Facets of Social Innovation in Higher Education

McDonnell‐Naughton, Mary; Pãunescu, Carmen

doi:10.1007/978-3-030-84044-0_2

Cited by 12 publications

(9 citation statements)

References 46 publications

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“…As the importance of education as a social institute serving the needs of society is growing, social innovations is gaining in importance in their activities and especially in higher education. The experience of Covid-19 has clearly confirmed this, showing that, together with teaching, learning and research, which are integral to defining the role of education in the wider social context, creating better youth employment opportunities, reducing societal disparities, ensuring better inclusion of vulnerable and marginalized groups, creating impactful research obviously generates sustainable socio-economic returns (McDonnell-Naughton & Păunescu, 2022).…”

Section: Source Inclusion Criteriamentioning

confidence: 84%

The University’s Receptivity to Social Innovations: Theoretical Aspect

GINTARĖ

VILIJA²

2022

HUMANITIES STUDIES

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The relevance of this study. Social innovations issues still cover a very small part of the scientific work in the field of education. It should be stressed that such innovations are particularly important in the education system, as their development not only contributes to the improvement of the quality of teaching or the progress of educational institutions, but also makes a significant contribution to the creation of a sustainable future and to highlighting and solving social problems in society. The main problem. What is the conceptual basis of a university that enables a university to be receptive to social innovations? Object of research: University receptivity to social innovations. The aim of this study is to reveal which concepts lead a university to be the most receptive to social innovations. Results. Social innovations can not only meet the needs of an individual, but also drive social inclusion. Susceptibility to innovation is traditionally defined as the ability of entities to apply innovative ideas and solutions, to be able to create innovations and disseminate them in society. A modern university should be open, innovative, dynamic, responsive to society and its needs. Regardless of the concept chosen by a university, the third mission of higher education should not be forgotten -to use the university's knowledge for a common goal, be socially responsible, and contribute to the well-being of society. Research methods. This analysis is prepared by using the methods of semi -systematic thematic analysis. Social innovations can not only meet the needs of an individual, but also drive social inclusion. In most cases, the benefits of social innovation reduce public spending by eliminating a specific social problem and creating some added value for the group of people targeted by social innovations. Susceptibility to innovation is traditionally defined as the ability of entities to apply innovative ideas and solutions, to be able to create innovations and disseminate them in society. Susceptibility to social innovations is determined by innovation potential and innovative activity. Management, which is determined by the choice of managerial staff, communication skills, applied methods and support of managers to apply social innovations, is particularly important in the structure of innovation potential. Internal and external factors/ components are also important in shaping receptivity to social innovations.

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Section: Source Inclusion Criteriamentioning

confidence: 84%

The University’s Receptivity to Social Innovations: Theoretical Aspect

GINTARĖ

VILIJA²

2022

HUMANITIES STUDIES

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“…This can be done in many ways, for example, by transforming teaching and research, which are the core mandates of HEIs so that they are oriented towards producing graduates with innovative mindsets and zeal to contribute to a successful society (Păunescu et al, 2022). The process requires concerted effort to develop what McDonnell-Naughton and Păunescu (2022) refer to as new, overarching, and connected governance structures characterised by distinctive and intercorrelated roles in community engagement and social integration strategies are put in place.…”

Section: Social Innovation In Heismentioning

confidence: 99%

Social innovation-as-practice: establishing a social innovation program at a university

Svennevik

Saidi

2022

Management &Amp; Marketing

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Creating a culture for social innovation in universities can involve formalising and internalising processes that aim to support efforts towards using research results in society. This paper aims to contribute to the discussion on how the present higher education institution system promotes work with social innovation. The paper presents lessons from efforts to establish a (social) innovation programme in a university. The data used for this qualitative case study are board documents, motivation letters, evaluation forms, reports from working groups and a workshop with a survey. The paper approaches two research questions: (1) How can a (social) innovation programme operate within a university’s existing managerial, financial and social structures to facilitate researchers’ work with social innovations? (2) How can a (social) innovation programme that facilitates researchers’ work with social innovation at a university contribute to building a physical, intellectual, managerial, and logistic environment that can create a culture for innovation? With the first research question, the paper maps work on the pilot projects with initial motivations, early engagements in the programme, and future participation expectations. This connects to how the programme operates within the university’s existing structures. The second research question shows the implications of this work, looking at how the innovation programme contributes to creating a culture for social innovation at the university. The results show how the programme can contribute to a) support researchers in their own work by further developing their research results into actions of societal usefulness and b) establish an arena that can contribute to creating a culture for working with social innovation within the university. How this can be conceptualised as ‘social innovation-as-practice’ is then discussed. Based on the findings, suggestions about how the present system can be improved are offered.

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“…When it comes to innovation, it is the result of the interaction of capabilities and knowledge from various actors within an innovation system, though the paths are chosen differently. Despite many universities having innovation centres and research agencies McDonnell-Naughton & Păunescu (2022), what is forgotten is that what drives innovation is an incentive, and they can be financial or metaphysical. The metaphysical type of motivation can be attributed to meaning, the desire to do good, empathy, or working toward social gains.…”

Section: How Universities Were Forced To Enter the Market Economymentioning

confidence: 99%

“…Even though economic progress has a significant impact on people's lives and evolution, failure to promote critical thinking, rational analysis, and empa thy for the needs of others can turn all growth into a catastrophe. The danger of obedient communities was also observed by McDonnell-Naughton & Păunescu (2022). Alternatively, in a way, more economic growth does not translate into a better democracy.…”

Section: Introductionmentioning

confidence: 99%

“…The Euromaidan movement in Ukraine, the Free Speech Movement in the United States, the Sunflower Student Movement (Hsu, 2014) in Taiwan, and the Anti -Black Box Movement in Taiwan can be listed here. The COVID-19 pandemic demonstrated how universities' community engagement capacities were constrained and how essential they are for addressing societal issues (McDonnell-Naughton & Păunescu, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Universities in today’s world-between the potential regional growth and market economy absorption

Apostol

2022

Management &Amp; Marketing

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Recently, various studies have demonstrated the significance and impact of universities on regional development. However, the determinants of their success are either economic performance, student enrolment, or issued patents. It is believed that universities have adopted the utilitarian paradigm too heavily, focusing primarily on the number of students or the students’ skills while neglecting individual growth and the university’s raison d’etre. Case studies, which depend on various other variables and biases, provide most examples of successful universities. According to scientists, universities became overly dependent on the economic system due to excessive involvement. This study employs a spatial regression model to examine the impact of universities and students on the qua lity of life and industry specialisation. According to the study, universities affect European regions’ quality of life. The number of students at each level of education negatively influences the industry’s presence. However, the population’s lifelong learning share positively influences the regional economy. The study examines education indicators using a spatial approach, making it more generalisable than earlier case study research.

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Facets of Social Innovation in Higher Education

Cited by 12 publications

References 46 publications

The University’s Receptivity to Social Innovations: Theoretical Aspect

The University’s Receptivity to Social Innovations: Theoretical Aspect

Social innovation-as-practice: establishing a social innovation program at a university

Universities in today’s world-between the potential regional growth and market economy absorption

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