Innovation Capacity‐Building and Inclusive Development in Informal Settings: A Comparative Analysis of two Interactive Learning Spaces in South Africa and Malawi

Abstract

The extent to which innovation can contribute to improving the livelihoods of marginalised communities in informal settings is greatly influenced by the social ‘spaces’ created for interactive learning and problem‐solving, i.e. interactive learning spaces. This paper addresses an important issue: How do different models of inclusion influence the outcomes of innovation capacity‐building interventions? With the use of a network‐institutional approach, the paper analyses and compares two projects—in South Africa and Malawi—aimed at improving the livelihoods of small‐scale farmers through introducing new farming practices and organisational arrangements. The research raises important questions for assessing the impact of innovation for inclusive development. Copyright © 2016 John Wiley & Sons, Ltd.

University-driven inclusive innovations in the Western Cape of South Africa: Towards a research framework of innovation regimes

“…In line with the study by Petersen et al (2016), interactive learning opportunities play an important role in the process taking place in formal and informal settings. Powell et al (1996) argue that 'networks of learning' are the locus of innovation when sources of expertise are widely dispersed.…”

“…Burt (2005) and Petersen et al (2016) argue that people whose networks bridge different groups have access to a broader diversity of information and are able to move knowledge from one group to the other, thereby driving creativity and new ideas. In our study, university faculties fulfilled this 'brokerage' role within their UTII project(s).…”

“…A fair amount of attention has been given to related concepts such as the 'developmental university' (Kezar 2005;Brundenius, Lundvall, and Sutz 2009;Cloete, Bailey, and Pillay 2011;Makhanya 2014), engaged scholarship (Van de Ven 2006;Mathiassen and Nielsen 2008;Furco 2010), and the role of the African university in development and institutional capacity and infrastructure for knowledge utilization (Brundenius, Lundvall, and Sutz 2009;Cloete, Bailey, and Pillay 2011;Sehoole and Knight 2013) . A significant body of knowledge has emerged from the university-community partnership perspective, which considers factors such as the role and nature of partners and partnership, channels of information exchange and the role of interactive learning spaces (Kruss and Moeketsi 2005;Kruss 2006;Kruss, Adeoti, and Nabudere 2012;Petersen et al 2016). An outcome of the UNIID Africa Project entitled 'Linking University and Marginalised Communities' makes significant progress through an exploratory research project on four in-depth case studies towards developing an innovation for inclusive development research agenda.…”

“…The literature on inclusive innovation systems is sparse, particularly in terms of exploring what such systems may look like and in applying such conceptualizations to local contexts. (see the section entitled 'The analytical framework') (Petersen et al 2016).…”

Science Communication Demands a Critical Approach That Centers Inclusion, Equity, and Intersectionality

“…ISL also offers evidence for the value of inclusive public engagement from museum settings (Dawson, 2012a(Dawson, ,b, 2014a(Dawson, ,b,c, 2019Feinstein and Meshoulam, 2014), gaming and design-based learning in afterschool primary and secondary school settings (Kafai et al, 2016;Hobbs et al, 2019), and community-engaged research (Haywood and Besley, 2014;Petersen et al, 2016;Soleri et al, 2016). Bevan et al (2018) compiled many examples of effective ISC projects, emphasizing the importance of reflection, adaptation, and institutional change.…”