Social Innovation: A Retrospective Perspective.

IF 3.2 2区 哲学 Q1 EDUCATION & EDUCATIONAL RESEARCH Minerva Pub Date : 2022-01-01 Epub Date: 2022-07-15 DOI:10.1007/s11024-022-09471-y
Liliya Satalkina, Gerald Steiner
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引用次数: 3

Abstract

During the last several decades, the concept of social innovation has been a subject of scientific and practical discourse. As an important paradigm for innovation policies, social innovation is also an object of criticism and debate. Despite a significant proliferation of literature, the rate at which social innovation is a catalyst for coping with challenges of modern societies remains unclear. The goal of the paper is to gain a better understanding of social innovation by integrating past and present views on the concept. Applying a historical overview covering the period from the 19th to the 21st century, we outline the milestones in the evolution of social innovation and distinguish seven trajectories that illustrate the commonalities in its interpretation. We consolidate the findings into a three-dimensional model that defines social innovation as an intervention that is targeted toward structural changes within a social dimension that, in terms of different functional settings (e.g., technological, business, organizational), are oriented on systemic improvements of societies. Reflecting on future avenues, we consider social innovation as an integrative part of a holistic intervention that acts across single societal dimensions and provides systemic impact for the sustainable development of societies.

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社会创新:回顾视角。
在过去的几十年里,社会创新的概念一直是科学和实践话语的主题。社会创新作为创新政策的重要范式,也一直是批评和争论的对象。尽管文学作品大量涌现,但社会创新作为应对现代社会挑战的催化剂的速度仍不清楚。本文的目标是通过整合过去和现在对这一概念的看法,更好地理解社会创新。通过对19世纪至21世纪这一时期的历史回顾,我们概述了社会创新演变中的里程碑,并区分了七条轨迹,说明了其解释的共性。我们将这些发现整合到一个三维模型中,该模型将社会创新定义为针对社会维度内结构变化的干预,就不同的功能设置(例如,技术,商业,组织)而言,以社会的系统性改进为导向。反思未来的途径,我们认为社会创新是整体干预的一个组成部分,它跨越单一的社会维度,为社会的可持续发展提供系统的影响。
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来源期刊
Minerva
Minerva Multiple-
CiteScore
5.20
自引率
4.30%
发文量
26
期刊介绍: Minerva is devoted to the study of ideas, traditions, cultures and institutions in science, higher education and research. It is concerned no less with history than with present practice, and with the local as well as the global. It speaks to the scholar, the teacher, the policy-maker and the administrator. It features articles, essay reviews and ''special'' issues on themes of topical importance. It represents no single school of thought, but welcomes diversity, within the rules of rational discourse. Its contributions are peer-reviewed. Its audience is world-wide.
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