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This paper aims to focus on the human side of inbound open innovation by analyzing the effects that the adoption of different knowledge search strategies for innovation has on new recruitment needs.

Building on several theoretical perspectives, the study proposes three hypotheses regarding the relationship between openness and the need to recruit people with high technical and social skills. Using a pooled panel data from the Uruguayan Innovation Survey between 2004 and 2012, the authors identify open strategies followed by the firm.

The estimation results using pooled panel data confirm that the adoption of inbound open search strategies for innovation demands the recruitment of new employees with higher technical and social skills. Technical skills are more likely to be demanded than social skills. The effects observed are moderated by the intensity in the use of knowledge and information sources (KISs).

This paper revisits the analysis of specific knowledge search strategies at the firm level. In doing so, the study looks for the effects of specific strategies combining different knowledge sources and considers different levels of use of external KISs, from narrow to wide. While other studies have analyzed the human factor as a determinant of the success of openness for innovation, this paper re-examines the direction of this relationship. Finally, the study contributes to the evidence from a Latin American country, where these topics have received less attention.

Research and development (R&D) personnel are an organization’s ultimate source of creative knowledge. Thus, their job performance ensures an organization’s innovative capability. Focusing on the process nature of creativity and innovation in organizations, the purpose of this paper is to analyze the influence of R&D personnel’s active knowledge sharing on their job performance and highlight the significance of social skills by examining their moderation effect.

This study conducted a survey of 252 R&D personnel in 60 R&D organizations in large South Korean firms. Data reliability and validity were confirmed, and regression analysis was performed to test the hypotheses.

The authors found that R&D personnel’s knowledge sharing has a significant effect on their job performance. Furthermore, social skills significantly moderate the relationship between knowledge sharing and job performance.

This study addresses the existing literature’s limited understanding of the process nature of creativity and innovation by examining knowledge sharing as a personal engagement in the innovation process, which has a positive effect on job performance. The study also casts new light on the importance of social skills in fortifying personal engagement in the innovation process. The overall results will prove valuable in the selection of effective R&D personnel and the design of competency development programs for R&D organizations.

The purpose of this paper is to propose a new framework for developing social innovation competencies in social sciences within the agenda of the Relational University. It explores the educational strategy promoted by the Social Innovation Excubator (SIE), an experimental social sciences lab that provides students with a work-based learning scenario focusing on the solution of social problems.

This conceptual paper explores a new learning strategy to promote the Relational University. This exploration designs an experimental infrastructure named SIE. This infrastructure promotes the link between work-based learning and social innovation to develop four key competencies: heuristic, epistemic, relational and experimental skills.

There is little attention in the literature about work-based learning and social innovation. The conceptual framework provides a program on Social Innovation Capitalization (SIC) in the framework of the SIE. This framework provides a process of four phases to prototype social innovations: exploration, experimentation, exploitation and evaluation as a process to boost social innovation skills.

The conceptual framework of Relational University is an innovative and integrative model (companies, social organizations, public sector and civil society) that develops a work-based learning strategy through SIE infrastructure. The SIE has a strong implication for social sciences developing an experimental space to explore, exploit and evaluate local social problems.

The SIE infrastructure and the SIC program promotes a new strategy in social sciences to boost employability (new competencies), entrepreneurship (pilot social organizations) and intra-entrepreneurship (social innovation in organizations).

This paper proposes a conceptual and empirical framework to develop the Relational University through a new learning strategy linking work-based learning and social innovation. This practical framework covers a lack in the work-based learning perspective opening a new line of research linked to social innovation.

Social innovation is a nascent field. Within research on social innovation, the context of higher education has largely been ignored. To better understand social innovation, it is important to explore factors that facilitate social innovation in universities’ context. There is little research on enablers of social innovation in universities and the impacts of social innovation. Therefore, the purpose of this study is to understand the enablers of social innovation in the Saudi Arabian context. Moreover, the impacts of social innovation projects are also explored.

A qualitative approach was used to carry out this study. Data were collected through semistructured interviews, and content analysis was performed.

Data revealed that institutional commitment, mission, active collaborations, curriculum, support, training, community university engagement offices, university social impact offices and reward and evaluation were among critical enablers. The impact of social innovation in terms of social, institutional, economic and community specific was also reported.

Research on the enablers and outcomes of social innovation in the higher education context is limited. This study adds to the innovation literature by investigating what processes and factors (enablers) can help universities to engage in social innovation initiatives and what are the outcomes (impact) of engaging in social innovation. Findings of the study have important policy implications.

The purpose of this paper is to explore multiple Canadian educators' experiences with the Map the System (MTS) competition, designed to foster and grow systems thinking capacity among students exploring complex questions. The challenge has been an opportunity for social innovation programs (from the nascent to the established) across Canadian post-secondaries to engage both with their own communities and with social innovators internationally, connecting social innovation spaces as part of their third mission. Across the organizations, students valued the interdisciplinary and systems thinking qualities, and organizations benefited from the external competition, there remain questions about organizational engagement in social innovation as a deeply transformative process internally.

All Canadian post-secondary institutions who participated in the 2020 MTS competition (17) were invited to a digital roundtable to discuss their experiences. Ten were able to participate, representing a range of post-secondaries (including large research institutions, undergraduate-only universities and colleges). To facilitate discussion, participants met to discuss format and topics; for the roundtable itself, participant educators used a google form to capture their experiences. These were summarized, anonymized and redistributed for validation and clarification. To reflect this collaborative approach, all participant educators are listed as authors on this paper, alphabetically after the organizing authors.

For students participating in MTS, they have built both their interdisciplinary and systems thinking skills, as well as their commitment to achieving meaningful change in their community. But MTS arrived in fertile environments and acted as an accelerant, driving attention, validation and connection. Yet while this might align with post-secondary education’s third mission, educators expressed concerns about sustainability, internal commitment to change and navigating tensions between a challenge approach and collaborative work, and internal work and national competition limitations. This complicates the simple insertion of MTS in a post-secondary’s social innovation-related third mission.

This study was limited to Canadian post-secondaries participating in MTS, and therefore are not representative of either post-secondaries in Canada, or all the MTS participants although Canada is well represented in the challenge itself. Additionally, while the authors believe their approach to treat all participants as authors, and ensured multiple feedback opportunities in private and collectively, this is a deliberate and potentially controversial move away from a traditional study.

More than half of Canadian universities (a subgroup of post-secondaries) had at least one social innovation initiative, but questions have been raised about whether these initiatives are being evaluated internally, or are triggering the kinds of transformative internal work that might be an outcome. Understanding the impact of MTS one example of a social innovation-related initiative can help advance the broader conversation about the place (s) for social innovation in the post-secondary landscape – and where there is still significant work to be done.

As Canada has only participated in MTS for four years, this is the first inter-institution consideration of its related opportunities and obstacles as a vehicle for transformational social innovation. As well, educators talking openly and frankly to educators reinforces the collaborative quality of social innovation across the post-secondary landscape.

This chapter aims to investigate how a range of emerging trends within the international community can be used to build a connective educational ecosystem based on an inclusive and universal process (Biggeri et al., 2017; Ziegler, 2017). The starting question is: how multidisciplinary teams in Italy could take action toward inclusive education?

Partnering is becoming a central system organization strategy for schools to adopt for successful innovative teams with creative educational ideas (Kelly et al., 2002), and here it is declined in the Italian context in which inclusive education was officially embraced in 1977 as a national policy (D'Alessio, 2011). National legislation (104/92 Law) made explicit the mandate that students with disabilities receive their education (to the maximum extent possible) with nondisabled peers in the general education classroom using appropriate supplemental aids and services in the least-restrictive environment (Anastasiou et al., 2015; Canevaro & de Anna, 2010).

It is crucial to encourage new forms of practice which require collaboration capabilities (Hattie, 2015; Vangrieken et al., 2015) between multidisciplinary teams that comprised general teachers, special education teachers, health professionals, school psychologists, school leaders, and the students' family (Meirink et al., 2010). These resources could be distributed across inclusive ecosystems to support all students by enabling them to prosper in an increasingly diversified and complex environment in which creativity, ability to innovate, entrepreneurship, and a commitment to continuous learning are joint and connective (EU, 2008). This creates a state of positive multiagency collaboration that promotes the well-being of students and the system.

This study aims to analyze recent publications (2015–2020) that refer to educational and social entrepreneurship to identify the primary emerging themes and gaps of entrepreneurship research and management that would be helpful for future studies and entrepreneurial ventures.

The authors used systematic mapping to review 92 research articles that address educational innovation and social entrepreneurship. All the articles were published between 2015 and January 2020 and were found in the Web of Science (WoS) and Scopus databases.

The data analysis identified the following: the articles most frequently cited, the journals that published the highest number of relevant articles, the geographical distribution of these publications and their authors, the context of the research, the lines and themes that emerged, and the gaps in the literature regarding the research and management of educational and social entrepreneurship.

The search for articles was limited to educational and social entrepreneurship innovations and the English language; thus, studies published in other languages were not analyzed.

The analysis of this research allowed us to review concepts and identify research methods employed and thematic lines analyzed. Therefore, the work is of value for educational and social entrepreneurs and researchers who wish to examine such concepts or focus on areas not yet fully explored.

The purpose of this paper is to identify relevant gaps in human capital (HC) related to innovation performance, which might be the basis for creation of more effective innovation strategies.

The proposed approach contains the following four steps: HC survey, assessment of HC value drivers, identification of gaps related to the HC value drivers and recommendations for an innovation strategy based on identified gaps. The HC survey includes 554 managers from Serbian companies within seven different industries.

The biggest gaps in observed Serbian industries are related to crucial HC value drivers for innovation process, such as innovativeness, education and knowledge sharing and social skills.

Although there are limitations in measuring HC and innovation drivers, this approach seems to be valid in recommending more effective innovation strategies/policies on micro and macro level.

This research reveals potentials and barriers within HC in different Serbian industries, crucial to innovation, pointing to the initiatives which might improve innovation performance across Serbian industries. The identification of HC gaps across industries is valuable for gathering sounder intelligence of the sources of innovation and fine-tuning of national innovation strategy according to specific features of industries.

The proposed approach integrates a new perspective into current innovation measurement paradigm. It includes gaps within HC in the assessment of innovation performance, which might foster intangible innovation potential.

This paper investigates the levels of career resilience and self-efficacy of the principals of primary school units, identifies the relationship between them and determines the effect of the demographic elements of the sample on their career resilience and self-efficacy.

The convenient sample of this study was 165 principals from public schools across the prefecture of Central Macedonia. A total of 422 questionnaires were mailed to all principals of kindergarten and elementary schools, accompanied by a personal letter to inform them about the procedure and the purpose of the survey. A pilot survey took place to check the adequacy of and get feedback on the questionnaire. The questionnaire used in the study consisted of three parts: The Career Resilience Scale (CRS) by Kodama (2015), the Principal Self-Efficacy Scale (PSES) by Tschannen-Moran and Gareis (2004) and demographic questions.

The results of the survey showed that principals have high levels of career resilience and very high levels of self-efficacy. There are four factors that form the levels of career resilience: (a) problem-solving skills (b) social skills (c) interest in innovation and (d) optimism for the future. Demographic factors play a role in shaping career resilience as they affect two of the four factors. There are two factors that shape levels of self-efficacy: (a) self-efficiency in administration and (b) self-efficiency in moral leadership. Demographic factors play a role in shaping the factor of self-efficacy that refers to administration. Finally, there was a high positive correlation and a causal relationship between career resilience and self-efficacy.

The convenient sample used in the present study is a limiting factor, as it may not be representative of Greek primary school principals. Also, research is based on self-evaluation questionnaires, which may show a lack of objectivity, as the answers may reflect the personal worldviews of leaders and particular needs of educational institutions (Sarid, 2021). This fact may not allow us to generalize the results.

The present study showed that resilience and self-efficacy have a causal relationship and that one enhances another, making their relation pivotal for a successful educational leadership. Regarding the professional development of school leaders, educational leadership training programs could be designed and offered by the Greek Ministry of Education (Dexter et al., 2020). Coaching programs and practices that help principals develop social skills, coping mechanisms, emotional capacities and confidence in one's knowledge should be widely introduced. Governments have to take the necessary initiative to ensure that, particularly in adverse contexts, education stimulate and nurture resilience and self-efficacy among citizens, by promoting appropriate lifelong learning programs and by ensuring the continuous training of employees (Renko et al., 2020).

Career resilience and self-efficacy ensures economic prosperity in times of crisis, globalization and rapid technology development and may be the best way to create strong and successful leaders. Coaching programs and practices that help principals develop social skills, coping mechanisms, emotional capacities and confidence in one's knowledge should be widely introduced. The results of the present research could prove helpful in developing strategic plans, building networks between organizations to improve communication and flow of information, through employee exchange programs.

This research, which combined career resilience and self-efficacy, took place for the first time in Greece. The CRS by Kodama (2015) was also used for the first time in Greek population.

This paper aims to show how the term competitiveness has been applied and adapted since Michael Porter made it respectable in economics, strategic management and consulting. This paper connects the concept with new developments in the theory of the firm, theories of growth and, finally, with Beyond GDP literature.

This paper distinguishes between input and output competitiveness, developing a set of indictors for both. Countries are ranked according to costs, structure and capabilities (drivers of competitiveness) as well as according to economic, social and ecological performance (performance pillars). Finally, outcome competitiveness is explained by the individual drivers, using econometrics and principal component analyses.

Defining competitiveness as the ability of a country or nation to deliver Beyond GDP goals changes the policy conclusions drawn from the quest for competitiveness. Policies to reduce costs prove inferior relative to “high-road strategies” built on skills, innovation and supporting institutions. Ecological ambition and social investment are not costs, but enablers of competitiveness for high-income countries.

Connecting the well-known term competitiveness with Beyond GDP goals is a new approach. It is very different from the old concept of cost competitiveness criticized heavily by Paul Krugman. Supplying a set of indicators to measure “low-road” and “high-road” competitiveness leads to important new policy conclusions.