leading international IEP.
Findings
– The study provides a framework by which innovation education facilitators may develop and evaluate their IEPs. The proposed framework provides a thematic appreciation of the multi-dimensional relationships between components.
Research limitations/implications
– Limited within the context of this case study, geographical context and scant literature on IEPs and reproducible procedure.
Originality/value
– The study provides a conceptual innovation education framework, based upon a successful international innovation management program.
Creativity and innovation in any organization are vital to its successful performance. The authors review the rapidly growing body of research in this area with particular attention to the period 2002 to 2013, inclusive. Conceiving of both creativity and innovation as being integral parts of essentially the same process, we propose a new, integrative definition. We note that research into creativity has typically examined the stage of idea generation, whereas innovation studies have commonly also included the latter phase of idea implementation. The authors discuss several seminal theories of creativity and innovation, then apply a comprehensive levels-of-analysis framework to review extant research into individual, team, organizational, and multi-level innovation. Key measurement characteristics of the reviewed studies are then noted. In conclusion, we propose a guiding framework for future research comprising eleven major themes and sixty specific questions for future studies.
. This paper interprets the discussion on entrepreneurship and economic development that started off with Weber's papers on
the Protestant Ethic. Weber sought the reason for the relatively rapid growth of the Occident in the rational, Calvinist attitude
to life. Calvinism – in his view – exactly suited a society of free labourers, who were not tied to master and soil by extra-economic
considerations as in tribal and feudal societies. Schumpeter gave an alternative explanation, emphasizing the importance of
innovation and entrepreneurship. Knight, who stressed neither rationality nor innovation but uncertainty and perceptiveness
as the sole source of progress and profits, followed up German language writing on this subject. Only the investor who can
detect hitherto hidden qualities in people can gain. The paper demonstrates how these three authors influenced each other.
The debate between these three authors has raised many issues of governance and organization that feature contemporary thinking.
Derived from the words 'hack' and 'marathon', a hackathon is a time-bound, collaborative event which leverages design methodologies to enhance the innovative output of participating teams. Initially used in the computing and engineering communities to find rapid and sometimes initially inelegant solutions to complex problems, they are increasingly being used in broader circles. These hackathon events engage students, employees, and citizens in collaborative acts of ideation when creating start-up concepts, innovative corporate proposals, or in considering global and local wicked problems. Yet, though there is consensus that hackathons should be experiential, active, and filled with expert and peer interaction, there are numerous formats and methods of delivery employed in their execution. This chapter examines the benefits of a hackathon, provides a typology of common hackathon events, and discusses an example of a large University-wide hackathon used to develop student awareness of social challenges, and innovative competencies.
This paper explores the relationship between speculative design and ethics, both within and beyond the context of design pedagogic research. It examines some our struggles in, and motivations for, engaging with speculative methods in design as design scholars and practitioners, by reflecting on research which aimed to explore whether speculative, future facing design curricula would have an impact on raising design students’ awareness of design’s agency, beyond the micro-environment of specific design disciplines or disciplinary industrial contexts.
We draw on feminist theory and critique to go on to argue that speculative methods could help the design discipline to break out of its oft wilful ontological blindness but, in order to fulfil their full critical and transformative potential, foundational ethics, and questions of positionality, require equal status around the table. If speculation is to facilitate the surfacing of issues around positionality and foundational ethics within the design curriculum and beyond, contestations central to feminist critique such as ‘what futures and whose futures’ are needed.
Purpose
The capability to create and manage innovations is recognized as an important skill not only for entrepreneurial activities but also for the survival of organizations. The last few decades have seen a noticeable growth in innovation education programs across the world. Innovation education is on the cusp of moving from being an optional subject to becoming a part of the core curricula. Given these recent developments, it is timely to review scholarship on innovation education carried out to date. The purpose of this paper is to present a review of the literature on innovation education programs.
Design/methodology/approach
This article employs a systematic and reproducible thematic analysis of the literature.
Findings
The review finds innovation education to be an emerging field with multiple concepts and frameworks in need of consolidation. Additionally, there is a marked dominance of this subject in traditional domains such as engineering, business, medicine and little or no presence in nontraditional domains such as humanities or social sciences. Challenges remain in the field for the development of standardized effectiveness measurement techniques.
Originality/value
This article puts forward a case for considering scholarship on innovation education as a unique field on its own and examines previous work in this domain to understand the emerging frameworks, pedagogy, evaluations and definitions. By doing so, the article aims to offer guidance for the adoption of innovation education, as well as creating a foundation for further research in this area by highlighting the gaps in the existing literature.
Fashion-tech is an interdisciplinary field that intersects design, natural sciences, engineering, economics and management and defined as ‘technology that enables a fashion experience for the user wearing it or interacting with it’. Benchmarking research, conducted as part of the Education for Fashion-Tech (E4FT) project funded by Erasmus+, revealed that training at Master’s Level within this field is fragmented in terms of skills and knowledge required for business and product innovation. The aim of E4FT is to enhance the knowledge and skills of learners in the novel field of fashion-tech.
This study draws upon a hackathon model as a framework to assess master’s student competences in research, conceptual ideation, technical realisation and entrepreneurship in fashion tech design and product development. This paper evaluates the findings from the hackathon event to underpin the development of a bespoke MA level programme in fashion-tech design within the project.
A three day hackathon, designed to test the limits of participant knowledge in the design and development process of fashion-tech products, was carried out with a participant group of 23 MA level design and management students from University of Borås, University of the Arts London and Politecnico di Milano. Data on participant experience and perception of own knowledge and skills was collated via pre- and post-event surveys and analysed using statistical analysis. Findings revealed that perceived levels of competence in research, conceptual ideation, technical realisation and entrepreneurship increased by an average of 12,6% as a result of the hackathon. Furthermore, the participants found the hackathon approach a valuable and engaging learning method.
Keywords: Fashion-Tech, Higher Education, Hackathon, Educational Experience, Competence Mapping.
Locus of control—a fundamental individual difference variable that reflects individuals' beliefs about the degree of control they have over events in their lives—has been formally studied for more than 50 years. Early scholarship demonstrated that locus of control was a key predictor of various work‐related outcomes, ranging from job attitudes and affect to motivation and behavior. Despite this evidence, the majority of contemporary organizational research has moved away from examining locus of control as an independent construct. Instead, locus of control is now commonly examined as a component of core self‐evaluation. However, recent research suggests that locus of control is in fact an independent, distinct concept and that core self‐evaluation research should continue without incorporating locus of control in future work. This presents an opportunity to theoretically review locus of control as a distinct construct and explicate its salient characteristics. Accordingly, this review aims to further clarify the construct of locus of control, provide a foundation upon which research may build, and elucidate fruitful avenues for future research.
Innovation education is regarded as a critical area in most business schools. This growing importance is partly a strategic response to managing in a knowledge-driven competitive environment. Given the expansion in popularity of innovation courses, it is surprising that little is known about the content and process of innovation education. This paper reports on the results of an exploratory study aiming to establish what is taught and how it is taught in innovation courses. This involves analysis of course syllabi of 29 innovation courses at 20 top-ranked business schools. Results revealed that although there is a consensus on the process of innovation education, shying away from traditional didactic approaches toward a more explorative and experiential mode, there exists substantial variation in course content. While this is not indicative of the quality of individual courses, it suggests that members of the innovation community run very dissimilar courses in their teaching practices. A common motif was found around multidisciplinarity and balanced coverage of static and dynamic components of innovation. Implications of findings for innovation teaching, pedagogy and curriculum development are discussed and benchmarks developed for evaluating existing curricula by instructors.
While the adoption of Social Innovation (SI) in the governance and policy domain has
fueled a rapidly expanding scholarly literature, this field has become characterized by conceptual
ambiguity and a diversity of definitions and research settings. This present situation inhibits the
integration of findings. This paper traces the content, scope and relatively short history of modern
social innovation research across disciplines by applying network and bibliometric analyses, and
explores their relevance to innovation studies. Based on data from 172 publications, we analyze
scholarly works that directly address the social innovation topic, allowing us to identify the
precedence, dynamics and the current map of social innovation research as an emerging field of
study. Our analysis suggests that the SI field is grounded in four distinct intellectual communities
arising through a somewhat organized diffusion process: 1) Community Psychology; 2) Creativity
research; 3) Social and societal challenges; 4) Local development. The interest of SI in the areas
of management and entrepreneurship is only very recent and is currently reflected within existing
communities. We forge conceptual bridges between the two (currently very separate) domains of
social innovation and innovation studies, and the implications of our finding for further research
and policy are also discussed.
Social innovation is a practice that is becoming a worldwide movement. I address it in its better nature and take it at its most ambi tious. In this spirit I consider in turn the circumstance, the work, the direction and the methods of the movement.KeywordsCivil SocietySocial EntrepreneurSocial InnovationSocial DemocracyNorth Atlantic RegionThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
Locus of control (LOC) is a personality variable shown to possess potential explanatory power in the study of ethical decision making. There have been, however, diverse results reported in the literature. Whenever differences on this variable are indicated by the research, individuals with an Internal LOC report the more ethical responses. This study extends the examination of the global relevance of the LOC variable to ethical decision making of university students in thirteen universities from eight countries. Using an instrument designed to elicit responses to questionable academic behaviors, this research analyzes ethical responses of university students (n=2,420) to look for differences based on the LOC variable. The behaviors examined are of a collaborative or collectivistic nature, and the students were asked to respond to how unethical they believe the academic behaviors to be. Results indicate considerable support for the global significance of LOC differences in the ethical responses of the students.
Creativity seems to be one of those concepts understood by everyone in the world except behavioral scientists. Although some segments of the public might hypothesize other reasons for this state of affairs, we believe the reason for this seeming paradox is as simple as the difference between the terms concept and construct. As a concept used by laypersons, creativity carries meaning in everyday speech that, although somewhat imprecise, is nevertheless widely shared; any surplus meaning is relatively unimportant; and operationalization for measurement purposes is a nonissue. As a scientific construct, however, creativity is held to a higher (or, at least, different) standard, and the construct validity issues surrounding the term can be frustrating in the extreme for researchers interested in investigating the phenomena of creative behavior and creative persons.
Diversity and cultural competency education has become a significant field in the United States, Canada, Western Europe, and elsewhere, if by different names (cross-cultural or inter-cultural education, for instance, or sensitivity training). The best academic and practitioner literature (Rice 2006, Tilford Group 2004) lays significant emphasis on cognitive development and maturation, along with the development of discrete skills and capabilities. We propose a consonant shift in this kind of undertaking. First of all, our approach would rely on classroom dialogue among participants of all racial and ethnic backgrounds. We would also place much greater emphasis than most on the need to foster reflexive self-awareness and appreciation of difference, summed up in a greater capacity for integrative complexity (Antonio, 2004). There also needs to be critical concern with the self-serving ways in which many institutions use diversity initiatives to mask the inadequacy of their response to social inequity. It is essential, therefore, to incorporate social equity and ethics in the innovative pedagogies of the future.
Our current practices in teaching sustainable management are replete with scientific facts, analytical tools, optimization models, and management techniques. The key pedagogical goal is to help students intellectually understand and solve problems. I argue for a different focus for teaching sustainability. Managing sustainably requires students to develop passion for sustainability. Passion for sustainability can be taught using a holistic pedagogy that integrates physical and emotional or spiritual learning with traditional cognitive (intellectual) learning about sustainable management. It identifies options for including physical and emotional components in sustainable management courses and provides examples of the transformative potential of such embodied learning. A prototype course design on managing with passion for sustainability is suggested.
DESIGNERS HAVE TRADIIONALLY FOCUSED ON ENHANCING THE LOOK AND FUNCTIONALITY OF PRODUCTS. RECENTLY, THEY HAVE BEGUN USING DESIGN TOOLS TO TACKLE MORE COMPLEX PROBLEMS, SUCH AS FINDING WAYS TO PROVIDE LOW-COST HEALTH CARE THROUGHOUT THE WORLD. BUSINESSES WERE FIRST TO EMBRACE THIS NEW APPROACH—CALLED DESIGN THINKING—NOW NONPROFITS ARE BEGINNING TO ADOPT IT TOO.
Enterpreneurship is a major factor in the national economy: thus, it is important to understand the motivational characteristics spurring people to become entrepreneurs and why some are more successful than others. In this study, we conducted a meta-analysis of the relationship between achievement motivation and variables associated with entrepreneurial behavior. We found that achievement motivation was significantly correlated with both choice of an entrepreneurial career and entrepreneurial performance. Further, we found that both projective and self-report measures of achievement motivation were valid. Finally, known group studies yielded a higher validity coefficient than did individual difference studies. [ABSTRACT FROM AUTHOR]
The cognitive “revolution” in psychology introduced a new concept of explanation and somewhat novel methods of gathering and interpreting evidence. These innovations assume that it is essential to explain complex phenomena at several levels, symbolic as well as physiological; complementary, not competitive. As with the other sciences, such complementarity makes possible a comprehensive and unified experimental psychology. Contemporary cognitive psychology also introduced complementarity of another kind, drawing upon, and drawing together, both the behaviorist and the Gestalt traditions.
Entrepreneurship research has identified a number of personal characteristics believed to be instrumental in motivating entrepreneurial behavior. Two frequently cited personal traits associated with entrepreneurial potential are internal locus of control and innovativeness. Internal locus of control has been one of the most studied psychological traits in entrepreneurship research, while innovative activity is explicit in Schumpeter's description of the entrepreneur. Entrepreneurial traits have been studied extensively in the United States. However, cross-cultural studies and studies in non-U.S. contexts are rare and in most cases limited to comparisons between one or two countries or cultures. Thus the question is raised: do entrepreneurial traits vary systematically across cultures and if so, why?
There is a generic innovation process, grounded in models of how people learn, that can be applied across multiple sectors. It can be applied to the design and development of both hardware and software products, to the design of business models and services, to the design of organizations and how they work, and to the design of the buildings and spaces in which work takes place, or within which companies interact with their customers. This article describes such a model of innovation, grounding it in learning models and developing its implications for understanding, implementing, and engaging in the innovation process. The article focuses on the value and functions of multifaceted innovation teams. It notes the difficulties inherent in innovation efforts, shows where some of the pitfalls are for organizations attempting to innovate, and emphasizes the need to be flexible and adaptive in using the innovation process.