and nutritious meals to students daily and does so at a higher gross margin than traditional competitors.
and can reduce cycle time, increase flexibility, foster faster learning, and enable innovation. Buying local includes not only local companies but also local units of national or international companies.
Clusters include not only businesses but institutions such as academic programs trade associations, and standards organizations. They also draw on the broader public assets in the surrounding community, such as schools and universities, clean water, fair-competition laws, quality standards,
and market transparency. Clusters are prominent in all successful and growing regional economies and play a crucial role in driving productivity, innovation, and competitiveness.
Poor public education imposes productivity and remedial-training costs. Poor transportation infrastructure drives up the costs of logistics.
companies need to identify gaps and deficiencies in areas such as logistics, suppliers, distribution channels, training, market organization, and educational institutions.
Most business schools still teach the narrow view of capitalism, even though more and more of their graduates hunger for a greater sense of purpose
and a growing number are drawn to social entrepreneurship. The results have been missed opportunity and public cynicism.
Business school curricula will need to broaden in a number of areas. For example the efficient use and stewardship of all forms of resources will define the next-generation thinking on value chains.
and innovation, will form a new core discipline in business schools; economic development will no longer be left only to public policy and economics departments.
These proposed changes in business school curricula are not qualitative and do not depart from economic value creation.
Michael E. Porter is the Bishop William Lawrence University Professor at Harvard university. He is a frequent contributor to Harvard Business Review and a six-time Mckinsey Award winner.
with Professor Porter and is its managing director. He is also a senior fellow of the CSR initiative at Harvard's Kennedy School of Government.
free national health systems, public kindergartens, cooperatives, trade union movements and so forth. With Digital Social Innovation (DSI) there is a new communication technology component,
why it matters and how it can be accelerate, University of Oxford, Skoll centre for social entrepreneurship, Murray, R.,Caulier-Grice, J.,Mulgar, G.,(2010).
University. The Young Foundation,(2010. The Young Foundation and the Web. Digital Social Innovation, working paper
Atta Badii is a high-ranking professor at the University of Reading where he is Director of the Intelligent Systems Research Laboratory, at the School of Systems Engineering.
and the designation of Distinguished Professor of Systems Engineering and Digital Innovation (UCC) and is an International Privacy-By design Ambassador as designated by the Canadian Information and Privacy Commission.
Dr. Anna De Liddo is Research Associate at the Knowledge Media Institute of The Open university (UK).
At present Anna is leading Open university's work in the European Project CATALYST, and the EPSRC's EDV project,
Lara Schibelsky Godoy Piccolo is a human computer interaction researcher at the Knowledge Media Institute of The Open university.
Previously, she was Senior Researcher at CPQD in Brazil coordinating R&d projects related to the digital divide. 6 Dr. Maurizio Teli has recently been appointed as Research Fellow at the Department of Information Engineering and Computer science of the University of Trento (Italy.
Examples of this second connotation are the introduction of a general education system, the legislation of unions and the recognition of new rights.
civic society organisations, research centres and universities and, of course, citizens. The relationships and power dynamics that characterise social innovation initiatives is a research and political challenge that, again,
Students and citizens interested in statistics and in knowing more about GDP measurement initiatives. Who Is behind CAPS?
CAPS projects involve a large spectrum of private and public companies, universities and research centres, online platforms and NGOS.
CC RESEARCH GROUP ON INTERNET, POLICY AND COMMONS, AUTONOMOUS UNIVERSITY OF BARCELONA-Barcelona, Spain IMAGINATION FOR PEOPLE-France IMINDS VZW-Brussels, Belgium INTERNATIONAL MODERN MEDIA INSTITUTE
-Iceland ITALIAN NATIONAL STATISTICAL INSTITUTE-Rome, Italy LULEÅ UNIVERSITY OF TECHNOLOGY, CENTRE FOR DISTANCE-SPANNING TECHNOLOGY-Sweden LUNARIA, SOCIAL PROMOTION ASSOCIATION-Rome, Italy MAPPINGFORCHANGE-London, UK MODUL UNIVERISTY VIENNA-Vienna, Austria NESTA-UK
France P2p FOUNDATION-Amsterdam, The netherlands PNO CONSULTANTS LIMITED-Cheadle Hulme, UK POLIBIENESTAR, UNIVERSITY OF VALENCIA-Valencia, Spain PURPOSE EUROPE-London, UK
RADBOUD UNIVERSITY-Nijmegen, The netherlands SIGMA ORIONIS-Sophia Antipolis, France SOZIALHELDEN E. V.-Berlin, Germany STICHTING DYNE.
ORG-The netherlands T6 ECOSYSTEMS S. R. L.-Rome, Italy THE EUROPEAN RESEARCH CONSORTIUM FOR INFORMATICS AND MATHEMATICS-France THE OPEN UNIVERSITY-Milton Keynes, UK THE UNIVERSITY
OF SHEFFIELD-Sheffield, UK THE UNIVERSITY OF ZURICH-Zurich, Switzerland THE WAAG SOCIETY-The netherlands UNIVERSITÀ DEGLI STUDI DI MILANO-Milano, Italy UNIVERSITÄT HEIDELBERG, GEOGRAPHISCHES
ACCESSIBILITY RESEARCH GROUP-London, UK UNIVERSITY OF FLORENCE-Florence, Italy UNIVERSITY OF READING-Reading, UK UNIVERSITY OF SURREY-Surrey, UK VELTI-Greece WAAG
universities and associations to create their own fully-featured social networks and applications. 17. Evidence Hub http://evidence-hub. net The Evidence Hub is a collaborative knowledge-building (specifically evidence-building) web platform.
innovators, educators and students. It enables individuals and communities to build and visualise their shared knowledge and unlock their collective intelligence. 31.
It is open to all members and communities for contribution students and researchers, civil society organisations, governmental and inter-governmental organisations, multilateral institutions, businesses, statistical offices,
such as predominant age, gender, religion, nationality and language, physical and mental abilities, standard of living, level of education and whether those being addressed belong to the'majority
and, Learning Theory (for example as reported in Badii 2000,2008) have investigated human memory biases that underpin a methodological approach to evaluation and impact assessment that remains aware of 63 memory biases at individual and organisational levels.
'Proceedings of Americas Conference on Information systems (AMCIS 2000), University of California, Long beach, August 2000. Badii A. 2008)' User-Intimate Requirements Hierarchy Resolution Framework (UI-REF:
Buckingham Shum, S. & Deakin Crick, R. 2012) Learning Dispositions...Knowledge. Vancouver, British columbia, Canada, April 29-May 2, 2012.
Dr. Mila Gascó, ESADE Business school Peter Baeck, Nesta Dr. Harry Halpin, IRI Dr. Esteve Almirall, ESADE Business school Frank Kresin, Waag
share learning and best practice, and seek funding and sustainable new business models. This research has identified the goals of policy,
5. 3 Research and Innovation support 5. 4 Dissemination & learning 5. 5 Evaluation 6. 1
from grassroots movements, think-tanks and universities to big charities and public museums are hosting small-scale workshop spaces often with digital tools and 3d printing facilities (maker spaces and hacker spaces.
and developed in high schools, with the 25 best Call4school projects invited to participate in the fair.
It brings primary sources into every classroom and allows for more open and rapid communication between teachers and students.
For instance, The Open university, based in the United kingdom, and other models of distance learning have made education much more widely available.
The same goes for the way scientific research is being done with its culture being influenced through the ability to globally access
and share knowledge, culture, information and code and to undertake better collaboration within the research community.
which was born out of collaboration between Arduino and designers in the Master of Advanced Studies in Interaction design at SUSPI in Lugano.
These kinds of projects are able to combine open hardware technologies with new learning methods to experiment with new educational practices,
enhanced by the way technology is integrated within the learning environment. Open standards A number of organisations affect DSI in Europe through acting as expert bodies on the development of policy and strategies and advocating
social media, crowdsourcing, crowdfunding, big data, machine learning, 3d printing, online learning and e-petitions. The main technological trends in DSI 0100 200 300 400 Arduino Smart Citizen Kit Fairphone Safecast OPEN NETWORKS Tor Confine Guifi. net Smart
& constructing informal learning networks: Fab academy; Institute for network culture; Coder dojo's; and more generally the hacking culture of sharing skills and knowledge. 46 Growing a Digital Social Innovation Ecosystem for Europe Arduino OPEN HARDWARE OPEN HARDWARE new ways of making
In 2005, Massimo Banzi, an Italian engineer and designer, started the Arduino project to enable students at the Interaction Design Institute Ivrea (IDII) to build electronic devices using an open-source hardware board.
& learning 5. 5 Evaluation 66 Growing a Digital Social Innovation Ecosystem for Europe Policy Tools ECONOMIC INSTRUMENTS REGULATION LEGAL FRAMEWORKS RESEARCH AND INNOVATION
SUPPORT DISSEMINATION & LEARNING EVALUATION In order to implement future DSI policy goals and strategies, several tools and instruments have to be deployed.
and University of Cambridge in November 2014 forecasts the growth of alternative finance (including peer-to-peer business lending,
or playground installations are funded by citizens themselves. Seed funding is a very early-stage investment,
and entrepreneurs together to create new digital products, new public services or learning programmes. The creation of a European network that would encompass regional innovation labs (both public
& NETWORKING TRAINING DSI networking and crowdfunding platform Fabacademy 5. 4 DISSEMINATION & LEARNING Growing a Digital Social Innovation Ecosystem for Europe 81 Firstly,
These indicators now include innovative entrepreneurship and innovation in firms, universities and public research institutes,
phased evaluation ü Avoid isolated evaluation ü Provide link between academic evaluation and evaluation reports (more professional, consultancy based, etc.)
as well as national research institutes and traditional universities. Building on existing schemes, such as innovation partnerships and PPPS with bigger telecommunications corporations, new schemes could be created to provide financial support for large-scale DSI experiments across Europe.
health authorities and universities to pilot large-scale DSI experiments around collaborative economy, direct democracy, distributed energy, civic health and bottom-up smart city solutions.
whose goal it is to help‘students use new technologies to design and make products that can make a difference to their world',19 http://www. bmbf. de/en/19955. php about-city-budgets-heres
learning and action programme linking cities financed under the ERDF http://urbact. eu/4 http://ec. europa. eu/employment social/equal/products/index en. cfm 5 The LEADER
a school, a university, a service centre, a train station, a business park, an ecomuseum, an incubator, a neighbourhood, etc.
Reducing school dropout rates below 10%;%at least 40%of 30-34 yearolds completing third level education Poverty/social exclusion:
How can they capitalise on the collective learning processes that social innovation engenders? How can they capitalise on the transformative promise that social innovation holds for public sector service provision11?
Bridging this digital divide can help members of disadvantaged social groups to participate on a more equal footing in the digital society (including services of direct interest to them such as elearning, egovernment, ehealth) and increase their employability and quality of life (Europe's Digital Agenda.
which has been continued in this period with ESF Learning Networks which involve Managing Authorities on more than a dozen themes.
In the current period, efforts to innovate continue in the cooperation programmes of the ERDF including both INTERREG IVC and URBACT and in ESF transnational actions and Learning networks
and working on triple helix approaches to innovation involving universities, city administrations and the private sector.
with European wide knowledge institutes (such as the University of Delft, RWTH, Fraunhofer IPT, IMEC, TNO,
or the low level of IT skills is a particular form of social exclusion resulting in serious barriers to having access to services, low participation in lifelong learning,
In this way, it links well to the Digital Agenda, another flagship initiative of the Europe 2020 strategy37. 21st century society increasingly demands digital literacy
DAIN is founded on the philosophy of inclusion through community-based learning. The basic idea is excluded that digitally people can be reached best
The project organises drop in sessions in local community premises or face-to-face learning sessions. Twenty Digital Activists, all volunteers, recruited from among disadvantaged people,
ACIDI invests in the empowerment of immigrant leaders through training for immigrant association leaders, in 26 partnership with universities.
To promote learning and the exchange of ideas a network of municipalities involved in the neighbourhood renewal programme meets on a regular basis with support from the State government of NRW.
renovation of playgrounds; creating a new football ground; creating small gardens and open spaces between houses, a new public agora for outdoor leisure and other community-building activities;
facilities such as kindergartens and day care centres, and cultural centres; Community programmes, trainings and events. 4. The social economy Social enterprises can play a unique role in identifying unmet needs and in developing new types of service.
financial education and literacy, personal loans and insurance. Microfinance was slow to take off in Europe. ADIE47 in France was one of the first to start up in the late 80s (it is now one of largest with around 20,000 borrowers in 2010.
suppliers, citizens, the third sector, universities, regional developers, specialists, financiers and regional, national and international networks.
Universities/Supplier: Univisio Ltd. was developing a mattress with a built-in passive alarm sensor suitable for elderly people.
The Living Lab enabled cooperation between Tampere University of Technology, the supplier and elderly care professionals.
://antropia. essec. fr/)is an incubator for social enterprises run by the Institute of Innovation and Social Entrepreneurship of the ESSEC business school in Île-de-France60.
Management University is based a broad centre doing research and action research on social innovation. In Europe there are a number of centres in the public and third sector:
and is hosted by the University of Stockholm. IDEA69 is a local government development agency in the UK.
bringing design into disadvantaged neighbourhoods to renovate school playgrounds. Following this success it turned its attention to redesigninging prefabricated social housing estates.
It includes the rectors of the three universities the chief executive of the cooperative group Mondragon, representatives from three ministries as well as chief executives from leading enterprises in the region.
Thematic objective (10) investing in education, skills and lifelong learning by developing education and training infrastructure;
Early childhood education and care for vulnerable groups, for example, can be addressed by a series of integrated interventions encompassing social services, 86 The principle of innovation in the new ESF programmes (2007-2013).
the banking and finance sector and the academic and university sector play an active part in the consultative multi-stakeholders group set up by the Commission in 201210 and large groups of citizens all over the world are joining
'In his report, 23 Professor Monti clearly identified public services (or services of general economic interest) as being at the centre of social concerns.
capacity-building tools and learning processes) have become necessary. Measures of the success/impact of social innovation is shared the increasingly idea that‘economic outcomes have for a long time been the main indicator to measure the development of organisations and countries,
The use of randomised trials to test solutions was pioneered by Esther Duflo, professor at MIT and Director of the Abdul Latif Jameel Poverty Action Lab, 52
which has grown now into a global network of professors who use randomised evaluations to answer critical policy questions in the fight against poverty.
In line with the idea that we are still in a learning process, analysis and research is being conducted on the measurement of societal (social and environmental) value creation and the development of indicators. 61 On the latter issue,
These products may include savings, financial education and literacy, personal loans and insurance. Microfinance was slow to take off in Europe.
The first institutions to be invited were the government itself, municipalities, universities, etc. to address all kinds of societal needs in Portugal.
with European-wide knowledge institutes (such as the University of Delft, RWTH, Fraunhofer IPT, IMEC, TNO,
ACIDI invests in the empowerment of immigrant leaders through training for immigrant association leaders, in partnership with universities.
The new collaborative structure consists of different stakeholders such as municipalities, suppliers, citizens, the third sector, universities, regional developers, specialists, financiers and regional, national and international networks.
It includes the rectors of the three universities, the chief executive of the cooperative group Mondragon, representatives from three ministries as well as chief executives from leading enterprises in the region.
Lifelong learning via a participatory process with citizens. Social contract for housing: participatory process with public and private agents defining housing policy for the next 15 years.
using their full potential requires nothing less than a combination of‘the deep strategies of chess masters with the quick tactics of acrobats'.
Gender equality and the empowerment of women will improve as a result of more egalitarian access to education and the role of technology.
education, cooperation among universities, business, and financial institutions organised around innovation ecosystems will be important. Innovation will also depend on the social and political organisation of society:
Investing in health and education, preferably as early as possible (e g. through early childhood education and care interventions) will help reduce costs in the long term,
whether it is appropriate to bring together new learning experiences and networks for public sector leaders at European level;
modernise higher education, encourage mobility (through the European Skills passport or the‘your first EURES job'scheme)
or leaving formal education. P A r T I I M A i N d E V E L O P m E N t S i N e U P O L
Universities have been encouraged to improve the quality of the courses they offer by making them more responsive to student's needs;
and youth unemployment is also being tackled through more workplace and entrepreneurial learning experiences and more possibilities for self employment.
The agenda also contributes to achieving the EU's targets to get the early school-leaving rate below 10%and more young people in higher education or equivalent vocational education (at least 40),
learner-centred models involving personalised and interdisciplinary learning, soft-skills and platforms for knowledge, especially in ICT,
Massive open online courses (MOOCS), cloud schools or Open Educational Resources (OER). In this context, two recent studies will also provide further insights:
Innovation in Higher education (November 2013) and Measuring the impact of university-business cooperation. 109 Several FP7 research projects (Programme Social sciences and Humanities) delivered results relevant for this flagship initiative.
of non-formal and informal learning110 also makes an essential contribution to the Europe 2020 Strategy goals by increasing the opportunities for skills acquired outside formal education
and for establishing national systems for the validation of non-formal and informal learning. 1. 1. 7. The European Platform against Poverty
along with an increase in energy literacy and can be compared to the rise of the internet,
to support people in lifelong learning, to ensure adequate livelihoods in a changing world; to bring private and nongovernmental resources to complement state funding through innovative partnerships
the second in strengthening the use of existing applications in a number of relevant settings, such as ehealth, elearning and einclusion.
mutual learning and grants) and will have a specific budget for social innovation and social policy experimentation. Easi should provide a new impetus to social innovation activities,
In 2012 and 2013, the Lifelong Learning Programme paved the way to a new action (European policy experimentations) under Erasmus+by promoting two pilot calls for proposals for policy experimentations,
respectively to trigger the development of innovative solutions on the use of ICT in the classroom
and replace the Lifelong learning Erasmus mundus and Youth in action programmes. http://eacea. ec. europa. eu/erasmus-plus en.
and networking in the field of cultural and media literacy. It also aims to strengthen the competitiveness of the cultural and creative sectors, the cross-border circulation of culture and the adaptation of the sector to the digital shift.
and wellbeing and promote a learning and participatory society. Drawing from the inputs of the Commission's services
‘involving Ministers, Members of the European parliament, business leaders, deans of universities and research centres, bankers and venture capitalists, top researchers, innovators and citizens of Europe'.
Topics ranged from the role of the modern university through social innovation to cutting-edge technologies;
Transnational‘Learning Networks'of ESF Managing Authorities and Intermediate Bodies that focus on specific thematic and governance issues,
Social innovation includes collective and creative learning processes, in which key players form different social groups and rural and urban contexts participate.
and applied learning about systems change. Based on the premise of inviting participation, as is encouraged In commission-supported external activities across the Union,
media, investors and EU citizens. yy It enhances transnational learning and cooperation to better value the societal potential in Europe for social innovation,
or regional level, including universities and business networks. The two networks have a broad geographical coverage across the EU
and improve policy‘beyond GDP'in all kinds of areas of health education, transport, combating poverty
reflexive process, grounded in continuing thinking, learning and improvements, and involving employees and managers at all levels.
the Council recommendation on the validation of non-formal and informal learning emphasises the role that non-formal learning plays in increasing the employability and social inclusion of young people;
the communication, the Council conclusions and upcoming European quality framework on Early childhood education and care to empower children from an early age to improve their chances in life;
The EU Agenda for the Modernisation of Higher education and Council Conclusions of 28-29 november 2011 stress the links between higher education
research and innovation, putting the emphasis on attracting a broader cross-section of society into higher education,
to progress towards the Europe 2020 headline target and encouraging partnership between professional institutions, universities,
business and high-tech centres or higher education institutions that drive economic development in the territories where they are located
I C i e S 121 education is covered also by specific Council conclusions on the social dimension of higher education.
Specific initiatives are also being developed to increase the focus on the outcomes of higher education and their relevance for students and society.
U Multirank194, a new performance-based ranking and information tool for profiling higher education institutions, moving away from a mono-dimensional research focused approach to university rankings
and allowing users to create individualised multidimensional rankings adapted to their needs and priorities, and an initiative to improve the availability of data on European higher education learning mobility and employment in cooperation with Eurostat.
Furthermore, a European Alliance for Apprenticeships has been established to drive forward the innovation and reform of apprenticeship schemes across Europe.
The alliance mobilises a multitude of stakeholders to jointly strengthen the quality, supply and reputation of in-company training as part of vocational education.
The rationale is that quality apprenticeships provide students with a valuable combination of theoretical knowledge
Youth work and non-formal learning play an important role in social innovation, particularly by offering alternative ways of learning and through practices that tackle inclusion problems such as youth employment or early
and of the evolving labour market. 194 http://www. u-portal. org/u multirank/./Structured Dialogue The structured dialogue project allows young people
a peer learning exercise launched in 2012 in the framework of the European Youth Strategy,
which looks at how to promote the creativity and innovative capacity of young people through non formal and informal learning experiences, finalised its report,
yy University & Schools: to involve young generations and teachers in defining the most effective way to communicate
Research is also being carried out on the role of social innovation for poverty reduction (Improve project) and in the context of a Social Platform on Innovative Social services in health education and welfare (INNOSERV.
The Science with and for Society programme supports social innovation via Mobilisation and Mutual Learning Action Plans (MML) targeting a number of focus areas, one
and explore the potential for action, notably on higher education dropout and completion; on the balance between public and private funding (cost-sharing),
and on the implications of new technologies for teaching and learning. In particular, a large-scale FP7-funded research project dedicated to Reducing Early School Leaving in Europe206 addresses the broad topic of education systems in the 21st century by systematically studying the issue of early school/training leaving
(ESL) from different angles in nine European countries selected for their specific and relevant profiles with respect to this issue.
and the collection of new empirical data in order to innovate educational systems at the European, national and regional level. 3. 4. 3. Digital social innovation A large study launched by the Net Innovation unit of DG Connect in May 2013 explores what potential gains can be achieved in Europe
academics, students and‘geeks'.'The EC reaches out to NGOS and volunteer citizens to enable them to be collectively aware of social innovation,
ICT-based learning: Developing the capabilities of children to understand written texts is key to their development as young adults.
TERENCE is developing an adaptive learning system for reasoning in the context of stories for 7-11 year olds with text comprehension difficulties.
Moreover, the system allows teachers to choose and custom-tailor the types of stories and games according to their learners'needs.
yy learning communities for support to school dropouts and low culture people; and yy communities of volunteers assisting persons with disabilities. 207 http://www. crossproject. eu/tag/non-monetary-economy/.
when the central learning & development unit gave them some space and resources, they started experimenting with participatory leadership practices
Indeed, much of the most creative action is happening at the boundaries between sectors, in fields as diverse as fair trade, distance learning, hospices, urban farming, waste reduction and restorative justice.
The socalled consumer doubles as a domestic producer a cook, a mother, a carer, a shopper, a driver, a nurse, a gardener, a teacher or student entailing so much of
trial and error and rapid learning that are accompanying the birth of this new economy. But we can be certain that its emergence will encourage ever more interest in how innovation can best be supported,
and should evolve through shared learning. Social innovations often struggle against the odds all of our chances of success will increase
Examples include computers in classrooms, the use of assistive devices for the elderly, or implants to cut teenage pregnancy.
PRA uses a range of visualisation techniques such as mapping as a tool for learning about sexual health and reproduction,
An outstanding recent example is New zealand academic John Hattie's work on schools,‘Visible Learning, 'which brings together 800 meta-analyses of
Feedback loops are a necessary precondition for learning, reviewing and improving. This could include front line service research to tap into the expertise of practitioners and front line staff
Examples include the idea of disability rights, closedloop manufacturing, zero-carbon housing or lifelong learning.
personalised learning in schools and self-managed healthcare, and are likely to be critical to future productivity gains in public services. 11 24) Changing roles.
CARE. 7. Hattie, J. 2008)‘ Visible Learning: A synthesis of over 800 meta-analyses relating to achievement.'
Nooteboom, B. 2000)‘ Learning and Innovation in Organisations and Economies.''Oxford: Oxford university Press. 12. Laderman Ukeles, M. 2001) On Maintenance and Sanitation Art.
and the role of the prison officer around an intensive learning programme. 1 39) Engagement of ex-users The Arizona Department of Corrections has involved recent prisoners in designing programmes to help others reintegrate into society
they make sculptures using A Learning Prison. The prison is divided up into houses (the image above is a cross section) with cells on the top three floors, a communal space on the ground floor,
and a learning centre in the basement. Image courtesy of Hilary Cottam, Buschow Henley, Do Tank Ltd. 2 participants'bodies to portray events and personal experiences.
but now cover topics as diverse as marketing and healthcare. 76) Participatory workshops are also known as Participatory Rural Appraisal (PRA) or Participatory Learning and Action (PLA).
they acted as intermediaries between research done in universities and practitioners in government and elsewhere.
2002)‘ Learning Works: The 21st Century Prison.''London: Do Tank Ltd. 2. See Boal, A. 1979)‘ Theatre of the Oppressed.'
Harvard Business school Press; and Chesbrough, H.,Vanhaverbeke, W. and West, J. Eds)( 2006)‘ Open Innovation:
the idea being that faster implementation would speed up learning. This idea has now 3 spread into service prototyping
and learning because of the need to freeze the model to allow for formal evaluation. 88) Randomised Controlled Trials (RCTS) test a procedure within a randomly chosen sample of the public.
The combination of social learning and technological advancement that open testing demonstrates has many applications in encouraging sustainable and systemic innovation that is both supply and demand driven.
Within universities the usual form is a grant, often with few conditions to allow a group of researchers to explore an idea without specifying outcomes.
or service providers to buy research in universities; or to club together to commission incubators (being tested by the ESRC.
Under the programme, recent graduates and young professionals spend two years working on various projects, building houses,
Until recently, Un Techo para Chile had no legal status it was simply a loose network of students, young professionals, and residents.
listening, and learning. Management is not only about the 4 70 THE OPEN BOOK OF SOCIAL INNOVATION giving of orders
This is important also, for public innovation, through, for example, bodies like the National school of Government (NSG) and the Improvement and Development Agency for local government (IDEA), CELAP in China,
particularly from public authorities for example, making the case for public funding for drugs treatment or sex education.
A Pratham classroom. Pratham provides primary education to some of India's most deprived children. Images courtesy of the Pratham team. 5 SCALING AND DIFFUSION 85 157) Distributed diffusion through provision as a social movement.
Pratham in India is a good example of a simple model that has spread on a large scale.
and promoted fast learning. 165) Endorsement by regulators for example, the impact of NICE in increasing the pressure on healthcare commissioners to take up more cost effective methods,
SCALING AND DIFFUSION 89 through a series of events and learning visits. 168) Global diffusion and encouragement, for example through GBUPA, the World bank's Global Programme on Output-Based Aid,
One example 5 SCALING AND DIFFUSION 93 Organic farming students at Everdale. Everdale is an organic farm and environmental learning centre.
Its purpose is to teach sustainable living practices, and operate a model organic farm. Image courtesy of Everdale. 5 94 THE OPEN BOOK OF SOCIAL INNOVATION is Everdale in Ontario, Canada,
and adaptation and learning processes are required for the generative diffusion of innovation. The NHS‘Adapt
which promoted healthy eating in primary and secondary schools, and led to the creation of a Trust to put its ideas into practice. 5 96 THE OPEN BOOK OF SOCIAL INNOVATION Another interesting example is The Climate Project set up by Al gore.
The University of Cambridge Programme for Sustainability Leadership and The Climate Project designed and organised a training programme at
More than 460 Barefoot Solar Engineers trained by the Barefoot College of Tilonia, Rajasthan, India have electrified solar homes in rural communities in 18 countries benefiting the rural poor who make less than $1 a day.
Image courtesy of Barefoot College. 5 SCALING AND DIFFUSION 99 201) Growth through collaboration. Collaborations are used often to develop
and identify new solutions to problems through increased effectiveness, expertise, knowledge transfer, and learning. Collaboration can help institutions work better
The package includes a‘Best Practice Guide'made up of Quality Standards and Learning Resources.
and can be converted into QALYS to demonstrate cost-effectiveness in relation to stated health preferences. 215) Value-added measures in education assess how much individual schools‘add'to the quality of pupils they take in some schools might achieve very good exam results simply because of the quality
The BBC in the UK uses this method as an aid in decision making. 221) Life satisfaction measures are a particularly interesting new set of approaches (led by Professor Paul Dolan)
Another example of this is school inspections inspectors assess and then share good practice. Comparative metrics are used increasingly by international bodies to identify policies which succeed against the grain. 225) Balanced scorecards are a performance measurement tool for assessing
These generally provide a much more objective measure of social dynamics than the indicators chosen by individual organisations to prove their impact. 229) Assessment as learning,
including peer reviews and real time evaluation methods to promote cross-pollination such as NESTA's evaluation of Health Launchpad. 5 106 THE OPEN BOOK OF SOCIAL INNOVATION End notes 1. See for example,
Stockholm University. Chapter 5; see also Strang, D. and Soule, S. A. 1998) Diffusion in Organizations and Social Movements:
or learning according to fundamentally different principles. These invariably involve many different elements. Systemic innovation is very different from innovation in products or services.
Examples include the creation of welfare states after the Second world war, the spread of comprehensive early years'education programmes in Europe, dramatic expansions of higher education,
and close links with top universities such as Imperial and UCL, as well as with big firms like Glaxosmithkline and Pfizer.
There are many other examples from new models of personal finance to new models of university.
There are similar patterns emerging in healthcare (the home as hospital), education (online learning), and social care. 231) Changing the‘scripts'around services.
MEASURES Marriage age Secondary school Age first pregnancy ULTIMES MEASURES Income rates Accumulated assets Nike Foundation-Strategic Framework customer satisfaction,
Examples include the College of Health, and Forum for the Future. Mondragon University and Centro Popular de Cultura e Desenvolvimento (Brazil) go further,
giving students the experience of working in small social enterprises. These could play a critical role in training up a future cadre of social innovators. 249) Mutual help and mentoring by users.
The tradition of voluntary coaching (in sports clubs or the arts, for example) is being extended to education,
and implementation of the programme, served as a process for community learning. The project has acted as a major demonstration programme for national and international applications. 251) Support for new patterns of power and responsibility,
and Bed Zed in the UK. 254) Designing and trialling platforms to trigger systemic innovation including peer-to-peer models such as the School of Everything and digital learning environments such as colleges in second life. 255) Comprehensive pilots,
or measuring value. 258) New rights such as rights to care, rights to schooling or rights to vote.
So while familiar data on income, employment, diseases or educational achievement continues to be gathered, there is growing interest in other types of measurement that may give more insights into
and a 6 SYSTEMIC CHANGE 121 series of learning events. 272) Organising formal coalitions for change with explicit goals,
600 people gathered outside the power station the UK's biggest single source of carbon dioxide-for ten days of learning and sustainable living,
promote and disseminate learning and best practice. These are promoted sometimes strongly by funders for example, the European commission's sustainable urban development network URBACT and the EQUAL Programme. 126 THE OPEN BOOK OF SOCIAL INNOVATION Championing innovation Individual roles can be created to scout out,
water and packaging with its brands. 2 Another example is the nurses as social entrepreneurs programme developed at Oxford university's Saïd Business school. 279) Social entrepreneurs in residence are entrepreneurs who are brought in to develop the innovative capacities
It has a wide-ranging portfolio, covering regulation, enterprise and business support, higher education, innovation, and science.
allow fast learning across a community of innovators; and establish clear pathways for scaling up the most promising models.
Mars in Toronto links a university, a hospital, research labs, and a business incubator, alongside a social innovation investment fund.
a two-millionsquare-foot research centre that brings together scientific leaders and postdoctoral students, with a target of 4, 000 researchers on-site by 2015,
and another 6, 000 scientists in related fields such as clean technology nearby. 295) Innovation universities and research departments, such as Finland's new Aalto University, launched in 2010
as a result of the merger of the Technical University, the Business school, and the School CONNECTING PEOPLE, IDEAS AND RESOURCES 135 of Arts and Design.
social entrepreneurs, nonprofit organisation managers and others. 296) Innovation learning labs. There are now a range of innovation learning labs within universities.
and Action Lab based in Brussels (developed by i-propeller), The London School of economics (LSE), Harvard Business school,
IESE Business school in Barcelona and Madrid, SITE at the Stockholm School of economics, and the Catholic University of Leuven.
There is also the Poverty Action Lab at MIT which tests out alternative interventions to reduce poverty in the developing world.
promoting learning and collaboration across This is the winning team from 2009's Social Innovation Camp.
which is based on theories of learning in action‘learning while doing'.'They have proved an effective tool for practitioners in local government in the UK,
and social entrepreneurship. 305) Action learning sets are groups of between four and seven people who come together on a regular basis to reflect on their work,
where students are divided into action learning sets for the duration of the one year course. 306) Membership organisations like the Royal Society for the Encouragement of the Arts, Manufactures and Commerce (RSA) in the UK
and educational materials related to lab experiments as widely as possible to support distance learning and distributed innovation. 313) Peer-to-peer platforms are distributed
Harvard Business school Press. 5. For an excellent paper on the role of networks, the benefits they bring
Harvard Business school Press. He puts forward an evolutionary model of growth, parallel to that of Darwin, in
The flow of information from the periphery to the centre is critical for learning, reviewing and improving.
groups and mobilising ex-offenders in service design (see method 38). 321) Learning cultures. The biggest barrier to innovation is the lack of a culture of learning that rewards public agencies and public servants for learning from their own mistakes learning from other sectors,
and learning from other places. One feature of the most innovative public agencies is that they are comfortable adopting ideas from diverse and surprising sources. 322) Safe spaces for innovation.
Examples include The 27e Region in France. There are 26 administrative regions in France. This virtual 27th‘region'is intended to provide the other regions with the space
including deciding who in a team should benefit. 1 SUPPORT IN THE PUBLIC SECTOR 151 This playground at the Nunsmoor Centre in the West end of Newcastle is sure to be one the kids will love,
such as those for higher education, elder care and environmental investment. 380) Charitable status extended to allow tax allowances on investment funds,
including Milano Graduate school, University of West indies, and the Hong kong Polytechnic University. The Ford Foundation is a founding donor of the Innovations in American Government Awards.
South africa set up the Centre for Public service Innovation (CPSI) in 2002 and now runs regular awards.
There are similar awards in various countries including Brazil and Denmark. Innovation from the workforce The close involvement of the workforce in innovation has been a feature of Toyota's methods of work organisation that has spread to manufacturing and service industries over the past 25 years.
colleges, local authorities and trusts to ask the Minister to suspend or modify educational legislation that was holding back innovative approaches to raising standards.
They were limited to issues such as the timing of school sessions (half of them), changes in school governance such as the size of the governing body or pupil representation (one third),
so that individuals can be transferred from failures to successes. 398) Accreditation, search and recruitment of public innovators by commercial headhunters or government agencies.
as a form of public venturing. 400) Volunteering in the public sector. Encouraging volunteering within the public sector (for example in health education and care),
This is the West Philly Hybrid X Team, a group of students from West Philadelphia High school's Academy of Automotive and Mechanical engineering with their entry, the EVX.
'This technique is employed by Do Something, College Summit, and Teach for America. 411) Grants as investment including tapered grant funding, public equity,
including transformations of whole sectors for social ends. 419) Strategic investments to transform sectoral provision, for example, the Bill and Melinda Gates Foundation's investment in small high schools across America;
when a group of students set up their own visual arts studio. The students work Processing bamboo as part of Prosperity Initiative's plan to transform the bamboo sector in Northwest Vietnam.
In two years the project has enabled 22,000 people to move out of poverty. The project's goal is to move 750,000 people out of income poverty across Vietnam, Lao PDR and Cambodia by 2020.
The students are responsible for running the studio and raising funds. In this way, it combines creative freedom, business practice,
and collaborative learning. The idea has spread and there are now Room 13 studios in Mexico, Nepal, Austria, South africa, USA, Turkey, Holland, China, and Canada.
Here, Uprisers are taking part in a learning session at the Roffey Park Leadership Retreat.
Many MBAS now offer modules on social entrepreneurship, and there is a thriving market in specialist courses. 433) Training for future leaders.
Saïd Business school, University of Oxford. Available at: http://www. sbs. ox. ac. uk/centres/skoll/research/Documents/Venture%20philanthropy%20in%20europe. pdf. For large scale developments in this field, see:
They include the continued growth of social industries such as health education and care. Social provision has also been opened up to business in many countries.
in addition to its users in east Africa. 451) Corporate not-for-profit management of social provision such as Academy Schools in the UK and Charter schools in the US. 452) Partnerships between social enterprises and corporations
the University of Mondragón in Spain; the Sekem Academy in Egypt for the research and study of agriculture, pharmaceuticals and medicine from a bio dynamic perspective;
and the University of Gastronomic Sciences in Pollenzo and Colorno in Northern Italy, which has grown out of the slow food movement. 4 484) Retraining of business leaders to play roles in the social economy,
delivered by prestigious graduate employers, business schools, think tanks, sector leaders and others. 486) Lessons in social entrepreneurship such as the programmes offered by INSEAD and the Skoll Centre for Social Entrepreneurship at Oxford's Saïd Business school.
Another model is the School for Social Entrepreneurs (SSE) mentioned in method 206, which provides long-term tailored support to social entrepreneurs to help them hone
The learning programme is based on‘learning through doing 'and peer-learning. 487) Mutual support networks such as Community Action Network (CAN) which promotes social entrepreneurship
Issues such as the distribution of working time, the valorisation of voluntary labour, the content and channels of life skills learning, the role of many of the social and educational services, the arrangements for retirement and unemployment, the size
For example, there is now a Health Information Accreditation Scheme in the UK which gives kite marks to organisations that produce information and moderate websites and forums.
SPICE has established more than 40 projects in South Wales whereby institutions like local authorities, schools, colleges and housing associations grant time credits for various kinds of volunteer work
and opening parts of parks or schools for residents and students to grow flowers, fruits, and vegetables.
Garden Organic and the Health education Trust) is a network of schools and communities across the UK
which can then be eaten by students at lunchtime. 515) Community centres that merge into household activities childcare, entertainment,
Examples include hyper-local website Boscalicious Year 1 pupils from Collaton St mary Primary school dig up organic potatoes
asthma networks, homework clubs, or gardening groups as well as citizens engaging in formal activities through volunteering.
In 2008, campers converged on Kingsnorth power station for a week of learning, sustainable living and climate action.
and home schooling groups. 525) User groups such as rail user groups or park user associations (for example,
Mcgibbon and Kee. 4. Morales, O. 2008) The Alliance of Youth movements Summit, 4 december, Columbia School of law, New york. For more information on the summit, see:
149 311 Services 21 Aalto University 134 Abecedarian Project 111 Academies 116; 192; 185 Accelerators 135 Accountability 3;
169 Azim Premji Foundation 185 Banca intesa 183 Banca Prossima 189 Banca Etica 188 Barcamp 46 Barefoot College 98 Bastoey Island
Bank 186 Charter schools 184 Chicagoland Chamber of commerce 87 Children 15; 36; 42; 85; 111; 116; 174 Children's Express 42 Cinepop 95 Cisco 185 Cities of Migration 45 Citizens Juries 43 Citizens bank 188 Citylife 186 Civic Innovation
Initiative 137 Clissold Park User Group 207 Clore Social Leadership Programme 177 College of Health 116 Commons 76;
192 Mondragon University 116 Moore, Mark 7; 104 Moveon 41 Mozilla Firefox 139 M-Pesa 115;
160 National Institute for Clinical Excellence (NICE) 87 National school of Government 77 National Council for Voluntary Organisations (NCVO) and Scottish Council for Voluntary Organisations 216
132 Skoll Centre for Social Entrepreneurship, 192 Saïd Business school, Oxford university 126; 192 Skoll Foundation 169 Slow Food 109;
She formerly worked on education policy at the Social Market Foundation, where she co-authored Fade or Flourish:
and Melbourne University. His latest book is The Art of Public Strategy: mobilising power and knowledge for the common good (Oxford university Press, 2009.
We have a 55 year track record of success with ventures such as the Open university,‘Which?'
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