Global Journal of Management and Business Research, A: Administration and Management, Volume 22 Issue 9

material resources, but a dearth of knowledge about the local resource (Machimana et al., 020). Universities can partner with communities to address critical twenty-first century challenges and LaDuca et al. (2020) reflected on an innovative initiatives mat provided for trans disciplinary community engagement in pursuit of social justice. Core Arguments, Themes, and Issues Addressed: In an increasingly complex and rapidly changing world, discussions about how best to educate and prepare graduates for the new challenges of the twenty-first century abound. Knowledge Alliances between HEIs and businesses which aim to foster innovation, entrepreneurship, creativity, employability, knowledge exchange and/or multi-disciplinary teaching, learning and research are therefore becoming increasingly necessary and relevant. The changing nature of contemporary society highlights that social issues are often highly complex and multi-faceted. As we enter an era where cooperative and creative skills, competencies and attitudes are recognized as significant in responding to societal challenges, developing graduates capable of operating effectively in multi-disciplinary and inter-disciplinary environments is critical. The challenge of equipping students with relevant skills and knowledge in the future employment markets can only be achieved by working globally and collaboratively and learning from the wide variety of partners and their networks about the various ways to prepare graduates across disciplines. Higher education includes a set of systematized knowledge and practical skills, which allow solving theoretical and practical problems on a professional profile, using and creatively developing modern achievements of science, technology and culture. Consequently, higher education aims to ensure that their graduates, by realizing their acquired knowledge in the process of working life, benefit society and the State as a whole, ensuring its constant development. To draw possible solutions to the complex challenges mentioned above, the core themes discussed below include: 1. Introduction of the spheres of influence for enhancing social innovation in higher education and the varied facets of social innovation in HEIs. 2. Contribution of the higher education institutions in fostering the development of the social innovation ecosystem. 3. Uptake of digitalization in higher education institutions as a driver of social oriented innovations. 4. Development of a social innovation competence framework meant to educate entrepreneurs to go internationally. 5. Discussion of higher education practices for social innovation and sustainable development. 6. Introduction of a higher education social enterprise program that advances understanding of social entrepreneurship and social enterprise development in higher education. 7. Discussion of the dimensions of societal impact of research produced by HEIs and introduction of a framework for managing research with societal impact in HEIs. 8. Discussion of the role of HEIs in creating socially responsible innovations. 9. Analysis of how responsible research and innovation activities are understood by regional stakeholders, particularly regarding how the roles of different actors are constituted, and how different actors facilitate social innovation. 10. Introduction of a co-creation platform developed on a quadruple helix framework for solving week social challenges. 11. Analysis of social innovations emerging from academic nursing-community partnerships. 12. Discussion of social innovation in HEIs from a Disability Studies perspective. 13. Analysis of the possibilities of using financial instruments such as social impact bonds for additional funding of higher education institutions. Questions Raised and Solutions provided by following research questions emerge: 1. How to develop students to become the next generation of ‘innovators’ prepared to create, collaborate and navigate the world’s complexities (Der Zwaan, 2017)? 2. How can HEIs equip their students (and other learners) with the knowledge and skills necessary to engage with and respond to twenty-first century challenges and opportunities? 3. How can various stakeholders (academia, private and public sector institutions and end-users) be more actively engaged in developing changes in education to support multi-disciplinary education? 4. How to boost the HEIs’ ability to translate research results into the economy and civil society? 5. How to foster digitally facilitated social innovation collaboration? The overall research questions that incorporate the above are two-fold: What is the HEIs’ role in creating social change, transformation and impact? And how to strengthen the HEIs’ social innovation efforts in order to be sustainable? Answers provided below include: 1. Identifying conditions for innovation in academic settings to produce socially relevant outcomes. 2. Insights about how HEIs promote social innovation and suggests how the present system can be improved. 46 Global Journal of Management and Business Research Volume XXII Issue IX Version I Year 2022 ( ) A © 2022 Global Journals A Bibliometric Analysis: Higher Educational Institutions Role in Social Entrepreneurship