97286 - SOCIAL INNOVATIONS AS RESPONSES TO SOCIAL PROBLEMS: OPPORTUNITIES AND CHALLENGES

Learning outcomes

Learning outcomes - The course aims to analyze the structuring processes of collective actions (including that of social movements) and their logics in a perspective of social innovation. In cooperation with other initiatives (e.g. public policies) social innovations have the final objective to empower the conditions of various populations and in particular of those who are at risk of marginalization and social exclusion. At the end of the course, students will acquire theoretical and empirical knowledge useful to analyze social innovations, their typologies, as well as the mechanisms favoring or limiting them.

Course contents

The course aims to analyze and deepen the structuring processes of social innovation on populations and territories at different levels (local, national and international). At the end of the course, students will acquire the theoretical and empirical knowledge necessary for the analysis of social innovations, of their typologies, of the mechanisms that encourage or hinder them. Through out this course social innovation is considered as an answer to those social needs that alone the State, the market and community cannot solve. Therefore, it has to be considered as a multi actor (community, private, public…), multi factor (social, economic, territorial, environmental…) and dynamic process acting at the same time on structural and relational issues.

BLOCK 1

Presentations and "icebreaking" activities.

Introduction to the course and program.

THEMATIC BLOCK 2

The ongoing socio-economic transformations. What are the consequences for the three main actors involved (market, community / families, state)?

THEMATIC BLOCK 3

The emergence of new actors and new levels of action in social intervention policies: what risks and what opportunities?

THEMATIC BLOCK 4

Social innovation and other related concepts (community development, social and local development...).

THEMATIC BLOCK 5

Social mobilisation, inclusion and empowerment as a key element of social innovation.

THEMATIC BLOCK 6

INTERMEDIATE TEST.

WRITTEN EXAM: in-depth answers to two open questions (at least one page each). The questions will lead on the theories, concepts and definitions presented in class and / or in the texts in the bibliography.

THIS TEST IS OPTIONAL BUT IT IS NECESSARY TO BE CONSIDERED ATTENDING STUDENTS. CARRYING OUT AND PASSING THIS TEST WILL IN FACT ALLOW STUDENTS TO SIMPLY WRITE A GROUP ESSAY (to be sent by email to the professor) AND NOT TO TAKE THE ORAL EXAM.

Each group can be composed of max 2 students.

THEMATIC BLOCK 7, 8, 9, 10

Presentations of social innovation cases in different geographical contexts and sectors: education, food and agriculture, social cooperatives, immigration etc.

Some external guests are expected in these sessions (researchers who are experts in the specific topic, policy actors, operators of associations, etc.).

COMPULSORY TEST (FOR ALL STUDENTS): written individual essay (at home)

This essay is compulsory for everyone, attending and non-attending students. The only difference is that attending students that will take the written test will skip the end oral exam and will do the final work in groups (max 2 people).

 

If time allows it, each group will present its work in public. This may change depending on the number of attending students. 

Choose an organization that is active in the social sector (association, cooperative, public institution etc.). Through 1) an interview with a member of the organization and 2) an analysis of documents (website, annual reports, etc.) please reconstruct briefly the history and the trajectory of the organization, to understand its daily social intervention activity. Please consider the advantages, limitations and difficulties (social, institutional, territorial, etc.) of the chosen organisation.

For the analysis and drafting of the essay, please refer to the concepts presented in class (for attending students) and in the bibliography. Among the various information to collect, be sure to answer the following questions.

However, please note that the questions provided here are only examples to guide your reflection. Your essay may also deal with other issues not covered by these questions.

Please be aware that the essay must be an analytical and explanatory elaboration and not a simple list of answers to these questions. In addition, the essay must not only report a description of the case but must make an in-depth analysis of it.

Further explanations can be provided by the teacher at the request of the students.

Examples of possible questions:

• When was the association / organization created?

• For what needs was it created and in what context?

• Currently, does is still respond to these needs?

• If not, what motivated the change and who participated in this decision?

• Who are the people or groups at the origin of the association / organization?

• What are the key moments in the history of the association / organization?

• What are the chosen orientations (mainstream, feminist, class approach, etc.)?

• What are the difficulties facing by the organization today (funding, involvement of the population, lack of new recruits, etc.)?

• How do you try to respond to these difficulties and limitations? With what results?

FINAL PRODUCT: in-depth and discursive essay (not simple answers to questions) between 2000 and 3000 words.

Work structure:

Cover page with date, course title, name (s), surname (s) and matriculation (s).

Index.

Bibliography.

In the report, please take care to include quotes from the person interviewed and / or documents analyzed.

Attention: respect the rules of university work regarding citations!

Readings/Bibliography

Alberio M., Moralli M. (2021). Social innovation in alternative food networks. The role of co-producers in Campi Aperti. Journal of rural studies (in press).
https://crises.uqam.ca/wp-content/uploads/2020/11/ALBERIO-MORALLI-PUBLISHED.pdf

Cajaiba-Santana G. (2014). Social innovation: Moving the field forward. A conceptual framework. Technological Forecasting and Social Change, 82, 42-51.

Christoph, K., Mona, M., & Bastian, P. (2017). Peeling the Onion. An Exploration of the Layers of Social Innovation Ecosystems. Modelling a context sensitive perspective on driving and hindering factors for social innovation. European Public & Social Innovation Review, 1(2).

Fougère, M., & Meriläinen, E. (2021). Exposing three dark sides of social innovation through critical perspectives on resilience. Industry and Innovation, 28(1), 1-18.

Howaldt, J. (2019). New Pathways to Social Change–Creating Impact through Social Innovation Research. fteval Journal for Research and Technology Policy Evaluation (48), 37-48.

Moulaert, F., Martinelli, F., González, S., & Swyngedouw, E. (2007). Introduction: Social Innovation and Governance in European Cities: Urban Development Between Path Dependency and Radical Innovation. European Urban and Regional Studies, 14(3), 195-209.

Mulgan, G. (2006). The Process of Social Innovation. Innovations: technology, governance, globalization, 1(2), 145-162. Moulaert, F., MacCallum, D., Mehmood, A., & Hamdouch, A. (2013). The International Handbook on Social Innovation. Edward Elgar. Chapetr 11, 27 and 28. [https://doi.org/10.1162/itgg.2006.1.2.145] [https://doi.org/10.22163/fteval.2019.365]

OPTIONAL:

Vitale T. (2010a), “Building a shared interest. Olinda Milan: social innovation between strategy and organizational learning”, in Moulaert F., Swyngedouw E., Martinelli F., Gonzalez S. (eds.), Can Neighbourhoods Save the City? Community Development and Social Innovation, Routledge, New York and London, pp. 81-92.

Klein, J.-L., Camus, A., Jetté, C., Champagne, C., & Roy, M. (Eds.). (2016). La transformation sociale par l'innovation sociale (1 ed.). Presses de l'Université du Québec. (Enzo Mingione’s chapter).

Teaching methods

The classes of this course are organized according to thematic blocks. However, it should be noted that some themes, as well as their order, may be subject to changes by the professor, in order to adapt the course as much as possible to the profile of the class, the pedagogical needs and the evolving context (COVID-19).

Although the lessons have a traditional format, students’ participation remains key. They will be able to intervene with questions for clarification but also with examples and pertinent comments that can boost individual and collective learning.

The debate and discussion must always be carried out with the most respect for everyone (students, teacher, external guests).

Assessment methods

TESTS REQUIRED FROM ATTENDING STUDENTS:

1. INTERMEDIATE TEST.

WRITTEN EXAM: in-depth answers to two open questions (at least one page each). The questions will lead on the theories, concepts and definitions presented in class and or in the texts in the bibliography. This exam counts for 50% of the final grade.

2. Essay (between 2000 and 3000 words)

The essay counts for 50% of the final grade.

Delivery times of the essay by attending students:

Attending students must deliver the essay no later than 2 weeks after the end of the last class (so that the results of the tests taken up to that moment are still considered valid).

TESTS REQUIRED FROM NON-ATTENDING STUDENTS:

1. INDIVIDUAL ESSAY HAS TO BE DELIVERED AT LEAST 1 WEEK BEFORE THE ORAL (between 2000 and 3000 words)

2. ORAL EXAM.

At the end of the oral exam the professor will give just one global mark which will include both the evaluation of the written paper (50% of the grade) and the answer to the oral exam (50% of the grade). In the oral, the teacher may ask some clarification questions on the essay and some other questions on the concepts and theories presented in the texts in the bibliography.

Delivery times of the essay by non-attending students:

Non-attending students must deliver the thesis at least 1 week before the exam (via email to the professor).

Attention! In case of non-receipt of the essay on schedule, the professor will not be able to read the thesis and the exam cannot therefore be taken.

Teaching tools

For more information about the course: https://youtu.be/QFSb4guRfMA

PPT of the course that will be made available to students.

PPT of eventual guests (if provided).

Possible further information with audiovisual supports presented during the course and reported in the PPT.

Compulsory and optional bibliography.

Office hours

See the website of Marco Alberio