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F. T. T. Ribas and J. Macke
reintegrate people in this context is by creating social actions or practices through
entrepreneurship or social innovation (Westley and Antadze 2010).
Regarding the results already achieved by the project, some critical factors for
the success of the project were found, such as leadership, networking, financing,
alignment of needs and commitment. The networking of this case took place through
the project coordinators and the group leader, as they already formed a network of
other previous actions, and this facilitated the continuity of the partnership because
of trust (Table 4).
Crowdfunding was one of the main drivers, given the cost of maintaining the
project. The alignment factor of the participants’ needs was present in this action since
everyone was seeking qualification due to unemployment. Social projects can play
an important role in fighting unemployment and promoting job growth, especially
for people at high risk of exclusion from the labor market (Defourny and Nyssens
2007).
The results indicate that projects carried out within higher education institutions
(HEI) take advantage of innovative knowledge and approaches, acting as a motor
and agent of systematic social change (Kim and Leu 2011).
3.4 Painting and Art for Kids Project
Through an initiative of a fine artist and an HEI teacher and crowdfunding funding,
a painting project for socially vulnerable children was created. At the first meeting,
the issue and purpose of the project were discussed, as well as the definition of the
target audience—children who were taken out of their homes for lawsuits because
of family abuse.
As for the project’s results, some key factors such as leadership, networking,
commitment, and funding have already been noted. As for the leadership of this
case, the artist along with the teacher of the educational institution, coordinated the
survey of financial and material resources, mobilizing their networking. Leadership,
coordination, and other factors can all be combined in directing action (Westley et al.
2009).
Networking served as a key factor for building interpersonal relationships, as well
as facilitating action through the knowledge of the coordinators. Commitment as a
key factor served as the basis for keeping the actors active in the central objective,
being visible in the behavior of the project leaders, as well as the social institution
of childcare. Table 5 shows the drivers of social innovation in the Painting and Arts
for Kids project.
F. T. T. Ribas and J. Macke
reintegrate people in this context is by creating social actions or practices through
entrepreneurship or social innovation (Westley and Antadze 2010).
Regarding the results already achieved by the project, some critical factors for
the success of the project were found, such as leadership, networking, financing,
alignment of needs and commitment. The networking of this case took place through
the project coordinators and the group leader, as they already formed a network of
other previous actions, and this facilitated the continuity of the partnership because
of trust (Table 4).
Crowdfunding was one of the main drivers, given the cost of maintaining the
project. The alignment factor of the participants’ needs was present in this action since
everyone was seeking qualification due to unemployment. Social projects can play
an important role in fighting unemployment and promoting job growth, especially
for people at high risk of exclusion from the labor market (Defourny and Nyssens
2007).
The results indicate that projects carried out within higher education institutions
(HEI) take advantage of innovative knowledge and approaches, acting as a motor
and agent of systematic social change (Kim and Leu 2011).
3.4 Painting and Art for Kids Project
Through an initiative of a fine artist and an HEI teacher and crowdfunding funding,
a painting project for socially vulnerable children was created. At the first meeting,
the issue and purpose of the project were discussed, as well as the definition of the
target audience—children who were taken out of their homes for lawsuits because
of family abuse.
As for the project’s results, some key factors such as leadership, networking,
commitment, and funding have already been noted. As for the leadership of this
case, the artist along with the teacher of the educational institution, coordinated the
survey of financial and material resources, mobilizing their networking. Leadership,
coordination, and other factors can all be combined in directing action (Westley et al.
2009).
Networking served as a key factor for building interpersonal relationships, as well
as facilitating action through the knowledge of the coordinators. Commitment as a
key factor served as the basis for keeping the actors active in the central objective,
being visible in the behavior of the project leaders, as well as the social institution
of childcare. Table 5 shows the drivers of social innovation in the Painting and Arts
for Kids project.