Learn in Order to Innovate: An Exploration of Individual and Team Learning as Antecedents of Innovative Work Behaviours in Ghanaian Technical Universities

Eli Ayawo Atatsi; Petru L. Curșeu; Jol Stoffers; Ad Kil

doi:10.3390/su14074012

Learn in Order to Innovate: An Exploration of Individual and Team Learning as Antecedents of Innovative Work Behaviours in Ghanaian Technical Universities

Eli Ayawo Atatsi, Petru L. Curșeu, Jol Stoffers, Ad Kil

Research output: Contribution to journal › Article › Academic › peer-review

1 Citation (Web of Science)

Abstract

Ghanaian higher education is continuously transforming, and teachers are constantly encouraged to innovate and change. We test a mediated-moderation model that assesses interplays among individual learning (IL), team learning (TL), gender, and innovative work behaviours (IWB) in a sample of 487 lecturers from six technical universities in Ghana. Results suggest that team learning mediates the influence of individual learning on IWB, and gender moderates the remaining direct association between individual learning and IWB such that individual learning appears conducive to IWB among men but not women. This study encourages focusing on team learning to drive knowledge-sharing within and across faculties to generate sustainable innovative outcomes, and it points to ways in which higher education managers and human resources practitioners can invest in human resources to enhance IWB and, subsequently, performance in higher education.

Original language	English
Article number	4012
Pages (from-to)	1-13
Number of pages	13
Journal	Sustainability
Volume	14
Issue number	7
DOIs	https://doi.org/10.3390/su14074012
Publication status	Published - 1 Apr 2022

Keywords

DIVERSITY
GENDER
HIGHER-EDUCATION
IMPLEMENTATION
JOB DEMANDS
LEADERSHIP
METHOD BIAS
ORGANIZATIONS
PERFORMANCE
SERVICE
gender
higher education institutions
individual learning (IL)
innovative work behaviours (IWB)
team learning (TL)

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title = "Learn in Order to Innovate: An Exploration of Individual and Team Learning as Antecedents of Innovative Work Behaviours in Ghanaian Technical Universities",

abstract = "Ghanaian higher education is continuously transforming, and teachers are constantly encouraged to innovate and change. We test a mediated-moderation model that assesses interplays among individual learning (IL), team learning (TL), gender, and innovative work behaviours (IWB) in a sample of 487 lecturers from six technical universities in Ghana. Results suggest that team learning mediates the influence of individual learning on IWB, and gender moderates the remaining direct association between individual learning and IWB such that individual learning appears conducive to IWB among men but not women. This study encourages focusing on team learning to drive knowledge-sharing within and across faculties to generate sustainable innovative outcomes, and it points to ways in which higher education managers and human resources practitioners can invest in human resources to enhance IWB and, subsequently, performance in higher education.",

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author = "Atatsi, {Eli Ayawo} and Curșeu, {Petru L.} and Jol Stoffers and Ad Kil",

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doi = "10.3390/su14074012",

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T2 - An Exploration of Individual and Team Learning as Antecedents of Innovative Work Behaviours in Ghanaian Technical Universities

AU - Atatsi, Eli Ayawo

AU - Curșeu, Petru L.

AU - Stoffers, Jol

AU - Kil, Ad

PY - 2022/4/1

Y1 - 2022/4/1

N2 - Ghanaian higher education is continuously transforming, and teachers are constantly encouraged to innovate and change. We test a mediated-moderation model that assesses interplays among individual learning (IL), team learning (TL), gender, and innovative work behaviours (IWB) in a sample of 487 lecturers from six technical universities in Ghana. Results suggest that team learning mediates the influence of individual learning on IWB, and gender moderates the remaining direct association between individual learning and IWB such that individual learning appears conducive to IWB among men but not women. This study encourages focusing on team learning to drive knowledge-sharing within and across faculties to generate sustainable innovative outcomes, and it points to ways in which higher education managers and human resources practitioners can invest in human resources to enhance IWB and, subsequently, performance in higher education.

AB - Ghanaian higher education is continuously transforming, and teachers are constantly encouraged to innovate and change. We test a mediated-moderation model that assesses interplays among individual learning (IL), team learning (TL), gender, and innovative work behaviours (IWB) in a sample of 487 lecturers from six technical universities in Ghana. Results suggest that team learning mediates the influence of individual learning on IWB, and gender moderates the remaining direct association between individual learning and IWB such that individual learning appears conducive to IWB among men but not women. This study encourages focusing on team learning to drive knowledge-sharing within and across faculties to generate sustainable innovative outcomes, and it points to ways in which higher education managers and human resources practitioners can invest in human resources to enhance IWB and, subsequently, performance in higher education.

KW - DIVERSITY

KW - GENDER

KW - HIGHER-EDUCATION

KW - IMPLEMENTATION

KW - JOB DEMANDS

KW - LEADERSHIP

KW - METHOD BIAS

KW - ORGANIZATIONS

KW - PERFORMANCE

KW - SERVICE

KW - gender

KW - higher education institutions

KW - individual learning (IL)

KW - innovative work behaviours (IWB)

KW - team learning (TL)

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M3 - Article

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JO - Sustainability

JF - Sustainability

IS - 7

M1 - 4012

ER -

Learn in Order to Innovate: An Exploration of Individual and Team Learning as Antecedents of Innovative Work Behaviours in Ghanaian Technical Universities

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Keywords

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