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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.

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.

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.

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.

Challenge-based learning (CBL) has gained acceptance as a contemporary and progressive teaching pedagogy that provides a holistic and inclusive experience to learners in higher education (HE) institutions. However, its lack of appeal to non-STEM subjects and the need for further development, particularly concerning improved approaches, have been recognized. It seems that CBL runs the risk of becoming a portmanteau pedagogy that blends aspects of problem-based learning, project-based learning, and situated learning, as opposed to its development as an effective pedagogy tool. This points to a lack of a formal implementation framework, code of practice, and standard procedures for its delivery. We argue that blending a design thinking (DT) pedagogy with CBL can potentially provide the stability that CBL currently lacks. At the same time, it also presents a more inclusive proposition to potential non-STEM audiences. Thus, in this chapter, we seek to interrogate the intersectionality between CBL and DT literature in the context of HE teaching and learning with a view of establishing CBL as a pedagogy in its own right. We attempt to achieve this by systematically analyzing the separate literature to reveal the synergies and common touchpoints.

COVID-19 impacted the tourism sector, and its ripple effect is equally evident in tourism academia at all levels. Since innovation in tourism pedagogy is considered an epicentre of quality education, this study proposes an integrated model to identify the degree of pedagogical innovation adapted by tourism educators. The model is an amalgamation of innovation indicators in teaching practices developed by Sigala (2021), a futurist model developed by Wassler and Fan (2021) and a model of innovation developed by Brooker and Joppe (2014).

The study is exploratory, and an online qualitative survey was used to collect data. Data were analysed using the Nvivo 12 software and three themes were drawn: Painters, Artists and Artisans.

The study found that the majority of the tourism educators are painters as they adopted minor changes in their pedagogy. They follow the conventional methods of teaching by incorporating ICT into their pedagogy. Whereas a smaller group of tourism educators introduced innovative tools to encourage and equip students with professional skills (artists/artisans).

The study suggests practical implications for tourism educators to embrace and innovate their pedagogy to become ‘artists/artisans’. The support of Higher Education Institutions (HEIs) and industry professionals are equally crucial for bringing innovation in tourism pedagogy and academia, in general, artisans.

Given that tourism education has scantly been discussed following the breakout of COVID-19 (Sigala, 2020), the study addresses that resurrection of tourism pedagogy through an integrated model.

An approach to social responsibility in higher education will be proposed in this chapter and informed by a canon of literature and theorizing on critical pedagogy (Darder, Baltodano, & Torres, 2009; Freire, 1971; Giroux, 2011). Rooted in the work of education theorist Paulo Freire (1971, 1993) critical pedagogy embodies a set of critical dispositions about community, politics and education. Freire (1971, 1993) posited the nature of hope through transformative action in communities in which community empowerment arises from emerging critical consciousness and informed action. In common with the ideals of university–community partnerships critical pedagogy connects both to a community development mission and to an educational mission. However, though these principle philosophies of critical pedagogy may be inferred in the literature on civic universities, on higher education and public engagement and on wider aspects of social responsibility in higher education (Goddard & Kempton, 2016; UPP, 2019; Webster & Dyball, 2010), the chapter will explore how they may be more centrally located in analysis and in practice development.

In pursuit of democracy, John Dewey argued that public education should be the driving force. As educators strive to address issues of social justice and create inclusive academic environments, they must address the inequalities that are perpetuated in our educational system. Higher education (HE) plays a pivotal role, as it has the potential to shape those who will go on to become future educators, lawmakers, and politicians. Recognizing the importance of HE, we have the responsibility to address inclusivity in and out of the classroom. This chapter examines how critical pedagogy can be used as a tool to promote social justice in HE. In doing so, it will challenge educators to begin to address socially constructed ideas that are agents of oppression. Utilizing critical pedagogy, faculty and students can learn together and critically challenge these educational and social injustices. This will have a rippling impact on our educational system and society as a whole. Successfully implementing this pedagogical approach can lead to diverse and inclusive classrooms that foster learning for all students.

Global Skills for College Completion (GSCC) offers transformative use of social media – a Guided Digital Environment – a unique set of online tools and processes to capture, consolidate, and advance the effective faculty classroom work. The ambition of GSCC is to achieve a quantum increase in the historically low pass rates of basic skills students in American community colleges. The goal is to produce a rate increase so dramatic, consistently 80%, that it is “visible to the naked eye.” This increased success rate in basic skills would have the effect of accelerating remediation and increasing the probability of college completion. We believe community college basic skills faculty possess all the wisdom necessary to figure out how to improve these rates, given the right tools. In this chapter we describe the GSCC project, the Guided Digital Environment and the Tools and Routines provided to faculty to allow them to be research-practitioners in the project, and the research we drew on to build it. We include early information and observations on the essential design elements for identifying effective basic skills pedagogy. We also describe the innovative technological tools used to create an engaged community and leave a digital trail for analysis. GSCC is funded by the Bill and Melinda Gates Foundation through a grant to the League for Innovation as part of its goal to double the number of young adults in the United States with a postsecondary credential by 2020.

Literature has recognised entrepreneurship education as the main conduit through which entrepreneurial behaviours, attitudes and actions can be built, enacted and delivered. Since the founding of new ventures is largely a resourceful founder-driven enterprise, entrepreneurship education has largely centred on galvanising and shifting the mindsets and cognition of the entrepreneur. Yet, despite over 60 years of delivering entrepreneurship education programmes, hard evidence of the generation of high-growth-oriented and sustainable ventures has been scarce as student entrepreneurship intentions do not always translate into successful venture creation. This is largely because of the complexities of the practicality of entrepreneurial education particularly, the dissonance between acquired education in business schools and the knowledge and competencies needed in the entrepreneurial field. Such dissonance can be attributed to the lack of clarity on the pedagogical approach that most resonates with entrepreneurial action, the diversity in assessment methods and the scholarly illusion pertaining to how pedagogical approaches can be channelled to the generation of growth-oriented ventures. Drawing on Girox's concepts of transformative critical pedagogy (including pedagogy of repression), Socratic dialogue, Hegelian dialectic and Yrjö Engeström's transformative expansive agency, I demonstrate how a flipped transformative critical pedagogy can be harnessed in digitally enhanced learning environments to create new entrepreneurial possibilities for facilitating critical inquiry, complex problem-solving, innovation for the market and fostering tolerance for failure in ambiguous entrepreneurial contexts.

Freire (2000) suggested that all teaching is political; social justice teaching is arguably deeply rooted in encouraging a transformative practice that reduces social inequities. The intersectional identities and realities experienced by classroom participants shape their knowledge of and perspectives on studies based in social justice and, therefore, educators should strive to create lessons that are not in conflict with the knowledge and perspectives of their students (Epstein, 2009). The authors explored how the Coady International Institute teaching staff – who were primarily engaged in leadership training with development practitioners from around the world – included the realities experienced by persons living with disabilities in the global South in their curriculum and classroom discussions. Their research focused on the teaching staff’s existing knowledge of disabled persons’ movements and lived realities in the global South and how their course content addressed those realities. A critical component of this work included content development and direction from persons living with disabilities who have experience in global development studies and in pedagogical design in adult learning contexts. This content, cocreated and/or compiled by individuals with lived experience, will be shared both internally and externally to Coady graduates working in organizations around the world.

The world is changing very rapidly with events that alter the landscape for students during a time when entrepreneurs are needed more than ever. This chapter explores trends in entrepreneurship research that are focused in areas of the entrepreneurial mindset, alleviation of poverty through entrepreneurship, social entrepreneurship, portfolio thinking about entrepreneurial venture types, the crucial nature of racial diversity, and the drive of women entrepreneurs. It also examines COVID-19’s disparate impact on smaller ventures and Black entrepreneurs, while highlighting its impact on spurring entrepreneurial innovations causing an entrepreneurial explosion. Most importantly, this chapter focuses on how the emerging research trends amidst the COVID-19 pandemic have prompted entrepreneurship educators to enact educational innovations. The chapter includes tools and tips to integrate into the changing nature of university programs and entrepreneurship curriculums facing a dynamic future.