Позитивные изменения. Том 3, № 3 (2023). Positive changes. Volume 3, Issue 3 (2023)

CHARACTERISTICS OF SOCIAL INNOVATION DEVELOPMENT MODELS IN UNIVERSITIES

1. Social Innovation vs. Social Entrepreneurship

We have identified that considering social entrepreneurship as the primary means of implementing social initiatives is most common among universities that are either just making first steps on their journey to realize the third mission and have not yet acquired substantial infrastructure and an extensive partner base (among NGOs, the public sector, etc.), or those who do so in collaboration with foreign organizations (e.g., within programs carried out by the British Council).

In other words, social entrepreneurship guided by universities can be seen as a simpler and more comprehensible form of implementation for social innovation development programs. However, this form is by no means the only one and is generally more characteristic of the initial stages of universities’ social innovation activities. More “mature” and systematic models exist, which exhibit a variety of forms and levels in implementation of the third mission in this area, with an emphasis on developing partnerships with the third sector, engaging local communities, and so forth.

2. Territorial Development and Local Community Engagement

This important property emphasizes the importance of universities engaging with their local communities and contributing to territorial development. Universities can open their infrastructure to local residents and organizations to support social innovation initiatives (similar to what the Vanderbilt University did). Additionally, involving students as volunteers in NGOs helps them gain practical experience and understanding of the social issues that require innovative solutions. Contests and competitions offer opportunities for proposing solutions to problems identified by various types of NGOs and the public sector, fostering collaboration between universities and these entities. This cooperation is shared between all the examples discussed.

3. Interdisciplinary and Transdisciplinary Methodology

The emphasis on interdisciplinary and transdisciplinary approaches highlights the diverse nature of project teams and competition groups. These teams typically include individuals from various academic disciplines, which enriches the problem-solving process by bringing in different perspectives. In less common cases, these solutions can be built as part of a single academic program. While private tenders may have specific focuses, such as digitalizing NGOs, this specialization often arises from the initiatives of individuals who recognize the importance of integrating such components into their training programs.

4. Engagement in Educational and Research Activities, their Mutual Penetration

The active integration and mutual penetration of social innovation models with educational and research activities is a significant property of social innovation development models. Apparently, carrying out project activities in the format of innovative projects aimed at addressing specific social and environmental problems is more comprehensible and reasonable. However, this interaction can also follow a more systemic and in-depth format. For example, universities that actively develop social and innovative activities view this direction as a basis for adjusting and enhancing educational programs. This includes supplementing entrepreneurial education programs with courses on social entrepreneurship, creating programs to study specific social and environmental issues, offering courses on social design and social impact assessment, and establishing entire institutes of interdisciplinary courses. These interdisciplinary courses are open to students of all majors, enabling them to better understand the social landscape at regional, national, and global levels.

5. Open Source

An important and not always easily observed property of the social innovation development models is the inclination of universities involved to openly share and disseminate their projects and solutions. It involves creating libraries of best practices and fostering regional and international cooperation. Numerous large-scale examples of multi-country collaboration exist, wherein organizations create local partnerships, then merge them into expansive networks interested in promoting social innovation. Unlike fields such as technology and business, where intellectual property rights and patents often play a protective role, social innovation encourages open sharing and exchange. This approach makes sense because many countries share common social challenges, and open collaboration can accelerate progress by leveraging shared knowledge and solutions.

6. Networking

Another notable aspect involves universities’ commitment to fostering active network collaboration as part of their social innovation development efforts. On the one hand, as mentioned earlier, this entails engaging the third sector and representatives from governmental bodies responsible for formulating and implementing social policies and programs. On the other hand, it encompasses universities working closely with one another and with businesses (both local and global enterprises) and all other potential stakeholders. This collaborative approach becomes entirely feasible when there is a shared commitment to the transparency of the innovative solutions proposed in the realm of social change.