Browsing by Author "Ihasz, Orsolya"

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    The role of the social system in the diffusion of innovation in low to middle income countries: the case of be he@lthy, be mobile.
    (Cranfield University, 2021-07) Ihasz, Orsolya; Adams, Richard; Vyakarnam, Shailendra
    Actors across the private, public and third sector are increasingly embracing the idea of promoting the use of externally developed social innovations to address important social challenges globally. Successful diffusion of these types of innovations has the potential to offer long term solutions to grand challenges. However, when diffusing innovations into low to middle income countries (LMICs), significant problems arise, particularly due to lack of cross-sectoral alignment in financial and technical resource deployment. This thesis contributes to the understanding of how multiple actors engage in activities to support the diffusion of externally developed social innovations into LMICs. We argue that through purpose-led alignment around a mission-orientated goal that is focused on solving social challenges and through the combining resources and knowledge across all sectors, through the active empowerment of civil society in creating value and continuous feedback loops, externally developed social innovations can contribute greatly to the emergence of new innovation ecosystems in LMICs. A systematic literature review illuminates the role of the social system in successfully enabling widespread diffusion, especially in creating value from the use of the innovation. We propose that the social system perspective, which conceptualise diverse actors engaged in a dynamic process, permits a systems view of diffusion in which long term collaborations and the integration of indigenous knowledge into communication processes are associated with successful diffusion. The role of social systems in value creation is been further investigated through an in-depth case study of the World Health Organization’s Be He@lthy, Be Mobile initiative across three different countries (Senegal, Sudan and India). The case highlights how civil society drives the diffusion process through its ability to manoeuvre across the social system and to actively search for innovative solutions. While our research has implications for the introduction of improved strategic investment across sectors it also contributes to the theory of innovation diffusion by moving away from an innovation- centric view and instead adopting a systems-centric view. It hence allows us both to view diffusion as a co-creation process and to reconfigure adopter and diffuser communities into one conceptual field.
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    Seeking for effectiveness of sustainability entrepreneurial education programs: a multiple case analysis
    (Taylor and Francis, 2025) Ly-Baro, Fatimata; York, John M.; Ihasz, Orsolya
    The urgency of environmental challenges necessitates educational programs that equip future entrepreneurs with practical sustainability-specific skills and knowledge. Accordingly, this article compares sustainability entrepreneurial education program cases using action research at the University of California San Diego (startBlue and Innovation-CORPS [I-CORPS]) and Cranfield University (Ideas-to-Innovation and [i2i] Energy Entrepreneurship) specific to pedagogical approaches like experiential learning, transdisciplinary collaboration, community mentors, and practical examples. Findings highlight multiple achievements—underrepresented founder involvement, United Nations Sustainable Development Goal alignment, and early value development signal identification. Practically, such insights can guide educators, policymakers, and program designers in enhancing sustainability entrepreneurial education, fostering innovation, and addressing local and regional sustainability challenges through collaboration and practical applications. Also, there are actionable recommendations to facilitate knowledge, skill, and competency development with entrepreneurs, investors, and other stakeholders, thereby aiding sustainability-focused venture development, growth, and success.
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    Transforming a highly tactile entrepreneurship course “ideas to innovation” to an entirely online delivery model: lessons for theory and practice
    (Springer, 2022-10-30) Vaiciukynaite, Egle; Ihasz, Orsolya; Portyanko, Sergey; Vyakarnam, Shailendra
    Recent changes in education due to COVID-19 required a shift from classroom to online delivery. This chapter illustrates how a highly complex training program, Ideas to Innovation (i2i), responded to this challenge. i2i is based on experiential learning including a variety of activities carried out both in large and small groups with the intention to raise delegates’ entrepreneurial self-efficacy. In this case study, we illustrate the process by which the program was delivered online for the first time since its existence and how the online delivery of an entrepreneurial program contributed to participants raised level of entrepreneurial intent. We took a qualitative approach by conducting structured (written) and semi-structured interviews with participants. We triangulated the data with insights and reflections of the facilitators engaged in the online delivery. The findings indicate that even when i2i is delivered online, it raised participants’ level of entrepreneurial intent. We also found that digital interaction and collaboration among participants and facilitators on various platforms promoted the development of an entrepreneurial mindset. By highlighting this change in delivery and design, we contribute to the ongoing debate of digitally supported education for entrepreneurship and provide insights to redesign entrepreneurial training programs.