Social Innovation in the Academic Curricula of Chemical Science Degrees in South Africa

Abstract

Social innovation is growing internationally and is a focus area for sub-Saharan Africa. While studies have been conducted on the factors thatcontribute to the failure to incorporate social innovation in academic curricula,there is a paucity of such research in the South African context, especially inrelation to university curricula. This qualitative study explored chemicalscientists’ perceptions on the interventions required to introduce socialinnovation to the academic curricula of the chemical science degree inSouth African universities. Semi-structured interviews were conductedwith 14 chemical scientists and the data was analysed using thematicanalysis. The key findings included the overall lack of awareness andunderstanding of social innovation and the social challenges confrontingSouth Africa. These factors hamper the development of sustainableacademic curricula, effective community engagement and societal change.Furthermore, academic institutions’ reluctance to embrace change is causefor concern.
 Key words: Social innovation, chemical sciences, academic curriculum,South African universities