When Social Innovations Foster Integral Human Development: Evidence from the Impact of Theatrical Activities on Prison Inmates’ Social Skills

Abstract

We build on scholarly work on social innovation and social psychology to contribute to research on integral human development. This research stream builds on the ethical principles of virtue ethics and humanistic personalism to claim that organizations have the role of helping individuals develop through meaningful interaction with others. It also implicitly assumes that any initiative aimed at achieving this purpose and developing the relational dimension of marginalized individuals will have a homogenous and positive impact. We test this assumption by investigating the impact of a social innovation introduced by Opera Prison for inmates, who are a particularly marginalized category. The social innovation we study takes the form of novel theatrical activities that aim at fostering inmates’ social skills—that is, the cognitive and interpersonal abilities that are required for engaging in positive interpersonal interactions. Because participation in theatrical activities is not exogenous in our setting, we adopt an instrumental variable technique to analyze 396 questionnaires from a random sample of 178 inmates. In contrast to the assumption of integral human development, we find that engagement in theatrical activities has a heterogeneous effect, depending on the specific social skills considered and the characteristics of the inmates involved. Based on this evidence, we contribute to problematizing research on integral human development, virtue ethics, and humanistic personalism and imparting it with greater empirical traction. We also advance research on social innovations by clarifying the blurry relationship between social innovations and social impact.