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This essay contributes to the ongoing exposition of a project management-focused understanding of “public policy” implementation. Distinct from previous studies that take a predominantly administrative sciences perspective, the delivery and implementation of publicly funded infrastructure projects as an instrument of public policy is explored through the lens of legal frameworks.

We adopt the explanation-building review approach to provide descriptions and explanations of the relevant enablers and context necessary for the successful delivery and implementation of publicly funded infrastructure projects.

The ambiguity associated with public policy is more likely to hinder than facilitate the use of publicly funded infrastructure projects as preferred instruments of choice for implementing public policy.

Despite substantial interest among academics and practitioners in utilising projects as tools for public policy implementation, thorough discussions on the legal complexities inherent in these projects remain scarce.

The purpose of this study is to explore the development of “social innovation (SI)” research within Higher Education Institutions (HEIs) context.

This paper explores academic databases (Web of Science/Scopus/Sage), to identify relevant papers focused on SI. Using a systematic literature review (SLR) with narrative-assessment approach, the “VOSviewer” tool is used to analyse relationships between themes/subthemes related to SI in HEIs. Additionally, Excel’s polynomial-trendline feature is used to track publication numbers over time.

This research identified five themes related to HEIs and SI trends, each exposing important aspects of higher education and SI, including “Sustainable Development; Social Entrepreneurship; Digital Transformation; Research; and Innovation Culture.” This research also identifies best practices of global universities and their SI programmes across 19 topics, including changes in publication volume since 1996.

The SLR reveals research gaps related to HEIs and SI trends that require further investigation. Each of these areas gives scholars/practitioners opportunities for in-depth investigation.

The findings of this study encourage global HEIs to implement SI, become acquainted with the present themes and the programmes conducted by HEIs, recognise the importance of SI trends and fill HE provision gaps around SI.

This paper contributes to knowledge on the promotion of SI in HEIs and sustainable development, while identifying gaps for further research.