Developing the Transformative Capacity of Social Innovation through Learning: A Conceptual Framework and Research Agenda for the Roles of Network Leadership

Abstract

Learning processes play a crucial role in the development of the transformative capacity of social innovation actors. This article builds on the recently developed Transformative Social Innovation (TSI) theory to propose a conceptual framework and research agenda for understanding and investigating the roles and limits of network leadership in supporting learning processes that serve to develop the transformative capacity of social innovation. This focus on network leadership is underdeveloped so far in TSI theory. Addressing this research gap also serves to increase the practical relevance of TSI theory to practitioners engaged in network leadership. After presenting a synopsis of TSI theory, we present an overview of the elements of the conceptual framework, which are successively specified throughout the article. First, transformative change is conceptualized, involving three institutional dimensions: depth, width and length. Based on this, a definition of transformative capacity is proposed that addresses change across these three dimensions. We then describe how various types of learning processes can contribute to the development of transformative capacity. Next, we outline the roles of network leadership in supporting these learning processes across various network levels. We conclude with a research agenda for empirically investigating these roles of network leaders as agents for advancing transformative changes for sustainability.

Co-Creation for Social Innovation in the Ecosystem Context: The Role of Higher Educational Institutions

“…To facilitate CoSoI, it is important to consider the learning methods that can develop new skills and the capacity to bring transformation and behavior modification to social innovation. The designing Sustainability 2020, 12, 307 8 of 21 of learning processes could be used as an effective strategy for organizational development as well as to develop an interaction between HEIs to external actors [63]. Here, we identified the various learning processes from our systemic literature review on WoS data that can help to stimulate the process; Alden Rivers, Nie, and Armellini [64] identified the importance of different skills, behavior associated with the notion of changemaker and argued that designing education model for social innovation should be based on the understanding of outcome of the designed approach and the adoption of pedagogical praxis that supports and facilitates the designing and learning process [64,65].…”

“…This learning process focuses on the transformation of cognitive structure and behavior for human development and can develop a more shared knowledge between the partners. Critical reflection is a key mechanism of the learning that could be useful to place-based learning experiences and learning through social interaction which are considered as crucial components to the transformative capacity of HEIs for social innovation [63,65]. These learning processes could deliver new ideas through shared understanding.…”

“…The co-creation aspects focus on collaboration and social interaction which can bring integration of knowledge/experiences and resources. The learning and systemic thinking process involves various activities such as knowledge sharing, collective research, and experimentation and critical thinking and reflexivity which transform the capacity of HEIs towards CoSoI [63,86]. These processes reshape the structure and relationship which involves a change in the power structure and redefine the collective meaning, which finally results in a change in attitudes, behavior, knowledge, and skills.…”

“…Collaboration, critical reflection, and creative thinking are a few key components of learning that can foster knowledge exchange activities between partners and play an important role in empowering society. During the process, social innovation learners learn from their own past experience of success or failure and alter or redesign the alternatives to get the desired action [63]. Networking and collaboration formed through the social learning process form a sustained interaction among actors to work together in order to find solutions to shared problems.…”

Social Innovation for Sustainability Challenges

“…Climate change, in particular, poses a threat to the excessive lifestyles prevalent in current societies, and it has been acknowledged that while technological innovations are required, they are insufficient to address challenges in complex societal systems [5,6]. Accordingly, social innovations have been sought in order to achieve the transformation of existing structures towards low-carbon societies [7]. At the same time, it is somewhat unclear how social innovation should be understood and even whether or not it should be considered a distinct concept [8][9][10][11].…”