Leadership is an important factor affecting organizational innovation. Many studies show that transformational leadership has positive and significant influence on organizational innovation. Based on a literature review and previous work, this study aims to investigate the influence of transformational leadership on organizational innovation and to examine whether organizational learning is a mediator between their relationships. Structural equation modeling was used to test the model. The research sample consisted of 330 teachers in charge of administration in postsecondary schools. The findings of this study provide evidence that transformational leadership and organizational learning have significant positive relationship influence on organizational innovation. The research also demonstrates that there is significant effect on the role of mediation in organizational learning on the relationship between transformational leadership and organizational innovation. The study suggests that if school principals use the strategies of transformational leadership and organizational learning at the same time, organizational learning was highly effectiveness to achieve organizational innovation in the postsecondary schools.

The purpose of this study was to examine the role of organizational learning as a mediator variable between support for innovation and organizational innovation. Samples for this study were randomly selected from 22 technological colleges in Taiwan. The final sample included 322 participants in the full sample which accounted for 58.42 % of the sample. A structural equation modeling (SEM) approach was used to evaluate the complex structure of the proposed research constructs. The study concluded that organizational learning was an important determinant of organizational innovation in technological colleges. Support for innovation had a positive relationship on organizational learning and organizational innovation.

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Innovation is an important basis for successfully gaining global market shares in the era of technological changes. In order to maintain national competitiveness, the government attaches great importance to innovative thinking ability. To this end, throughout various stages of education in Taiwan, creativity competitions are held. Among them, at universities and colleges, annual innovation and entrepreneurship competitions are held; at vocational high schools, national creativity project work competitions are held. In this study, award-winning students from the two competitions were selected. The creative concept design capability scale was adopted to compare the award winners and non-winners in terms of differences in innovative thinking points. The creative concept design capability scale was used to assess the gap among students who received training, college project instructors, and student innovative thinking points. Findings show that the overall innovative thinking points are mostly concentrated in the appearance. University/college of technology or vocational high school competition award winners alike have a significantly higher total score compared to the total innovative thinking points score of regular university/college of technological teachers and students. However, as to the innovative thinking points for different categories, university and college award winners of innovation entrepreneurship competitions tend to put the chemical change of innovative thinking points to better uses; vocational high school award winners of creativity project work competitions tend to put the external size and external texture layout of innovative thinking points to better uses. The university and college students on the project team are better able to use the physical changes, structural complexity, operability, shape changes, functional enhancement, and usage enhancement of the innovative thinking points. This study recommends that students select more related professional practical courses to "learn by doing". Students are encouraged to participate in off-campus learning activities or creativity competitions so that they can broaden their horizons. As for teaching, teachers may lead students in site visits to learn about innovative products in the industry. The course design combines theory and practice, case discussions are examples of which.

The purpose of this study is to develop a concept model of integrating off-campus internships and capstone courses through mLearning technologies. There are five steps of this concept model. The first step is to develop the teaching objectives and digital teaching material for the integration of off-campus internships and capstone course in the technological universities. The second one is to introduce the business mentors to join the teaching plan for integrating of off-campus internships and capstone course. The third one is to design a pretest-posttest control group experimental design. The experiment group uses our course design and based the mlearning technologies to achieve the teaching strategy. Then, the study will compare the result of two groups in pretest and posttest. It will take the pretest scores of employability skills for experiment group as covariates. Finally, it will use ANCOVA analysis to understand whether students can effectively enhance the employability skills through mLearning teaching strategies during off-campus internship and capstone courses.