‘Shaken, but not stirred’: six decades defining social innovation

Ingenio Working Paper SeriesThis paper examines the evolution in the conceptualization of Social Innovation (SI) under the assumption of SI as a trans-disciplinary construct which comprises a diversity of discourses from different fields and actors. We performed a comprehensive and systematic literature review along six decades (1950-2014), extracting definitions of SI through a search of 2,339 documents in various languages retrieved from Web of Science, SCOPUS and Google scholar. To guide the inductive analysis of pluri-vocal discourses we assume innovation to be a learning-based process, introducing the notion of social practice linked to its intertwined institutional and sociocultural dimensions. We applied mixed qualitative methodologies, combining content analysis based on a social constructionist/interpretivist ontology with cognitive mapping techniques. Our findings identify some core and secondary elements underpinning two complementary perspectives (transformative and instrumental) of SI as scientific construct. They also point to a number of promising avenues for research towards the advancement of a socio-technical theory of innovation.This work has been partly funded by the JAE-Doc grant for the programme ‘Junta para la Ampliación de Estudios’, co-financed by the European Social Fund and the Spanish Ministry of Science (2011-2014).N

Strengths and obstacles for quality assurance in the European Higher Education Area: The Spanish case

Trabajo presentado a la International Conference on Engineering Education & Research celebrada del 23 al 28 Agosto de 2009 en Seul (Corea del Sur).Quality assurance and accreditation in higher education are a priority aim in the convergence process to the European Higher Education Area (EHEA). Although the majority of European universities are working around these issues, there exist diverse tensions between the national legislation, accreditation and quality assurance, both in internal and external contexts. Spanish Higher Education Institutions must ensure the fulfillment of the goals related to their different degree programs, in a context of continuous improvement. This paper presents the evolution, some examples and the more recent trends related to quality assurance and accreditation in Spain. It comments some instruments that have been developed by the National Agency for Quality Assessment and Accreditation of Spain (ANECA), like the guidelines developed in the AUDIT program whose purpose is to provide guidance in designing internal quality assurance systems.Peer reviewe

Social innovation futures: beyond policy panacea and conceptual ambiguity

Social innovation is once more an increasingly popular notion circulating as an apparent means to solve the Grand Challenges of the 21st Century. But this common-sense idea of social innovation is based on a quasi-concept, where processes of innovation are absent. To restore some academic rigour to this important concept, we argue more attention need be paid to these innovation processes in social innovation, and that there is value in using innovation concepts drawn from other areas of innovation studies (disruptive innovation, innovation systems, institutional innovation and socio-technical transitions) in highlighting how small-scale social experiments can ultimately lead to the solution of pressing societal problems. Through a subtle critique of the current policy conception of social innovation, it is possible for the field of Innovation Studies in general to help provide better insights into social innovation processes and ultimately to lead to better support frameworks and interventions for promoting solutions to these Grand Challenges.We would like to acknowledge the financial support of the Eu-SPRI Forum for our exploratory project “Social innovation futures: beyond policy panacea and conceptual ambiguity” for developing the ideas in this paper.Peer reviewe

Patterns and barriers for innovation and R&D cooperation between Argentine and Spanish firms

10 tables, 4 figures, 27 pagesThis paper examines co-operative innovation and research and development (R&D) behaviour between Argentine and Spanish firms. Based on theoretical perspectives from the literature, we surveyed a sample of 540 Argentine and Spanish firms believed to have cooperated for technological innovation. We present empirical evidence based on 104 firms of patterns of cooperation in several processes and out-puts, highlighting firm characteristics, the motives of the collaborating parties, types of partners and R&D and innovation activities, leadership, and obstacles to cooperation. Our results reveal that the determinants of success differ considerably among countries depending on the sector, the firm specific characteristics and funding. These differences have important implications for public policy and instruments to support R&D and innovation activities

Achieving competence-based curriculum in Engineering Education in Spain

5 tables, 5 figures, 10 pagesThe fact of placing competences and outcomes learning at the heart of the academic activity means overhauling the curricular architecture of higher education in Europe. Some universities have undergone important transformations moving toward a competence-based learning environment, while others maintain traditional curriculum packaged formats. In the realm of the European Higher Education Area, this paper examines the use of competence-based initiatives in curricular development for engineering degrees with special focus to the Spanish case. Although the concept of competence and competence-based learning has a long history in education and training research, these terms are still very diffuse and demand a clear conceptualization. In the first part of this paper, we provide a conceptual overview and a critical reflection of competences as implemented in a wide range of settings, including its origins, key concepts, and definitions. Next, we discuss the purposes, principles, pitfalls, and processes that enable defining a map of competences within engineering education. Lastly, we present a pilot project involving curriculum development and faculty enhancement within a competence-based learning initiative in Electronic Engineering.This work was supported in part by the Program of European Convergence (Universidad Politécnica de Valencia) and developed within the Project of Adaptation to the European Higher Education in the School of Design Engineering.Peer reviewe

Generation and diffusion of innovations in a district innovation system: The case of ink-jet printing

This work is licensed under a Creative Commons Attribution 3.0 License.This paper provides an in-depth case study of the ink-jet printing (IJP) technology that emerged from the ceramic industry in a Spanish region (Castellon) in the first decade of 2000. We propose an analytical framework that combines the theoretical perspectives of Industrial Districts and Innovation Systems, and exploit a qualitative methodology that includes information from patent and scientific article databases and 21 in-depth interviews. Our results show that IJP is a major innovation that breaks with the tradition of machinery innovations in this industry in Spain. Micro-level evidences show the complex external and internal relationships in the sharing of knowledge and innovation process, being the role of internal ties, trust, secrecy and strong in-house R&D strategies determinants of the IJP innovation. © Universidad Alberto Hurtado, Facultad de Economía y Negocios.This work was supported by ITC-AICE and the Quevedo Program of the Spanish Ministry of Science and Innovation Education and Culture through Project no. PB97-0804, and by the Agencia Española de Cooperación Internacional through the Project RedINNOVA.Peer Reviewe

Social innovation as institutional innovation

Trabajo presentado a la Annual Conference of the EU-SPRI Forum: "Innovation policies for economic and social transitions: Developing strategies for knowledge, practices and organizations" celebrada en Helsinki (Finlandia) del 9 al 12 de junio de 2015.Common understanding of Social Innovation (SI) as an essential component in policy discourses to solve the so-called Grand Challenges of the 21st Century confronts the need to answer the remaining ‘desperate quest for a definition’ (Djellal & Gallouj, 2012: p. 121). SI has become ‘overdetermined’ that is, associated with a variety of meanings and interpretations rooted in a diversity of disciplines and faces the risk of having its validity challenged (Laclau & Mouffe, 1985). From the theoretical perspectives of science, technology and innovation studies, the EU-SPRI Exploratory study on Social Innovation Futures aspires to open academic debate to overcome current concerns surrounding ‘policy and chaotic’ views on the SI concept. Being the ‘innovation problem’ to understanding what affects innovation processes and how that shapes the change trajectories, the project aims to the nuclear question: How can SI be understood and interpreted as innovation process? (Benneworth et al., 2015). SI processes take parts of an emergent paradigm that needs to explicitly address the issue of purpose and direction of change where the social and technological components of innovation should not be seen as contradictory, but as inherently connected (Howaldt et al., 2014). This paradigm shift claims for a theory of socio-technological innovation and new answers on the nature and purposes of innovation in society (Edwards-Schachter et al., 2012; Benneworth & Cuhna, 2014). It is also intrinsic to policy orientations to deal with global ‘intractable problems’ or ‘global challenges’ which dates back several decades ago, like in the references in the Club of Rome report Limits to Growth (1972), which likewise explicitly names social innovation, in parallel to technical change, to change political processes and structures to favour a sustainable development. In this framework, this paper reviews the burgeoning literature that has developed in recent years a diversity of approaches on the role of institutions and institutional dynamic in innovation processes and explores their possible contributions and research avenues to SI1. The critical review attempts to examine important aspects and characteristics, which have so far remained rather latent, like institutional changes and legitimisation of SIs.Peer Reviewe

Exploring academic and policy discourses on social innovation and the ‘Grand Challenge’ rhetoric

Trabajo presentado a la EU-SPRI Conference: "Science and Innovation Policy: Dynamics, Challenges, Responsibility and Practice", celebrada en Manchester (UK) del 18 al 20 de junio de 2014.Peer reviewe

Propuestas de formación docente basada en la construcción de comunidades de práctica: experiencias en diferentes contextos educativos de España y Uruguay

Trabajo presentado al Congreso Iberoamericano de Educación Metas 2021: "la educación que queremos para la generación de los Bicentenarios" celebrado en Buenos Aires (Argentina) del 13 al 15 de Septiembre de 2010.Peer reviewe

Las universidades españolas ante el reto del plurilingüismo y la movilidad

El plurilingüismo, en estrecha relación con el multiculturalismo, constituyen dos pilares sobre los cuales se apoya la construcción del Espacio Europeo de Educación Superior y, en un sentido más amplio, la Europa del Conocimiento. En este artículo se presenta un conjunto de reflexiones sobre el protagonismo del plurilingüismo en el marco del proceso de Bolonia, analizando las estrategias e iniciativas implementadas a nivel europeo y su impacto hasta el presente en el ámbito universitario español.Peer reviewe