The concept of participatory innovation means that disabled persons become self-determined actors in innovation processes that concern their lives. It can be described as essential both for the development of public services and the creation of products and services in the for-profit sector (Buur & Matthews 2008). It's primarily relevant, because it helps to focus on the needs of users and through this, it can result in products and services that truly reflect on the real challenges that disabled people face. The concept is also important, because it emphasizes the role of higher education institutions in quadruple helix ecosystems (Castiaux, 2016). 

In the field of Disability Studies, participatory innovation has not been in the centre of attention yet (Cserti-Szauer et al, 2022). More typical research topics include the exploration of co-productive processes in the field of public services (Bonfils & Askheim, 2014) or co-creation in product development (Osborne et al, 2016).

In 2019, we founded the Disability / Studies / and Social / Innovation Lab at the ELTE University, Bárczi Gusztáv Faculty of Special Needs Education. The DSSI Lab is an inclusive community of disabled and non-disabled researchers and developers. It facilitates innovative participatory projects from fundraising, through joint planning and implementation to evaluation. From 2022-2023, we conduct two research projects that focus on the role of the DSSI Lab, as well as the mapping of the participatory innovation methodology in Hungary.

Therefore the aim of our case study is two-fold. Qualitative, expert interviews with members of the DSSI Lab analyze how a Living Lab can function as a catalist in development (van Geenhuizen, 2016, Liedtke et al 2011). On the other hand, we present the results of a qualitative field study with two service development projects that implement the participatory approach. Based on these experiences, we describe the advantages and obstacles that can characterize participatory innovation processes in practice.

Bibliography

Bonfils, I. S., & Askheim, O. P. 2014. Empowerment and personal assistance–resistance, consumer choice, partnership or discipline? Scandinavian Journal of Disability Research, 16(S1), 62–78

Buur, J., & Matthews, B. 2008. Participatory innovation. International Journal of Innovation Management, 12(03), 255–273

Castiaux, A. 2016. From the Triple to the Quadruple Helix: Living Labs as „In Vivo” Research Entities. In Ghymers, C. & Leiva, P. eds. Construyendo El Espacio ComÚn de Educación Superior, Ciencia, Tecnología e Innovación para la AsociaciÓn Estratégica Birregional. LOC - Comité Local Organizador, 180-183.

Cserti-Szauer et al. 2022. Social Innovation in Higher Education from a Disability Studies Perspective. In: Păunescu, C., Lepik, KL., Spencer, N. (eds) Social Innovation in Higher Education. Innovation, Technology, and Knowledge Management. Springer, Cham.

Liedtke, C. et lal. 2012. LIVING LAB: user-driven innovation for sustainability. International Journal of Sustainability in Higher Education, 13, 2, 106 – 118.

Osborne, S. P. et al. 2016. Co-production and the co-creation of value in public services. A suitable case for treatment? Public Management Review, 18(5), 639–653.

van Geenhuizen, M. 2016. Living Labs as boundary-spanners between Triple Helix actors Journal of Contemporary Eastern Asia 15, 1, 78-97