*6.2. Recommended Action Plan Based on Proposed Framework*

Figure 3 suggests an action plan based on our proposed framework. Figure 3 outlines the action plan for HEIs and other actors like society and policymakers to support and encourage CoSoI. These action plans can serve as guidelines for them to improve capacity and social innovation learning. For example, HEIs need to change traditional learning methods and support an environment conducive to social innovation learning such as experimentation based learning and transformative learning that can motivate students towards social innovation initiatives. Management and entrepreneurial education provided by HEIs encourage the risk-taking abilities of students for social entrepreneurship, which requires proper platform and funding support from other partners. Similarly, citizens should be aware of the educational programs and policies to get optimum benefits. Implementation of social innovation requires a mutual process where all partners are equally involved in the co-creation of innovation.

**Figure 3.** Recommended action plan based on framework.

#### **7. Discussion**

This study presents a conceptual framework on how HEIs can facilitate CoSoI through a learning and systemic approach and highlights the key mechanism underlying the process. An integrated table showing an overview of the process and functions of HEIs in CoSoI is tabulated in Table 4. Firstly, the paper elaborates on the different steps in the process of CoSoI which includes problem identification, engaging relevant actors for co-creation, mutual learning, and knowledge exchange among the actors which results in resource integration and change in relations, and the final step is joint exploitation of knowledge by actors for successful innovation. These steps in the CoSoI process provide an understanding of the process and evaluate the changing impact. To fulfill the goal of CoSoI, different types of learning processes and a system thinking approach are elaborated that can encourage social innovation capabilities and can empower the actors to improve their access to funds and resources, and can promote collaboration. The learning processes reviewed in the paper focuses on a set of underlying features like critical reflection, transforming capabilities, and evaluation that helps learners to transform their skills and abilities. These collective learning processes in social settings provide the necessary skills and competence to co-create and implement successful innovation.



The learning processes used in the framework is based on knowledge sharing and a collective experimentation process which strengthen HEI capacity to serve with a broad range of responsibilities and support social innovation initiatives. Designing learning based on key components can provide direction and motivation to learners to initiate the social innovation process. In addition, it is important to combine a systemic approach with the learning processes that could be helpful to identify the organization as a system and emphasizes the interrelationship, arrangements, and response structures that come together to generate innovation and can bring value propositions to the wider society. In addition, both learning and a system change approach strengthened organizational abilities to research and entrepreneurship by supporting key mechanisms of network collaboration and resource exchange activities. Thus, HEIs are required to be innovative in educational methods and curricula redesigning which should be done at a regular interval considering the notion of social innovation.

The study is useful for several reasons and has policy implications at different levels. In general, the study provides an understanding and importance of co-creation in the social innovation process, which is useful in social innovation practices. Second, the framework outlines how HEIs can contribute to facilitating CoSoI through different learning processes and systemic change that can support the development of innovative capabilities. In addition, the paper provides a recommended set of action plans that can serve as guidelines for educational institutions, the public, and policymakers to better implement the process. Redesigning educational methods and restructuring of institutions based on systemic change can help students to improve their skills and reduce the gap between educators and learners to understand the process and action plan. Furthermore, redesigning and reevaluation of learning processes help policymakers to formulate effective policies that align with the mission and goals of social innovation education. For successful implementation of CoSoI, HEIs will require a conducive environment and regulation where they can enjoy enough autonomy, funding support, and improved transformative capabilities. This study is limited to theoretical and conceptual methods based on systemic literature review and the paper provides propositions that are developed to test the hypothesis in future empirical study to answer the research questions.

**Author Contributions:** This paper was written by R.K., K.-S.K., B.-H.L. and K.C., contributed in designing the study, developing the framework for the study, and interpreting the study results. All authors have revised and approved the final paper. All authors have read and agreed to the published version of the manuscript.

**Funding:** This research received no external funding.

**Acknowledgments:** This research was supported by the construction of the linkage system between National Science and Technology Information Service (NTIS) and the Science Technology Infrastructure project of the Korea Institute of Science and Technology Information (KISTI).

**Conflicts of Interest:** The authors declare no conflict of interest.
