SOCIAL REPRESENTATION OF THE INNOVATION CONCEPT: CROSS-COUNTRY IN BOLIVIA, BRAZIL, INDIA AND MEXICO
DOI:
https://doi.org/10.23925/2179-3565.2021v12i4p144-166%20Keywords:
Culture, Creativity, Educational institution, Social Representation, Universities.Abstract
The vagueness and confusion in the understanding of the concept of innovation by groups of individuals linked to different social contexts raises questions about how the concept of innovation can be formed at the level of the individual. The understanding of the concept of innovation may be varied and depend on idiographic cultural aspects or particular characteristics. Thus, the following questions arise: Can the meaning of innovation be varied and depend on idiographic cultural aspects such as country, age, gender, language, or social position (e.g., students, teachers, or professionals)? or (ii) Is the meaning of innovation independent of idiographic cultural aspects, but depends on the context of the individual? Researchers involved in this study are especially interested in understanding how groups of students, teachers, and Information Technology professionals in different cultural contexts perceive the concept of innovation. Social Representation Theory (SRT) was applied as the theoretical basis of the study. A quantitative and qualitative approach was adopted to a sample of 584 participants from four countries (Bolivia, Brazil, India and Mexico). The results suggest that the countries involved in the study do not have an innovation-oriented culture at the national level, but innovation may be part of some groups, especially in universities. Cultural parameters, not on a global or national level, but on an organizational or group level, may have the greatest influence on an individual's perception of the concept of innovation. The concept of innovation develops within the micro context in which the individual is embedded.
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