Antonius Schröder: Social Innovation in the Public Sector (TU Dortmund)

Sozialforschungsstelle Dortmund
Zentrale wissenschaftliche Einrichtung
III European Summer School of Social Innovation
Social Innovation in the Public Sector:
Future Trends
Antonius Schröder
Sinnergiak, San Sebastian, 8th of July 2014

 Public Sector: Growing Demands and Limited Resources
 New demands: Growing number of additional tasks, new societal challenges like
demographic change, …
 Modified functions: Outsourcing of tasks, state owned enterprises, ….
 Limited resources: Financial crises, legitimation discussions, …
 Negative image: not productive enough, low efficiency and effectiveness,
corruption, …
 Subsidiary responsibility: repairing “market failure”, social inclusion, ….
 Every sector is doing its own thing and refers to its own responsibility
 New Concept is needed? New Role of Public Sector? /
New Potential through Social Innovation?
The Challenge
2

 Background: New Innovation Culture
(Social Innovation Concept / SI-DRIVE)
 Public Sector: Social Demands and New Public Responsibility
 Social Innovation Processes and the Public Sector
Social Innovation Centres
New Structure for Lifelong Learning: HESSENCAMPUS
 Conclusions
My Topics
3

Our Recent SI Activities / Projects
• SI-DRIVE - Social Innovation: Driving Force of Social Change (2014-2017)
• SIMPACT – Boosting the Impact of Social Innovation in Europe through Economic
Underpinnings (2014-2016)
• CASI – Public Participation in Developing a Common Framework for Assessment
and Management of Sustainable Innovation (2014-2017)
• euwin – European Workplace Innovation Network
Dortmund/Brussels Position Paper on Workplace Innovation (2012)
http://ec.europa.eu/enterprise/policies/innovation/files/dortmund-brussels-position-
paper-workplace-innovation_en.pdf
• Vienna Declaration: Challenge Social Innovation (2011)
http://www.net4society.eu/_media/Vienna-Declaration_final_10Nov2011.pdf
German Declaration on Social Innovation (2014) (in progress)
• HESSENCAMPUS : New Regional Structures for Lifelong Learning (2007-2014)
4

© European Union/The Young Foundation
2010 5

• a new combination or new configuration of social practices
• in certain areas of action or social contexts
• prompted by certain actors or constellations of actors
• in an intentional targeted manner with the goal of better satisfying or
answering needs and problems than is possible on the basis of
established practices
• socially accepted and diffused widely throughout society or in certain
societal sub-areas
• finally institutionalized as a new social practice.
Social Innovation:
A Comprehensive Working Definition
6

Social Innovation: Driving Force of Social Change
Extending knowledge about social innovation
 Integrating theories and research methodologies to advance
understanding of SI leading to a comprehensive new paradigm of
innovation.
 Undertaking European and global mapping of SI, thereby addressing
different social, economic, cultural, historical and religious contexts in
Europe and eight major world regions.
 Ensuring relevance for policy makers and practitioners through in-depth
analyses and case studies in seven policy fields, with cross European and
world region comparisons, foresight and policy round tables.
7

International SI-DRIVE Consortium Members
blue: EU research partner, red: non-EU research
partner, green: Advisory Board
 SI-DRIVE involves 15 partners from 12 EU Member States,
10 partners from other parts of the world,
and 14 high level advisory board members:
all in all 31 countries.
8

Co-evolution of
social innovation
and social change
Process
Objective
9
New Innovation Paradigm
New practices,
methods, processes,
structures and regulations
New practices,
methods, processes,
structures and regulations
Opening of the innovation
process to society by co-creation,
user involvement, empowerment
of citizens, and cross-sector
collaboration
Opening of the innovation
process to society by co-creation,
user involvement, empowerment
of citizens, and cross-sector
collaboration
New demands, social needs and
societal challenges, social value
creation
New demands, social needs and
societal challenges, social value
creation

 Main Research Areas:
− ICT / information technology,
− Social entrepreneurship,
intrapreneurship
− Social economy
− Ecology/environment/climate
change, Biofuel
− Biosphere
− Governance
− Urban
development/community/policy
− Rural development/community
− Health
− Education
− Household functions
 Other Research Areas:
− Corporate social
responsibility,
− Social exclusion
− Community psychology
− Domestic Violence
− Disease
− Energy
10
Profile of Current Research: Social Innovation in Public Sector*
* ISM Journal: Rana/Weerakkody/Dwievedi/Piercy 2014
(in preparation)

SOCIAL INNOVATION IN THE PUBLIC SECTOR:
EXAMPLES
LESSONS LEARNED
12

EconomyEconomy
ScienceScience
Civil SocietyCivil Society
Governance / PolicyGovernance / Policy
• Workplace Innovation
• Corporate Social Responsibility
• Social Entrepreneurship
• Open Innovation
• Sustainable Economy
• Microfinancing, Crowdsourcing
• Sustainable life style
• Car Sharing
• Local Residential Communities
• Fair Trade
• Social Networks, Social Media
• Local Resources Exchange
• New Forms of
Knowledge Production
• Action Research
• Transdisciplinarity
• Open University
• „Research-Campus“
• Social Security Systems
• Governance Through Networks
• Private Public Partnerships
• Stakeholder Dialogues
• Collaborative Development
• Transition Management
• Roadmaps: Regional Development
(structural change, economic development,
employability,
climate change, …)
“The link is more important
than the object“„cross-sector-
fertilization“
Examples of Social Innovations:
New Social Services
13

Social Innovation: Placed on Different Levels
 Social Innovation takes place mainly at the regional and local level,
where people live and work
 Sectoral Level is of economic relevance,
 National and EU: more policy related
 Therefore two regional – local examples of Social Innovation in the
public sector:
− Social Innovation Centres as Enablers
− Social Innovation Process: Establishing new structures for Lifelong
Learning
14

 Organisation of innovation processes linking civil society,
economy, science and public policy
 Establishing support structures for social entrepreneurs and
social innovators (incubators, centres of social innovation)
 Identification of venture capital for social entrepreneurs
 Support of innovative projects with social issues
 Empowering of citizens and social innovators (competence
building)
 Systematic utilisation of the potential of universities and research
institutes to solve societal challenges (“Social Responsibility”)
15
Regional Centres of Social Innovation

Centre for Social Innovation (Toronto)
 A social enterprise (founded 2004) with a
mission to catalyze social innovation in
Toronto and around the world is acting
as a venture capitalist for social change
 Is comprehending itself as “an engine for
impact”, which goes beyond the mere
functions of an incubator for projects
 Provides strategic advice, full-on
management and back-end
administrative services (“whatever it
takes to help an initiative find its feet and
actualize its potential”)
 Projects include: social entrepreneurship
among youth, artivism as a strategy to
engage citizens in the transformation of
their local environment while building a
strong community
 Models developed: shared spaces for
social innovation, community bonds,
constellation model of governance
http://www.citizencapitalism.com/wp-
content/uploads/2010/09/explosion-squiggle-white-back.jpg
http://socialinnovation.ca
16

Tilburg Social Innovation Lab
 Four institutions for higher education join
forces to make a visible contribution to the
development of the region Brabant as the
Region for Social Innovation
 Involving regional stakeholders to (co-)
create innovative solutions for societal
challenges through creative knowledge,
unexpected inputs and daring experiments
 Providing suitable interdisciplinary
knowledge of the Social Sciences and
Humanities in co-creation with education,
entrepreneurs and other stakeholders
 Social Innovation Initiatives program:
problem finding, brainstorm forum “Blue
Sky Session”, explorer teams, test
teams/living lab
 Social Innovation Dialogues: promoting a
continuous dialogue and interaction
between knowledge institutions and society
(entrepreneurs, administrators, the general
public)
http://behance.vo.llnwd.net/profiles5/157781
/projects/2031587/641c6a625419af174c6d6
fc696e147e7.jpg
http://www.tilburguniversity.edu/about-tilburg-university/partnerships/tilburg-social-
innovation-lab/
17

18
Innovative Public Structures to Improve Lifelong Learning –
A Social Innovation Process Coordinated by Public Governance
The example HESSENCAMPUS

Process of Social Innovation in Lifelong Learning
19

20
Challenge: Improvement of Participation of Adults in Lifelong
Learning (25-64 years old, 2013)
Source: http://epp.eurostat.ec.europa.eu/tgm/graph.do?tab=graph&plugin=1&language=en&pcode=tsdsc440&toolbox=type
ET 2020 benchmark: by 2020, an average of at least 15 % of adults (age group 25-64) should
participate in lifelong learning.

21
Participation of
Adults in LLL 2013
(European Union)
Source: Eurostat 2013
http://ec.europa.eu/education/dashboard/lll/lifelong_en.htm

Idea:
Improving the Learning Structures by Changing the Perspective
 From an institutional to a strict learner’s and learner and learning
process perspective
 To new overall and comprehensive structural principles of the
education system
 Organised as an overarching regional-local social innovation process
 improving, changing, and creating new social practices concerning social
roles, relations, norms and regulations,
 going beyond existing borders and pure networking
 following the aim of a strict user focus instead of the traditional institutional
focus
 including all the relevant stakeholders, institutions and policy makers as
well as the inhabitants of the region and its related localities.
22

Invention / Intervention: HESSENCAMPUS
Regional-local Coordination of Lifelong Learning
 HESSENCAMPUS: initiated by the Ministry of Culture in the German federal
state of Hessen in 2006 in order to further develop adult education
 through a binding cooperation of mainly public educational institutions
 in a new and innovative regional-local partnership and structure
(„HESSENCAMPUS“ )
 and under different local framework conditions
.
 HESSENCAMPUS is based
 on public responsibility for education of the Land Hessen and its local authorities
 regional demands, potentials and actors
 HESSENCAMPUS follows the basic principle of a „development in
partnership“
 cooperating “at eye level” and not by top-down orders
 based on an agreements signed by the main players involved
 providing a common ground and a cautious formulated framework of development
aims and procedures.
23

Implementation:
Process Oriented Innovation (“Open” Social Innovation)
The implementation process of HESSENCAMPUS is characterised by
 a quick start with experiments and trials within a „corridor of
possible developments“
 new possibilities to get hold of and mobilise potential learners
 an increased potential for education to become a “location factor”
for integrated regional-local development
 facilitating integrational developments
 by connecting institutions which used to be strictly separated,
 by creating synergies in spending resources, and
 by addressing the employees’ professional competences, creativity,
and willingness to cooperate
24

HESSENCAMPUS Profile
specific regional profile
Organisational
Integration
Regional
Integration
Pedagogical
Integration
Dimensions of LLL:
learner personality
competencies for life management
social environment proximity
learning biography
Dimensions of LLL:
learner personality
competencies for life management
social environment proximity
learning biography
25

HESSENCAMPUS:
Regional-Local Corporate Coordination and Development
Regional Responsibility for Education
Level of the Land Hessen
Ministry of Education and Culture
Local Responsibility for Education
Local Level
Institutional Level
Head of district authority,
mayor
adult education and schools
vocational schools
Integrated Education Offers:
pedagogical, organisational, regional integration
26

21 of 23 local authorities are within
HESSENCAMPUS with about 200
local actors:
79 schools (mostly adult and
vocational schools
51 training institutions
25 employers associations and
employment agencies
13 regional or local administration
departments
and others
producing more than 150 new,
mainly different products and
services
Impact:
More than 200 Actors
27

HESSENCAMPUS:
A Comprehensive Social Innovation Approach
HESSENCAMPUS as a „holistic interpretation of innovation“* impacts:
 all types of innovation: products, processes, marketing, organisation, roles,
relations, norms, values
 all functional systems: economy, culture, politics, law
 all intervention levels:
 micro level: behaviour of learners
 meso level: structural and institutional changes
 macro level: legislative framework, Lifelong Learning System
 integrative and binding cooperation going beyond networking: more than
complementary, subsidiary or supporting cooperation
 setting of a new cultural framework: common orientations, objectives and
their practical implementation
*(following the Social Innovation related systematic of Hochgerner 2011)
30

SOCIAL INNOVATION IN THE PUBLIC SECTOR:
CONCLUSIONS
31

Participating and Coordinating Social Innovation Processes
Public Sector Governance to initiate, coordinate and diffuse Social
Innovations:
Overcoming continuous change and challenges in society by starting with social needs
(e.g. skills shortages, long-termed unemployment, poverty reduction, transition from
school to work, …)
By fostering integrative and binding cooperation going beyond networking: more than
complementary, subsidiary or supporting cooperation
Providing cross-sectoral stakeholder dialogues, platforms and developing networks for
different actors to collaborate, participate, synergise resources;
Empowerment of citizens, co-creation and diffusion, and dealing with the demands and
societal challenges, resources, capabilities and constraints
32

Perspective Change of Public Institutions
New and more active role of the public sector institutions:
Changing from a pure “administration” perspective to developing pro-active strategies
for forthcoming societal changes (economic, demographic, social, etc.);
Overcoming existing “formal” boarders, switching from formal to factual
responsibilities,
Taking over coordinating regional development by fostering and multi-lateral and
public-private partnerships,
Not only giving money to others to solve the problem
but unlocking social potential by getting stakeholders, civil society, citizens on board for
corporate and sustainable solutions (shared responsibility).
33

Thank you for your attention!
www.sfs.tu-dortmund.de
www.hessencampus.de
www.si-drive.eu

Antonius Schröder: Social Innovation in the Public Sector (TU Dortmund)

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