Northampton Electronic Collection of Theses and Research

Social innovation education: towards a framework for learning design

Alden Rivers, B., Armellini, A., Maxwell, R., Allen, S. and Durkin, C. (2015) Social innovation education: towards a framework for learning design. Higher Education, Skills and Work-Based Learning. 5(4) 2042-3896.

Item Type: Article
Abstract: Purpose—This paper proposes a theoretical framework to support the embedding of social innovation education in existing academic programmes. Design/methodology/approach—By adopting Conole et al.’s (2004) methodological approach to reviewing, mapping and modelling learning theory, this study addresses four research questions: 1) How can social innovation education be defined? 2) Which learning theories best support social innovation education? 3) How do such learning theories relate to existing models of learning in higher education? and 4) What implications does a social innovation pedagogy have for learning design? Findings—Findings suggest that social innovation education is supported by a praxis that is grounded in critical learning theory, transformational learning theory and epistemological development. By extending Conole et al.’s (2004) model of learning theory, the present study proposes a ‘zone of pedagogical praxis for social innovation education’ that supports learning design on a more critical plane. Research limitations/implications—The proposed model of learning may be of interest to other universities as they work towards stronger thinkers and stronger communities. Practical implications—Using a theory-informed model for learning design nurtures a pedagogical praxis and underpins the development of a practical toolkit for designing social innovation education. Originality/value—The findings of this study will provide a point of reference for other higher education institutions as they look for guidance on embedding principles of social innovation into their curricula.
Uncontrolled Keywords: Changemaker attributes, Social innovation education, critical pedagogy, curriculum design, epistemological development, transformational learning
Creators: Alden Rivers, Bethany, Armellini, Alejandro, Maxwell, Rachel, Allen, Sue and Durkin, Chris
Faculties, Divisions and Institutes: University Faculties, Divisions and Research Centres - OLD > Research Centre > China and Emerging Economies Centre
Research Centres > China and Emerging Economies Centre

Research Institutes > Institute of Learning & Teaching
Date: 1 January 2015
Date Type: Publication
Journal or Publication Title: Higher Education, Skills and Work-Based Learning
Volume: 5
Number: 4
Language: English
ISSN: 2042-3896
Status: Published / Disseminated
Refereed: Yes

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