Innovative work behavior among academic staff in higher education institutions in China / Qingjin Lin
In order to achieve the innovation and goals of higher education institutions (HEIs) and to effectively meet the increasing competition and challenges, HEIs are looking for different ways to encourage innovative work behavior among academic staff. Based onsocial exchange theory (SET) and conservatio...
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis |
| Published: |
2024
|
| Subjects: | |
| Online Access: | http://studentsrepo.um.edu.my/15353/1/Qingjin_Lin.pdf http://studentsrepo.um.edu.my/15353/2/Qingjin_Lin.pdf http://studentsrepo.um.edu.my/15353/ |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | In order to achieve the innovation and goals of higher education institutions (HEIs) and to effectively meet the increasing competition and challenges, HEIs are looking for different ways to encourage innovative work behavior among academic staff. Based onsocial exchange theory (SET) and conservation of resources (COR)theory, this study explored the potential mechanisms and boundary conditions of the relationship between multifactorial antecedents (organizational justice, perceived organizational support (POS), transformational leadership, ethical leadership, and cultural intelligence (CQ)) and innovative work behavior of academic staff. Data were collected from academic staff and their immediate leaders in 226 HEIs in China. The results showed that (1) all four antecedent variables including POS, transformational leadership, ethical leadership, and CQ could significantly contribute to innovative work behavior, except for organizational justice, which had a non-significant direct relationship with innovative work behavior; (2) the mediating mechanism of work engagement between CQ and innovative work behavior was non-significant; however, organizational justice, POS, transformational leadership, and ethical leadership were allpositively associated withinnovative work behavior through the mediating role of work engagement; (3) psychological empowerment acted as a moderator between multifactorial antecedents (organizational justice, POS, transformational leadership, ethical leadership, and CQ) and innovative work behavior of academic staff. Based on this, this study also discusses and highlights theoretical and practical implications, limitations, and recommendations.
|
|---|