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Workplace innovation and social innovation

This is the introduction to the special issue of World Review of Entrepreneurship, Management and Sustainable Development (WREMSD) dedicated to workplace innovation and social innovation related to work and organisation. As technological and business model innovations alone are not sufficient to enhance opportunities for businesses and employment, awareness is rising that better use should be made of human talents and new ways of organising and managing. In order to make working environments more receptive for innovation, and to enable people in organisations to take up an entrepreneurial role as intrapreneurs, a shift towards workplace innovation can be observed. Workplace innovation is complementary to technological and business model innovation, and a necessary ingredient for successful renewal, in that it addresses a type of management that seeks collaboration with employees through dialogue and employee engagement.

The productive role of innovation in a large tourism organisation (TUI).

This paper studies the productive role of innovation in organisations. Using the post-structuralist insight that innovation is an open concept that can become performative, we shift the emphasis from analysing innovations themselves to analysing how the concept of innovation affects the organisational practices through which it acquires meaning. Deploying this framework, we studied the development of an innovation unit within TUI, a corporate tour operator. We found that actors interpreted innovation in different ways and that initially the innovation unit was considered a failure. The subsequent dramatisation of this failure resulted in a new version of this innovation unit that strengthened established actors and institutions within the organisation. Our study shows how the use of the concept of innovation in an organisation can both stimulate and hamper its innovativeness. Addressing this paradox requires sensitivity to the concept's productive role and evaluations of innovation that look beyond accomplished results.

Understanding the added value of co-creation for social innovation

Innovation of education: the success factors of learning communities

This report presents research on success factors of learning communities with a case study of the Innovation Lab Hanze International Business Office (further – Innovation Lab HIBO) at Hanze University of Applied Sciences Groningen, the Netherlands. The research project is a part of the broader research programme on innovation of education and the success factors of learning communities carried on by a number of researchers at Hanze University of Applied Sciences Groningen (further – Hanze University AS).In answering the main research question on success factors of learning communities and, specifically, the Innovation Lab HIBO, two sub-questions were formulated: the first deals with school level expectations about the Innovation Lab HIBO, whereas the second explores what are the institutional expectations and guidelines regarding living labs at Hanze University AS. The research focus is on formalised expectations about the goals and outcomes of living labs, as attaining the established goals and outcomes would testimony a successful activity of a living lab. The factors that facilitate or determine whether the goalsand outcomes of living labs are achieved are therefore the success factors.The analysis of both school level expectations about the Innovation Lab HIBO and the institutional expectations and guidelines regarding living labs reveals a number of success factors, conditions, and preconditions. As these do not coincide, it is argued that finding the right balance between local, school level, expectations and the institutional goals is crucial for the successful performance of living labs. Another important factor for successful performance of the living lab and, specifically the Innovation Lab HIBO, is development of a learning community. This process would require strengthening of an open organisationalculture and facilitation of exchange of ideas and learning process.The research project was carried on in the period from February 1, 2020, till August 30, 2020. From September 2020 the follow up research is planned into operationalization of success factors, definition of performance criteria, performance evaluation, development of suggestions for improvement of performance, and development of a blueprint for the establishment of innovation labs.

From Opinions to Images

Ulus Baker (1960 – 2007) was a Turkish-Cypriot sociologist, philosopher, and public intellectual. He was born in Ankara, Turkey in 1960. He studied Sociology at Middle East Technical University in Ankara, where he taught as a lecturer until 2004. Baker wrote prolifically in influential Turkish journals and made some of the first Turkish translations of various works of Gilles Deleuze, Antonio Negri, and other contemporary political philosophers. His profuse and accessible work and the novelty of the issues he enthusiastically introduced to Turkish-speaking intellectual circles, earned him a widely spread positive reputation in early age. He died in 2007 in Istanbul.The text in this edition is edited from essays and notes Ulus Baker wrote between 1995 and 2002. In these essays, Baker criticizes the sociological research turning into an analysis of people’s opinions. He explores with an exciting clarity the notion of ‘opinion’ as a specific form of apprehension between knowledge and point of view, then looks into ‘social types’ as an analytical device deployed by early sociologists. He associates the form of ‘comprehension’ the ‘social types’ postulate with Spinoza’s notion of ‘affections’ (as a dynamic, non-linguistic form of the relation between entities). He finally discusses the possibilities of reintroducing this device for understanding our contemporary world through cinema and documentary filmmaking, by reinstating images in general as ‘affective thought processes’.Baker’s first extensive translation to English provides us with a much-needed intervention for re-imagining social thought and visual media, at a time when sociology tends to be reduced to an analysis of ‘big data’, and the pedagogical powers of the image are reduced to data visualization and infographics.