HEI as a pressure cooker: crafting the secret sauce to social justice in social innovation

Abstract

Purpose This paper aims to reflect on the facilitative factors that contribute to a shift in focus to social innovation for social justice in a higher education institution. The study provides lessons learned that can be takeaways for others interested in shifting their conceptualization of social innovation toward social justice. Design/methodology/approach Relying on a case study of social innovation at Ryerson University, the paper begins with a brief history and the later development of the Office of Social Innovation. Through a reflection on three key initiatives, the study discusses strategic planning and partnerships, student programming and communications strategy. Findings The reflection process provides ingredients that have facilitated the intentional grounding of social innovation offerings and practices in social justice values, including creativity, collaboration, adaptability, voice and shifting the spotlight to alternate stories and ways of understanding social innovation. The authors also discuss the role of generative conflict and contradictions. Originality/value This study presents a reflective case study from a public research university, which holds a prominent reputation in entrepreneurial incubators and curricular offerings. With candid reflections from faculty and staff central in strategizing the direction of social innovation, the authors present experiences, perspectives and conflicts encountered when challenging the language and application of social innovation. The result is a unique contribution on what it means to ground post-secondary social innovation in social justice, why this shift was necessary and what has come from this work.

Curriculum Quality, Process Innovation, School Reputation, and Perceived Value Affecting the Loyalty of Chinese Higher Education Students in Thailand

“…Perceived value holds paramount significance in the realm of higher education, especially for Chinese students exploring educational opportunities both within their homeland and on the global stage Panitch et al, 2021;Sokngim et al, 2020). A multifaceted construct, the perceived value of higher education is shaped by various factors, including the quality of academic programs, the reputation of faculty members, and the extent of student support and available resources (Netz et al, 2020;Paul & Pradhan, 2019;Quan et al, 2023).…”

“…One pivotal component of perceived value among Chinese higher education students is the quality of academic programs (Maringe & Carter, 2007;Singh, 2020;Pham et al, 2019). Students highly value programs that are academically rigorous, engaging, and directly relevant to their future careers (Lim et al, 2022;Panitch et al, 2021;Romer & Vasilopoulos, 2020). This is underscored by the increasing preference for professions like finance, law, and medicine, which are perceived as offering the greatest potential for career success and stability (Mitchell, 2023;Saoud & Sanséau, 2019;Singh, 2020).…”

“…Chinese students place significant emphasis on having competent, experienced, and dedicated instructors (Netz et al, 2020;Paul & Pradhan, 2019;Quan et al, 2023). This is exemplified by the growing popularity of universities and colleges known for their outstanding faculty and challenging academic curricula (Panitch et al, 2021;Romer & Vasilopoulos, 2020;Mitchell, 2023).…”

“…Nevertheless, amid these drivers of perceived value, several challenges can impact Chinese students' perceptions of the value of higher education (Panitch et al, 2021;Romer & Vasilopoulos, 2020;Sokngim et al, 2020). Escalating job competition and career opportunities in China, for instance, may evoke apprehension and anxiety among students, potentially influencing their views on the value of higher education (Mitchell, 2023;Saoud & Sanséau, 2019;Singh, 2020).…”

Management framework for higher education institution-based community innovation labs

“…This has been a sign of increasing involvement of Higher Education Institutions (HEIs) in developing and refining the activity of innovation labs, particularly community innovation labs (CILs), an aspect distinctly encouraged by some authors as HEIs are perceived as an integral part of community eco-systems (Lake et al, 2022). In this regard, we can already see examples of HEIs choosing to increase social innovation activity through creating social innovation structures within their own institutions with the specific purpose of then developing community partnerships (Panitch et al, 2021).…”