Pedro Miguel Domingos Duarte de Oliveira [ESG-ESD]
Responsável
Learning outcomes of the curricular unit (knowledge, skills and competences to be developed by the students)
Students should know the paradigms of economic science dominant in the 20th century that are at the origin of the Sustainable Development model advocated in the United Nations 2030 Agenda, in order to be able to scientifically structure the complex problem associated with persistent economic and social inequalities, in various spatial scales of analysis, and to interpret the international importance given to social innovation (as an effective and efficient response to them).
From the evidence point of view, they should report innovative collective actions, conceived and implemented collaboratively between public entities, companies and social economy organizations, focusing on their social impact. Such actions should be included in published research papers, documented in the literature or in electronic sources sponsored by official institutions, of recognized scientific merit.
Syllabus
1. Economic foundations of Sustainable Development 1.1. Paradigmatic currents of economic thought 1.1.1. Localization theories 1.1.1.1. The location of companies 1.1.1.2. Urbanization economies 1.1.1.3. Zonement and social stratification in the city 1.1.2. Theories of regional growth 1.1.2.1. The principle of circular and cumulative causality 1.1.2.2. The theory of economic basis 1.1.2.3. The theory of polarized growth 1.1.3. Theories of regional development 1.1.3.1. Endogenous development theory 1.1.3.2. Innovative media, smart regions and cities and regional innovation systems 1.2. The limits of economic growth in the achievement of social well-being 2.Social innovation 2.1.What is social innovation? 2.2 Key approaches to social innovation 2.3 The spiral model 2.4 Investment and impact of social innovation projects: general aspects. 2.5 Barriers to social innovation
3.Social innovation in the Cohesion Policy of the European Union
4.Cases of innovation
Demonstration of the syllabus coherence with the curricular unit's learning objectives
Chapter 1 sets out theoretical currents that lay down clues to explain chronic socio-spatial inequalities in economic growth and harmonious development in the global-local and urban-rural contexts. Chapter 2 focuses on social innovation, accompanying publications with the Seal of the European Union and the Young Foundation on relevant conceptual and methodological aspects. Chapters 3 and 4 are intended to achieve the operationalization of social innovation through governance models and cases with manifest social impact.
Teaching methodologies (including evaluation)
At each chapter the teacher will make the theoretical and empirical framework, using pedagogical materials to be made available in Moodle. Then, the students will be called to participate actively having the task of presenting regularly themes proposed by the teacher, via Colibri / Zoom, using the bibliographic references provided in Moodle and others previously validated by the teacher. Webinars on social impact assessment will be provided. The evaluation elements will include: individual written test, in sync through an institutionalized platform: 35%; textual elements submitted at Moodle: 30%; presentations: 25%;
comments in synchronous sessions and in the forum: 10%.
In the evaluation regime by final examination, only one written test will be applied, and there will be oral test if the classification obtained is equal to or greater than 16 values, in accordance with the General Regulation of Assessment of Knowledge and Skills.
Demonstration of the coherence between the teaching methodologies and the learning outcomes
Given the context of e-learning, the active method will make students more intensely involved in understanding the problem targeted with special emphasis on inclusive and sustainable industrialization, reducing inequalities within countries, creating sustainable, resilient and inclusive regional and urban communities, and ensuring sustainable consumption and production patterns.
Naturally, the teacher will provide the fundamental theoretical bases at the beginning of each chapter, following the expository method, so that students have analytical and interpretive capacity of the contents to be streamlined by them through presentations and written works. The diversity of forms of synchronous and asynchronous participation aims to promote open debate and collective learning in subjects that require joint reflection and individual research based on the literature provided and another that has scientific relevance.
In this multifaceted way, the master's students will be more effectively involved in the process of acquiring knowledge and raising awareness of the problem in question.
Bibliography (Mandatory resources)
Azevedo, C., Franco, R. C., Meneses, J. W. (2010). Gestão de organizações sem fins lucrativos: O desafio da inovação social, pp. 15-132. Porto: Imoedições. CASES, Fundação Montepio, SCML e 4CHANGE. (2018). Impacto Social - Prototipagem: ideias para partilhar. European Commission (2013). Guide to Social Innovation. Brussels: Directorate-General for Research and Innovation. European Commission (2017). Vision and Trends of Social Innovation for Europe. Brussels: Directorate-General for Research and Innovation. Bureau of European Policy Advisers (BEPA) (2010). Empowering people, driving change, social innovation in the European Union. Luxemburgo: EUR-OP. Murray, R., Caulier-Grice, J., & Mulgan, G. (2010). The Open Book of Social Innovation. London: The Young Foundation.
Oliveira, P. (2013). A influência do meio local nas dinâmicas de inovação do complexo agroalimentar do Vale do Tejo: análise e formulação de estratégias territoriais de ação coletiva. Lisboa: ISCTE-IUL.
Observations
The teacher continued the classes in a distance learning regime, and no further changes were necessary.
