Social Change in Brazil Through Innovations and Social Movements

Maldonado-Mariscal, Karina

doi:10.1177/0169796x20963332

Cited by 13 publications

(7 citation statements)

References 30 publications

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“…As introduced in this article, social innovation can be identified through new institutions, new social relations, new processes or organisational processes, or new networks of institutions that pursue to provide better solutions than the ones before (Maldonado-Mariscal, 2017:39). In this sense, social innovation in education refers to new forms of cooperation or even new governance structures (Schröder and Krüger, 2019;Maldonado-Mariscal, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Research on social innovation in education shows how a more systemic approach is needed in innovation, an approach that includes new forms of cooperation and collaboration as well as new governance structures (Schröder and Krüger, 2019;Maldonado-Mariscal, 2020). Additionally, a literature review on social innovation recognized that social innovation can be identified through new institutions, new social relations, new processes or organisational processes, or new networks of institutions that pursue to provide better solutions (Maldonado-Mariscal, 2017:39).…”

Section: Digital Transformation and Skill Mismatch Require Not Only Technological Innovation But Also Social Innovation In Educationmentioning

confidence: 99%

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Mutual Learning in Innovation and Co-Creation Processes: Integrating Technological and Social Innovation

2021

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New digital solutions are often lacking integration and acceptance by potential users. Therefore, only a small amount of innovative software solutions is really in use. The article describes a co-creation process by integrating end-users and relevant stakeholders right in the beginning in a social innovation process. Within this process, technology is seen as an enabler of innovation getting its relevance from new social practices of the people using it (e.g. working practices). Against the background of EU funded projects conducted by the authors (GT-VET, GREEN STAR, COCOP, and ROBOHARSH) the relevance of mutual learning processes of engineers / researchers / trainers on the one side and end-users / beneficiaries / learners on the other side will become evident. Moreover, new (digital and analogue) skills of employees have been identified as key for a successful digital transformation. Thereby, this article shows a twofold perspective on social innovation in education: new skills demands for employees and mutual learning processes of developers and users/stakeholders. To obtain needed skills, traditional innovation practices have to be changed by setting up a social innovation process. Such a process design has to include stakeholder and user involvement beyond pure feedback on a new technology. Co-creation means that experience, knowledge and ideas of users will be considered to ensure high usability and impact of the new technology framed by organisational and people related measures. In this respect, the innovation process and the innovation itself is much more than technological functionality–it is a contribution to new social practices and performances of the people that innovate and use the technology.

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Section: Discussionmentioning

confidence: 99%

Section: Digital Transformation and Skill Mismatch Require Not Only Technological Innovation But Also Social Innovation In Educationmentioning

confidence: 99%

Mutual Learning in Innovation and Co-Creation Processes: Integrating Technological and Social Innovation

2021

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“…The study of social innovation aims to understand how new social practices are configured (Howaldt & Schwarz, 2010) and how change of social practices manifests itself in different dynamics, institutions and contexts. Recent research has examined how social innovations contribute to social change (Howaldt et al, 2015;Maldonado-Mariscal, 2020). Key dimensions identified for social innovations address (1) societal challenges and social demands, (2) concepts and understanding, (3) resources, capabilities and constraints, (4) governance, networks, actors, and (5) process dynamics.…”

Section: Bridging Organisational Education and Social Innovation In E...mentioning

confidence: 99%

Bridging Social Innovation in Education and Organisational Learning

Behrend¹,

Maldonado-Mariscal²,

Schröder³

2022

EPSIR

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This article combines two research approaches so far not connected but mutually reinforcing each other: social innovation and organisational education. On the one hand, theoretical and practical development of social innovation in education is a growing research area. On the other hand, organisational education, through its outlined Research Memorandum Organizational Education, is strengthening research of organisations and learning processes, especially on learning in, by and between organisations. To unfold the potential of social innovation in education, new cooperation and governance structures are needed to integrate all the relevant stakeholders to solve educational demands and mismatches. This is a prerequisite for making the formal education system more receptive to social innovations. The organisational education approach is focusing on a yet neglected part of the social innovation process: the change of organisations by mutual learning processes within an innovation ecosystem bringing together stakeholders from education and research, economy, policy, and civil society. The article shows the connections between both approaches by drawing on examples in practice from different applied research projects.

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“…The methodology of dynamic assessment of the development of consumer demand in the conditions of innovative proposals is applied based on the data of the market demand matrix using the theory of statistical analysis in climate change and stochastic planning (Meiramkulova et al, 2020a;Maldonado Mariscal, 2020;Liu et al, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Innovative analysis in climate change: Evidence from developed European countries

Barykin

Yadykin

Badenko

et al. 2022

Front. Environ. Sci.

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Since the turn of the 20th century, the whole world entered a period of technological singularity. It is also predicted that the pace of innovation regarding problems associated with climate change, generational change of technologies will constantly increase. This paper aims to bring an innovative product to the market regarding subsequent economical and social strategy. The methodology is based on a dynamic assessment of the development of consumer demand in the context of innovative proposals. In the article, results are obtained and the volume of investments in the development of innovations is determined, which optimizes the balance between curtailing the volume of output using the previous technology in climate change and increasing the production and sale of an innovative product in climate change. The novelty of this study is in the panel framework on the base of Model Based System Engineering (MBSE). The study concludes that MBSE are more sensitive to innovative activity. The volume of investments in the development of innovations is determined. The main result is the total profit from the demand in the consumer market for products based on old and new technologies in climate change, since reformed business processes entail significant financial costs. The above-discussed issues lead to inappropriate misleading policy recommendations. The main recommendation is using disaggregated trade data for each trading partner and industry level to conclude more accurate results and policy recommendations for each trading partner and industry in concern.

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Social Change in Brazil Through Innovations and Social Movements

Cited by 13 publications

References 30 publications

Mutual Learning in Innovation and Co-Creation Processes: Integrating Technological and Social Innovation

Mutual Learning in Innovation and Co-Creation Processes: Integrating Technological and Social Innovation

Bridging Social Innovation in Education and Organisational Learning

Innovative analysis in climate change: Evidence from developed European countries

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