Co-creation of social services on the example of social hackathon: The case of Estonia

Toros, Karmen; Kangro, Kadri; Lepik, Katri-Liis; Bugarszki, Zsolt; Sindi, Ingrid; Saia, Koidu; Medar, Marju

doi:10.1177/0020872820904130

Cited by 18 publications

(12 citation statements)

References 28 publications

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“…The selection of the right technology to use and its effective organization (Process 1–technological infrastructure setup) are at the base of the sustainable process of idea generation. In fact, it creates a platform on which stakeholders can easily find and offer knowledge and meanwhile co-create innovative projects in a non-traditional creative way of thinking (Toros et al , 2020). Second, in line with Troise et al (2021), process 2 (stakeholder selection) and process 3 (awareness creation) revealed the capability of hackathon platform to engage a multitude of users and, in so doing, to generate network effects.…”

Section: Discussionmentioning

confidence: 99%

Boosting innovative business ideas through hackathons. The “Hack for Travel” case study

Franco

Presenza

Petruzzelli

2021

EJIM

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PurposeTechnological platforms encourage the exchange of knowledge and creation of new ideas that create new value for participating members who pool and combine their knowledge, facilities, tools and skills, thus contributing to the development of innovative solutions. This paper focuses on hackathon platforms, working as open innovation intermediaries, investigating their role and functions and exploring how they encourage the collaboration and the innovativeness among participants in order to boost their innovative new ideas.Design/methodology/approachThe research method is a qualitative design that includes in-depth interviews of ten stakeholders that play different roles in “Hack for Travel,” the case under analysis. It is a hackathon organized entirely online, as a response to the crisis generated by coronavirus disease 2019 (COVID-19).FindingsFindings revealed six processes developed by the hackathon platform used to effectively organize the event and facilitate participants to cooperate and share knowledge in order to boost the spread of innovative ideas. Results identify how hackathons should be organized and through which processes they work as innovation platforms.Originality/valueThis is one of the first attempts to study the increasing phenomenon of hackathons, providing theoretical contribution and practical implications about their role in developing innovation.

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Section: Discussionmentioning

confidence: 99%

Boosting innovative business ideas through hackathons. The “Hack for Travel” case study

Franco

Presenza

Petruzzelli

2021

EJIM

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“…Võru County is a rural area situated in southern Estonia. Hackathons are one of the core methods of the start-up scene for giving a kick-start to ideas guiding them to pre-incubation, incubation and elevation (Toros et al, 2020). The hackathon as a method was developed within the start-up scene.…”

Section: Design Of the Social Entrepreneurship Master's Programmentioning

confidence: 99%

“…Municipalities in rural areas compared to urban areas cannot provide services equally for everyone in the sparsely populated areas. There is a need for alternative solutions and tailor-made services for those user groups whose needs cannot be met with standardised services, such as transportation services and home care for elderly (Toros et al, 2020). According to Eurostat (2015), Estonia ranked well below the EU average in terms of social protection expenditure per capita.…”

Section: Design Of the Social Entrepreneurship Master's Programmentioning

confidence: 99%

The Role of Higher Education Institutions in Development of Social Entrepreneurship: The Case of Tallinn University Social Entrepreneurship Study Program, Estonia

Lepik

Urmanavičienė

2022

Innovation, Technology, and Knowledge Management

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The purpose of this chapter is to introduce a higher education social enterprise program and explore how it is shaping the field of social entrepreneurship. Social enterprise related university programs are an emerging trend. Entrepreneurial university theory and ecosystem framework are used to illustrate how the university social enterprise program, in turn, develops the field of social entrepreneurship. An example of an existing social enterprise program is discussed to highlight how it can be designed. Cases of social enterprises emerged as the result of the program are used to outline the different impacts that such support to social entrepreneurship might have. The research chapter reveals the multi-dimensional nature of the social enterprise program and its impact on students establishing their own social enterprises. It suggests that the incubation and other support activities should expand beyond the university program including a variety of network partners. The chapter provides empirical evidence of social enterprise development in a higher education institution and contributes to the global body of knowledge about fostering social enterprise development. As the provision of social entrepreneurship education is new in Estonia and the discussions on social enterprises are premature, the number of social entrepreneurship development partners is limited and hence the empirical data is currently scarce. The journey towards an entrepreneurial university is limited due to the lack of legal support and suitable infrastructure which would enhance project-based learning, support ‘spin-offs’ and patenting and rather engenders a more traditional academic learning environment.

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“…Desde el punto de vista de su potencialidad, el hackathon social como herramienta "debe ser flexible, sensible y humanista, considerando las necesidades y habilidades de los participantes" (Toros et al, 2020). Es una metodología que permite adquirir rápidamente y con pocos recursos habilidades de emprendimiento y confianza en los estudiantes (Szymanska, 2020).…”

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Hackathon social como metodología activo-participativa para el aprendizaje colaborativo e innovador en la formación universitaria

2022

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Este estudio muestra el caso de la primera hackathon rural realizada en Chile y describe la hackathon como metodología que favorece el aprendizaje colaborativo en contextos reales. La sistematización de este proceso evidencia cómo a través de desafíos que se originan en un diagnóstico participativo con la comunidad, estudiantes universitarios de pregrado y estudiantes de un liceo municipal trabajan colaborativamente en la creación de soluciones innovadoras y sustentables. Los resultados indican que la implementación de esta metodología favorece una formación más activa y socialmente responsable, y, además, permite la inclusión de la comunidad en la identificación y solución de sus problemáticas. En conclusión, la hackathon social configura una metodología activa participativa susceptible de ser incorporada a la formación universitaria dado que permite la centralidad del estudiante en su proceso formativo, y contribuye al desarrollo de competencias transversales en el ámbito del saber, saber hacer y saber ser.

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Co-creation of social services on the example of social hackathon: The case of Estonia

Cited by 18 publications

References 28 publications

Boosting innovative business ideas through hackathons. The “Hack for Travel” case study

Boosting innovative business ideas through hackathons. The “Hack for Travel” case study

The Role of Higher Education Institutions in Development of Social Entrepreneurship: The Case of Tallinn University Social Entrepreneurship Study Program, Estonia

Hackathon social como metodología activo-participativa para el aprendizaje colaborativo e innovador en la formación universitaria

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