This paper aims to explore the main implications of gamification approaches to collaborative innovation and particularly to co‐creation, i.e. the interaction and interchange of ideas between users, customers, suppliers and other actors in the development of new solutions. Despite the few approaches attempting to make co‐creation more ludic and accessible, researchers have yet to analyse the link between gamification and co‐creation in an extensive manner. In order to better understand this unexplored relationship, empirical case research studies have been conducted with multi‐actors participating in a real‐life co‐creation project through the deployment of a gamified method and tool (ideaChef®), as well as a combination of different instruments, involving speed meetings, workshops, debriefings and interviews. Besides advancing the body of knowledge on collaborative innovation practices and conceptualizing the relationship between gamification and co‐creation, this paper provides important implications for managers on how multiple actors can be engaged and coordinated in such practices through gamification. The paper's main contribution lies in the suggestion that engagement goes hand in hand with coordination, and that a combination of both will be the best strategy for co‐creating new solutions through gamification.

The aim of this paper is to present a new methodology in teaching the strategic design approach combining e-learning with practice activities in a unique process of learning experience. Design is moving its domain area close to the management of the innovation and the company strategy. In this new framework strategic design is a mind-set that drives to answer to the social, economic, environmental challenges. Designers can improve their capacity do adopt this mind-set to be able to operate in this complex context also using specific tools and design methods to understand the user experience and to co-design new solutions. These methods are various and can be taught and learned through various education experiences; a wide range of topics in a constantly changing world render designers as lifelong learners. This new professional framework need a continue learning process that designers need to follow to empower skills, competences, knowledge and abilities. Trough a research activity with a pilot experience, a new teaching methodology has been tested in international high training courses and partially in a training program included in a European project.

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Abstract:The aim of this exploratory paper is to generate a method of evaluating design interventions for organizational change in third sector and to apply this method to an ongoing design research project with a national social cooperative in Italy. The evaluation model is a way to present what changes and impacts that design, especially strategic design, could bring to organisations and how these results could enable organisations to fulfil its missions in a more "human-centered" process. The results will consist of a theoretical framework to evaluate, taking social cooperative as one example, and the applied results in an empirical project. In the future, this framework will be continuously developed in this and also other similar projects.