This research investigates how public service organisations (PSO’s) use public procurement, referred to as the acquisition of goods and services by PSOs, to analyse the processes through which a PSO acquires innovative goods and services in order to improve public services. Despite a number of success stories from the literature (Phillips et al, 2007; Uyarra, 2010; Yeow et al, 2011), PSOs struggle to procure and implement innovation (e.g. Uyarra et al, 2014a). One major reason for this lack of innovation procurement and adoption is the nature of governance of the procurement process in the public sector (Rolfstam, 2009).Drawing from the public sector and organisational governance literature, this research develops a conceptual framework to investigate how internal, managerial and external governance affects the willingness and ability of PSOs to procure innovative goods and services. External governance refers to overarching bodies of organisations and institutions situated outside the PSO which influences policy and organisational arrangements of PSOs. Managerial governance refers to organisational actors and other stakeholders brought together to form governing boards which directly control and support the PSO leader. Internal governance refers to the day-to-day operations and delivery of a public service. This research adopts a positivist approach with a deductive inquiry process. Using the English secondary education system as the PSO under investigation this research utilises a mixture of quantitative (survey to two types of secondary schools in England) and qualitative methods (four case studies). The findings of this research indicate that these three governance levels influence PSOs procuring innovation in a number of ways. External governance can determine the decision-making process and what can and cannot be procured to improve the service and how budgets are used for innovations. External governance can also act as a source of expertise and knowledge, create opportunities and incentivise PSOs by establishing conditions, mechanisms and access to large scale programmes and initiatives. Similarly, managerial governance entails actors to act as gatekeepers in the decision making process, assisting in procurements by leveraging expertise from other positions and improving the chances of procuring innovation through partnership arrangements with internal governance actors. At the internal governance level, procurement of innovation is greatly improved when ‘champions’ support innovative solutions and when staff responsible for the delivery of the service (i.e. teachers) specify requirements. This research makes three contributions. Firstly, it develops a conceptual framework for public procurement of innovation (PPI) with governance at the centre. Secondly, it adds to the growing body of literature of PPI practice and the barriers faced by PSOs. Finally, this research pays attention to education, a public service sector that has been overlooked by previous studies. Consequently, this research may help policy-makers and practitioners to better understand the governance of PPI.

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Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2017-01-23T19:59:53Z No. of bitstreams: 1 Cristiane Santana Teles Pereira.pdf: 1423648 bytes, checksum: bbc96cbaecbf534d90e75840d1cde083 (MD5) / Made available in DSpace on 2017-01-23T19:59:53Z (GMT). No. of bitstreams: 1 Cristiane Santana Teles Pereira.pdf: 1423648 bytes, checksum: bbc96cbaecbf534d90e75840d1cde083 (MD5) Previous issue date: 2016-08-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research aimed to identify the role of innovation for managers of Postgraduate Programs in Applied Social Sciences of universities located in ABC Paulista. It presents the main theoretical aspects related to education and curriculum, Brazilian higher education, postgraduate in Brazil, innovation, innovation in Brazil and a compilation of these issues in the chapter on education, innovation and development. The combination of these themes shaped the concept of the study, which was conducted through a qualitative approach, using semi-structured individual face-to-face interviews, in 2016. Six managers/professors of the following postgraduate programs were interviewed: FEI University Center (Administration Course); Methodist University of São Paulo – UMESP (Administration and Communication courses); Municipal University of São Caetano do Sul – USCS (Administration course); and Federal University of ABC – UFABC (Public Policy course and Territory Planning and Management course). Through the transcription of the interviews and discourse analysis, five categories were identified: innovation study; innovation in the curriculum of the programs; education in Brazil; incentives and difficulties; and public policy. The results of the study show that the role of innovation should be to go beyond an isolated and exclusive discipline; it must integrate and interact with all other disciplines of Stricto Sensu courses, regardless of the area of study, besides being part of the postgraduate program structure. / Programas de Pós-Graduação em Ciências Sociais Aplicadas das universidades localizadas no ABC Paulista. Para isso, foram apresentados os principais aspectos teóricos relacionados a educação e currículo, ensino superior brasileiro, pós-graduação no Brasil, inovação, inovação no Brasil e um compilado desses assuntos no capítulo sobre educação, inovação e desenvolvimento. A combinação desses temas formatou a conceituação do estudo, o qual foi realizado por meio de uma abordagem qualitativa, com a realização de entrevistas semiestruturadas, individuais e presenciais, ocorridas em 2016. No total foram entrevistados seis gestores/professores dos programas de pós-graduação das seguintes instituições: Centro Universitário da Fundação Educacional Inaciana – FEI (curso de Administração); Universidade Metodista de São Paulo – UMESP (cursos de Administração e Comunicação); Universidade Municipal de São Caetano do Sul – USCS (curso de Administração); e Universidade Federal do ABC – UFABC (cursos de Políticas Públicas, e Planejamento e Gestão de Território). Por meio da transcrição das entrevistas e da análise do discurso cinco categorias foram identificadas: estudar a inovação; inovação nos currículos dos programas; educação no Brasil; estímulos e dificuldades; e políticas públicas. Os resultados do estudo apontam que o papel da inovação deve ser o de ir além de uma disciplina isolada e exclusiva; ela deve integrar e interagir com todas as demais, de todos os cursos de stricto sensu, independentemente da linha de pesquisa, além de fazer parte de toda a estrutura dos programas de pós-graduação.

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Describing novel ideas and solutions that more effectively meet people’s needs than existing products, processes, or structures, social innovation (SI) is a promising concept to address the pressing issues of the sustainability challenge that society faces. Social innovation education (SIE) is a recent field in higher education that has gained attention regarding its potential contribution to sustainable development (SD); as such, SIE is nested within the system of education for sustainable development (ESD). The Sustainability Competencies Framework (SCF) suggests key competencies that equip students for work in SD. This thesis assesses the presence of sustainability competencies in SIE programs to provide insights on how SIE can strategically contribute to SD. A global sample of ten SIE programs has been qualitatively investigated; the findings map the content and pedagogies within the programs and provide recommendations for curriculum design that successfully teaches key sustainability competencies. Following a strategic approach for SD, the researchers take the nested system of ESD into consideration and suggest a science-based definition of sustainability across the diversity of programs to facilitate a common discourse and mutual contributions for successful education. The research addresses both educators and institutions of SIE and ESD programs.