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Universities can foster inclusive innovation by establishing a learning and innovation ecology that assists students to pioneer new ways of addressing societal challenges. The paper examines learning by solving as a means of capacitating students with skills for inclusive innovation. Using a platform of engaged scholarship along with design thinking as a problem-solving methodology in a master's level course, a case study is presented that addresses the experience of Deaf patients at a public healthcare facility in South Africa. The course bridged the gap between theory and practice, facilitated experiential learning, enabled students to handle complex challenges and enabled productive collaboration. The approach empowers students with a skill set for addressing contemporary social challenges, and resonates with the concept of the 'developmental university', which has the mandate of addressing the needs of the society in which it is located. [ABSTRACT FROM AUTHOR]

This article builds on the concept of the ‘Development University’ and draws on findings from previous studies by the author on the transformation pathway and a university-coordinated intermediary platform at the University of Fort Hare. The article places the university at the centre of the development of an innovation ecosystem to facilitate the development of ecosystem platform architectures for engaged scholarship projects and their implementation for the benefit of local communities. The platform ecosystem design framework derived in this article approaches the analysis from three levels: (1) Contextual considerations and design requirements through a development pathway framework; (2) distinguishing between top-down creation of institutional mechanisms and the emergence of bottom-up engaged scholarship activities; and (3) some reflection on the governance and orchestration of the intermediary platform architectural design considerations. [ABSTRACT FROM AUTHOR]