Field notes is a
visual reflection of
learnings from the
RECODE network.

Lessons

What our partners learned about recoding higher education.

Established institutions care about credibility. Leverage trusted relationships to build yours.

In an institutional environment that can be hesitant to adopt bold new ideas, credibility is an essential ingredient to initiate change. It is the quality of being trusted and believed in, and a rare currency for initiatives without a track record. When you might not have the credibility yourself, relationships with established partners can be the critical lever to suspend the disbelief of decision makers and get your new ideas heard.

In 2015, NouLAB received funding from the New Brunswick government. It was a first of its kind – an investment in a university social lab designed to explore solutions to systemic challenges facing the province, and a big reach for NouLAB. Among other factors, co-founder Karina LeBlanc attributes their success to partnerships with the MaRS Solutions Lab and GovLab. Karina believes that these respected organizations, along with the catalytic funding from RECODE, helped NouLAB build the social capital they needed to punch above their weight, and gain traction with a new initiative in a large institution.

Reconciliation has shown us that if a university wants to teach, it must also listen and learn.

Meaningful participation in reconciliation by higher education institutions requires they recognize their role in Canada’s colonial history, and understand how the legacy of residential schools continues to influence perception of the Canadian education system. Institutions must move beyond privileging one way of knowing over another and encourage their thought leaders to embrace humility in community partnerships to cultivate a new identity for institutions as both learners and teachers.

The day prior to the 2016 Indigenous Innovation Summit, RECODE and Junxion, with support from In-Synch Consulting, co-facilitated a dialogue on reconciliation, exploring how post-secondary institutions can support Indigenous entrepreneurship. One key topic was the tension between the language used in entrepreneurship and Indigenous ways of knowing. For example, entrepreneurship often focuses on “disruption,” a sole “pioneering leader”, and wealth accumulation, while Indigenous partners noted they would prioritize natural systems, community collaboration, and wealth distribution.

To learn more about the reconciliation dialogue on entrepreneurship and education, read the final ‘Insights & Observations’ report.

In a 13-week semester, not all weeks are created equal...

It is important to understand the context in which you’re working— extra-curriculars are important on campus, but academics (and paying bills) take priority for students. This means that work on campus must take into account the ebb and flow of the semester. Every step of an initiative is time sensitive and must fit within a small chronological niche. It is usually too late to run projects when students are finishing up papers – but it is also often too early when they are still selecting their courses. Ensure new demands on students match the narrow windows of opportunity that are available.

Campuses have unforgiving timelines and Ryan Murphy from hackED learned this the hard way last year. They missed the deadline of one key task while waiting for more students to register, and this delay had residual effects on the work necessary for the success of their programs. The delay snowballed, and suddenly the hackED team found themselves trying to host events in the midst of exam season. By the time they realized the error it was too late and a routine setback in September ended up limiting student participation in programs at the end of the semester.

"Nothing about us without us" — students and every other stakeholder not invited to the table.

On-campus design challenges are excellent experiential learning opportunities for students to apply their new knowledge and skills towards the betterment of their institution. However, when a challenge is defined without the perspective of the institution’s operations team, energetic students can miss the mark with their new ideas. To design an effective on-campus challenge, involve the operations team early on. Their perspective will help identify more relevant problems, and their knowledge will help students implement the practical solutions they generate.

James Staunch intuitively invited a member of the university operations team to judge a Mount Royal University campus improvement challenge. The next year he asked if they wanted to mentor students along the way. Eventually, he realized that if he focused on the relationship with the operations team and invited them to take part in the design of the challenge itself, they would effectively drive student energy to a relevant challenge area, and be better positioned to implement their solutions. This unique arrangement was demonstrated in a recent project where students worked with the operations team to paint a mural depicting the Blackfoot Nations’ connection to the land occupied by the institution. The collaboration was so successful the operations team and students have since worked together on other campus projects.

Social innovation isn’t terribly difficult to understand, so don’t make it sound like it is.

If you want to broaden your base and work with people from diverse academic and cultural audiences, learn to speak their language. While the social innovation lexicon is useful to communicate concepts in some contexts, it is unintelligible and alienating in others. When bringing new partners to the table, do the hard work of translating your concepts into their language and break down a barrier to their participation. You may be surprised to find that many groups have a useful vocabulary to describe social innovation after all.

For Impact Week at the University of British Columbia, Bruno Lam and his classmates wanted to recruit participants that were previously unaffiliated with social innovation and social entrepreneurship. Instead of using social innovation language when marketing their event, they promoted it with keywords relevant to their target business student audience. For example, one of their posters featured images of stock brokers and proclaimed “Finance can fight climate change. Green bonds issuance jumped from $9B to $72B in three years.” As a result, they saw attendance increase at Impact Week, including the participation of 200 students from the business school.

Chain reactions don’t start without the first collision.

Create the conditions for productive interactions between partners across silos. Decentralized multi-institutional teams don’t bump into each other everyday and need an opportunity to connect. Prioritizing time for team building at the beginning of a new cohort can enable work that is more thoughtful, collaborative and focused, and set off a chain reaction of new partnerships.

In their first year, CHNGR lead, Nicolas Nadeau, discovered they had missed a key step in supporting team and relationship development by not holding an in-person retreat for their entire team. Comfortable learning from their mistakes, CHNGR later identified and defined convening as a foundational activity for their initiative. They started year two with a mandatory co-designed retreat and stuck to their guns; if students couldn’t attend, they couldn’t participate in the program. This initial interaction set the cohort off on a completely different tone, resulting in inter-campus projects and self-generated groups meeting autonomously.

Create change that’s bigger than yourself by understanding the stories of others.

Making social innovation and changemaking the new norm in higher education requires immense courage to look challenges head on and create solid relationships built on trust. Inevitably there will be road bumps and we often need a network of allies that can recognize, encourage and support our journey. Fellow travelers who understand our vision help steer us away from burnout and show us the subtle yet significant changes that remain imperceptible on our own. The ability to see beyond our own narrative and empathize with the stories of others is critical to deepening any collective work aimed at tackling systemic change.

One of the key ways Ashoka builds trust and relationships is through understanding their campus partner’s changemaker story. Danica Straith, Ashoka U lead in Canada, begins by interviewing leaders with questions like “Where were you raised? Why do you do this work? Is there a challenge that could stop you?” This process culminates with a team meeting where everyone shares their changemaker story. As a result, their shared experience connecting with each other’s story becomes foundational to the group’s capacity to work successfully as a team.

As partners, Ashoka and RECODE have also taken time to understand each other’s organizational story and as a result, have designed complementary strategies to support changemaking and social innovation. For example, RECODE provides early risk capital and an anchor for institutions to experiment with new ways of working. Ashoka builds on RECODE’s foundation by providing institutions with a pathway for change once they are engaged, helping to codify changemaking into their operations. RECODE is a field for 1,000 flowers to bloom, Ashoka helps them become a bouquet.

Contributors

Thank you to all our contributors for sharing their valuable reflections, learnings and time.

Connect

What have you learned about recoding higher education this year? Share your #RECODEnotes with the field on Twitter or email Chad at clubelsky@mcconnellfoundation.ca.

 

RECODE is an initiative of the J.W. McConnell Family Foundation.