TY  - CHAP
AB  - Purpose This chapter proposes a reconceptualization of undergraduate education to support the development of students as agents of positive social change. Social innovation education is put forward as a new pedagogy for the twenty-first century.Methodology/approach The chapter outlines a series of studies carried out at the University of Northampton between 2014 and 2015 to investigate social innovation education as a pedagogical design and practice for undergraduate curricula. Drawing on phenomenography, systematic literature review, and theory building, this chapter sets out conceptual, theoretical, and practical frameworks for designing and facilitating social innovation education.Findings Research findings include an ontology for understanding the concept of social innovation education, as well as a set of graduate attributes for designing learning for social change. A model of pedagogical praxis is proposed that supports the development of teaching and learning toward a more critical and socially impactful approach.Originality/value Despite some similarities to entrepreneurship and enterprise education, social innovation education is distinctive in its focus on social change-making with or without financial gain. Not only does this chapter present a set of abstract and practical tools for embedding social innovation in an undergraduate program, but also it provides a possible methodology for institutions who wish to embody particular principles within their curricular offerings.
VL  - 2
SN  - 978-1-78635-068-8, 978-1-78635-067-1/2051-2295
DO  - 10.1108/S2051-229520160000002004
UR  - https://doi.org/10.1108/S2051-229520160000002004
AU  - Alden-Rivers Bethany
PY  - 2016
Y1  - 2016/01/01
TI  - Social Innovation Education: Designing Learning for an Uncertain World
T2  - Innovation and Entrepreneurship in Education
T3  - Advances in Digital Education and Lifelong Learning
PB  - Emerald Group Publishing Limited
SP  - 75
EP  - 90
Y2  - 2024/04/18
ER  -