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

In summary, the “Cross-sectoral International Partnership” model enables universities, government bodies, NGOs, businesses, and non-governmental organizations to collaborate in creating and implementing social innovations aimed at enhancing the overall quality of life in society.

A good illustration of such collaboration, involving not just academic institutions but also NGOs and businesses from multiple countries, is the SIKE project — Social Innovation through Knowledge Exchange.[152] The project brings together 11 European partners, comprising five higher education institutions, five small and medium enterprises, and one NGO from the UK, Portugal, Spain, Germany, and Croatia. Funding for the project is provided through the Erasmus+ project and the European Council (SIKE, 2019).

Social innovators often have visionary ideas and a profound understanding of local contexts but may lack expertise in areas such as business development, marketing, reliable studies of human resources, design processes, and more. They may also face barriers in accessing prototyping tools or respective professional networks they could partner with in developing and implementing their ideas. The project offers a comprehensive needs analysis and monitors flagship case studies throughout its implementation, providing pertinent knowledge and skills. It supports the “innovators’ journey through the realm of social innovation” with an intensive program of training, workshops, and the provision of proven online tools that can be applied to support social innovations at various stages of the creation process. Although regional cases exhibit significant variations in tasks, technologies, and approaches, SIKE units can operate in various forms to cater to specific needs and local conditions. Some universities may cover multiple areas in their operations, while others may focus exclusively on a single aspect of social innovation development.

From the descriptions of these models, it is evident that they are selected based on the criteria of networking and partnership. Additionally, the principle of hierarchy is observed, ranging from simpler forms that involve only local communities and organized student interactions with local NGOs for volunteering, to more complex cross-sectoral international partnerships, which involve representatives from different countries and sectors, including business, NGOs, and the academic community. An exception to this rule is the inclusion of private international partnership initiatives such as Glasgow Caledonian University’s Common Good First project.

By analyzing these practices, we have identified six key characteristics of social innovation development models in universities.

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