**4. Developing CoSoI Capabilities through a Learning and Systemic Thinking Approach**

The use of learning processes and a systemic thinking approach in HEIs requires re-evaluation and revision of knowledge creation and a dissemination approach that can increase their contribution to CoSoI [85,86]. Learning and systemic adaptation involve various mechanisms through which HEIs can improve the capacity and capabilities of co-creation for social innovation. The co-creation aspects focus on collaboration and social interaction which can bring integration of knowledge/experiences and resources. The learning and systemic thinking process involves various activities such as knowledge sharing, collective research, and experimentation and critical thinking and reflexivity which transform the capacity of HEIs towards CoSoI [63,86]. These processes reshape the structure and relationship which involves a change in the power structure and redefine the collective meaning, which finally results in a change in attitudes, behavior, knowledge, and skills. Social learning and a project-based learning approach in teaching and curricula are used to develop critical thinking, independent problem-solving skills as well as working in a team. Furthermore, the systemic approach allows the development of multiple viewpoints to understand a problem and provide a holistic approach to decision-making.

### *4.1. Knowledge Sharing and Collective Experimentation*

Knowledge sharing and experimentation in a social context is the most prominent way through which HEIs participate in social innovation activities. The literature review highlights the benefits of a collective approach to learning and experimentation which facilitates knowledge sharing and diffusion within and across the networking platform [87]. HEIs can extend their scope of knowledge production to a collaborative learning platform which is important to prepare learners as critical thinkers. The new learning processes such as project-based learning encourage learners to learn while doing and experimenting to develop their capabilities [88]. Collaboration, critical reflection, and creative thinking are a few key components of learning that can foster knowledge exchange activities between partners and play an important role in empowering society. During the process, social innovation learners learn from their own past experience of success or failure and alter or redesign the alternatives to get the desired action [63]. Networking and collaboration formed through the social learning process form a sustained interaction among actors to work together in order to find solutions to shared problems.

In addition, the incorporation of learning methods (social learning, learning by doing) as a teaching strategy to teach students to value social relationships and changes their ways of managing, doing, and seeing things. The new perspective encourages their capacity to understand and co-operate with a wide variety of actors as collaboration based on social relation provides a more effective problem-solving approach than communication as it provides a mutually accepted solution that is sustainable. The knowledge spillover effects stimulate technology innovation and have a positive impact on local communities. Furthermore, the exploitation of knowledge outside the academic setting in an open environment increases the possibilities to solve real-world problems and encourage social innovation practices [87,88].

#### *4.2. Transforming Capabilities*

Creating new and innovative capabilities is another way through which learning processes support the co-creation of social innovation activities. According to Ottaviano [89], capabilities refer to abilities to use the processes (business) in order to mobilize its resources and to attain the desired innovation outcome. Capabilities can be a collection of learning capabilities (knowledge, skills, competency), technological, financial, social, and organizational capabilities towards the innovation goals. For example, technological capabilities such as abilities to produce novel ideas and develop the idea into products are key to innovation [90]. Compared to technology and product innovation, social innovation focuses on transformative skills and empowerment in order to find solutions for social challenges and demands. HEIs use various strategies and processes to manage organizational effectiveness and to improve institutional capabilities that focus more on creating public values instead of economic benefits and providing fertile ground for CoSoI. Learning theories and system thinking approaches create new capabilities and improve the existing ones that allow HEIs to adapt to the changing environment, and simultaneously facilitates social innovation [91]. Moreover, improvement in the capabilities of HEIs provides a better understanding of the process and supports the integration of new practices in the education system to deliver social change and facilitate CoSoI. Thus, it is believed that the improvement in HEIs capabilities is positively related to the co-creation of social innovation.

#### *4.3. Evaluating and Reflecting*

Critical reflection and evaluation are an important part of social innovation learning processes. Actors not only learn from the past reflection but evaluate the experiences to formulate better strategies. The critical reflection process identifies the deep-rooted assumption about society and individual relationships with society and brings cognitive changes. The alteration in underlying attitudes and beliefs and improves their thinking process to innovate and value social relations. The evaluating and reflecting process further influences the dominance and leadership structure of institutions. The new leadership structure based on trust and mutual relations in social context improves the transformative capacity for social change and promotes CoSoI in the long run. The learning processes further encourage the distribution of responsibilities between the actors and disperse the leadership from dominance organization to multiple organizations. This perspective helps to reduce the cognitive gap among engaged partners and support the continuous exchange of ideas and value [92]. Thus, it is important to support critical reflection and encourage evaluation through learning and systemic

thinking approaches that can lead to transformation at different levels and can enact a collaborative approach to bring more desirable solutions for the society.

#### **5. Transformation in an Educational System**

These learning processes and systemic approaches bring transformation in the educational system and institutions where HEIs can use them to create public value. These approaches can change future perspectives and will promote new models in education and research that are based on:


#### *5.1. Interdisciplinary Research and New Learning Models*

The emergence of new courses and interdisciplinary research fields in learning processes and curricula have blurred the boundaries between disciplines. The introduction of new technology and research areas (biotechnology, nanotechnology, robotic technology, and other digital technologies) have also blurred the borders between basic science and applied research field [93–95], as these interdisciplinary technology fields require collaborative approaches between both science and engineering disciplines [96], and are useful to tackle complex problems of society. The convergences of different areas have an important implication on society and entail a learning approach that requires contribution and collaboration among different actors. The new fields educate on interdisciplinary thinking and skills to provide a better understanding of disciplinary methods across the fields to foster innovation. The new variety of interdisciplinary research areas provides the ability to think beyond the boundaries of a particular discipline, and encourages innovative culture and values co-creation. The technology areas also suggest an integrative approach and provide innovative solutions to problems and facilitate the co-creation of social innovation.

These changes have given rise to new educational institutions such as corporate universities, consortium, and online universities, etc. The rise of new actors like corporate university and consortium provides an open platform for business and academia intending to produce new products and services or improve the existing one. In addition, businesses and corporate universities help in the integration of the practical side of learning with theoretical balance and provide more funding opportunities and responses from the market, thus improving the innovative capabilities of higher education institutions. In addition, the rise of new learning models like Massive Open Online Courses (MOOC) and learning modes such as distance learning, e-learning have come as a future model in the education system. The new digital and virtual learning methods can deliver cheap or even free education to many students at a time [97]. The digital technologies support social innovation processes that demand an open environment and decentralization, in which knowledge can be produced in the societal context with the involvement of diverse groups of actors [98].

#### *5.2. Action-Based Research and Entrepreneurship*

The action-based research is a key component through which actors can learn and foster social innovation practices. Action-based research includes four major phases: planning (problem definition), acting (implementation of the strategic plan), observing (perceiving and evaluating the action), and reflecting (critical reflection on the whole process, helps them to gain a better understanding of issues and problems. The action-based research provides more systematic and holistic ways in technology development.

HEI involvement in entrepreneurship allows them to participate in various market-oriented activities without leaving behind academic values. Their participation in businesses provides them the ability to respond with complex surroundings with greater autonomy. Entrepreneurial activities can maintain the self-sufficiency and autonomy of institutions, and generate both economic and social benefits. In addition, entrepreneurship is important for the growth and innovation that converts novel ideas and new knowledge to successful innovation (products and services), which is necessary to gain a competitive advantage and improve their connection with local community [99–101]. To respond to changing research needs and societal technology challenges, HEIs should actively participate in various research and entrepreneurial activities that facilitate technology development and commercialization by obtaining patents, then licensing them and spinning-off companies [102–107]. The rise of entrepreneurial universities will help to better serve these functions in the future.

#### *5.3. Rise of New Concepts of Collaborative Spaces*

Social innovation focuses on the active involvement of citizens in the generation of public value [108]. The engagement of HEIs in social innovation encourages academicians and students to deliver a variety of social services by participating in community-development activities or service-learning [106]. The concept of transformative learning and systemic thinking uses educational practices to bring innovative and sustainable social changes. This concept can enable HEIs and other engaged actors to work on new ideas for social change and to create social impact. The European Union's (EU's) Transformative Social Innovation Theory (TRANSIT) project from 2014–2017 was set to develop a theory that focuses on the function of co-creation in social innovation [45]. The project emphasized on requirements of physical spaces (Table 3) like "Science shop", "Living lab" or "Desis Lab", which HEIs can use to provide a collaborative platform to engage stakeholders for knowledge exploration and mutual learning and help them to perform their activities outside the academic setting in the societal context [28]. Several other educational organizations and universities provide different interactive spaces, such as Hackerspace (focus on electronic and computer programing) and Fab Lab (workshop space with set tools) that promote sharing of facilities for co-creation and co-production of knowledge [109]. The societal value generated by such facilities brings a transformation that directly or indirectly influences society. These spaces facilitate co-operation between HEIs and society, and translate the university knowledge in response to community knowledge needs. They then use this knowledge to improve research and education, thereby empowering both of the actors.


**Table 3.** New concepts of physical spaces in social innovation.

### **6. Proposition Based on Reseach Question and Recommended Action Plans**

### *6.1. Proposition Based on Discussing Research Questions*

This paper aims to discuss the following problem statements and research questions:

Q1: How can HEIs improve their capabilities and capacity that can increase opportunities for social innovation learners to engage in different activities related to CoSoI and can enhance their participation in bringing societal change?

HEIs adopt different learning models and a systemic thinking approach that provides stages for the development of social innovation and manages the action towards successful innovation. For example, project-based and collective experimental learning includes more place-based learning methods that offer an opportunity to learners to upgrade their individual and social skills towards innovation. The key elements of all the learning models are based on critical reflection and rational thinking that encourages moderation in previous assumtions and mind frame. HEIs also critically analyzes and evaluates these learning models and provides feedback which is important to improve the effectiveness of the strategy and is helpful in redesigning the process based on reflection and outcome.

Q2: In a multi-actor innovation ecosystem, how can the learning activities and systemic thinking approach support HEIs to participate in the co-creation of social innovation? What are the roles played by HEIs in facilitating multi-actors for the CoSoI process?

In innovation ecosystem, HEIs play a pivotal role as a network facilitator and mediator that improve the connectivity between the actors to stimulate innovation. Learning processes in HEIs such as social learning focuses on mutual respect and valuing relations that are the core element of networking and collaboration. The learning processes provide necessary skills that allow HEIs to participate in critical functions of maintaining the relationship and collaboration between stakeholders, and in the formation of interfaces among education, research, and society to transfer the benefits of innovation to the larger community. In addition to learning processes, systemic thinking is also important for HEIs to expand their capabilities and to develop multiple competencies useful for CoSoI.

Social innovation learning stresses the need for an open engagement platform that enables the integration of resources to facilitate co-creation. This platform helps to integrate resources and capabilities and to manage collaboration by orchestrating actors to promote successful innovation. HEIs proactive engagement in open networks and collective innovation improves knowledge mobility and disseminates knowledge to businesses and society. Furthermore, HEIs can provide mutual ground and supportive infrastructure that enables the mobilization of funds to sustain the value generation process and consequent innovation.

Based on two major research questions, the following propositions are developed to test the hypothesis for future research:

