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

E.A. Atatsi; P.L. Curseu; J. Stoffers; A. 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

E.A. Atatsi^*, P.L. Curseu, J. Stoffers, A. Kil

^*Corresponding author for this work

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

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
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

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

Access to Document

10.3390/su14074012Licence: CC BY

Cite this

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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.",

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

author = "E.A. Atatsi and P.L. Curseu and J. Stoffers and A. Kil",

note = "Data Source: The data presented in this study are available on request from the corresponding author. The data are not publicly available due to privacy reasons.",

year = "2022",

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AU - Atatsi, E.A.

AU - Curseu, P.L.

AU - Stoffers, J.

AU - Kil, A.

N1 - Data Source: The data presented in this study are available on request from the corresponding author. The data are not publicly available due to privacy reasons.

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.

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