Digital learning orientation and innovative behavior in the higher education sector: effects of organizational learning culture and readiness for change

Abstract

PurposeIn the emergent context of the digital transformation of learning processes, this study aims to examine the influence of students' digital learning orientation on their innovative behavior, mediated through readiness for change. Furthermore, we investigate how organizational learning culture moderates the aforementioned mediated relationship. From an educational sector stakeholders' perspective, elaborations are made on how the constructs will aid in facilitating and nurturing the sustainable development of educational organizations.Design/methodology/approachThe respondents for this descriptive study were drawn from a student sample, who had taken up postgraduate courses in science and technology streams, in a prominent university in India. Self-reporting questionnaires were administered among the respondents, who were selected through random sampling. Measurement model analysis was done using IBM AMOS 21.0, and path analytic procedures using PROCESS 3.0 macro were used to test the proposed hypotheses.FindingsThe results revealed that digital learning orientation had a significant indirect effect on innovative work behavior, through readiness for change. Also, the conditional indirect effects of digital learning orientation on innovative work behavior, mediated through readiness for change, were influenced by organizational learning culture as the moderator, specifically when the levels of the moderator were low. At optimal levels of an organizational learning culture, digital learning orientation had a significant influence on innovative behavior, through higher readiness for change. However, beyond a certain threshold, organizational learning culture does not have a significant influence on predicting outcomes.Originality/valueThis study is pioneering in conceptualizing and testing a theoretical model linking digital learning orientation, organizational learning culture, readiness for change and innovative behavior. The study is relevant especially in the context of today's students being referred to as “digital natives,” and it, thus, becomes imperative to understand how the same can be translated into work outcomes. Educators are suggested to facilitate an organizational learning culture that is conducive to nurturing positive outcomes among digital native students. Efforts should be oriented toward undertaking teaching pedagogies that will include more of digital gadgets and technologies, enabling higher experiential learning.

A predictive structural model of new ways of working on innovative work behaviour: Higher education perspective in the Gulf Cooperation Council

“…Some scholars (Bunce & West, 1995;Janssen, 2000;Scott & Bruce, 1994;Messmann & Mulder, 2020) advocate the unidimensionality of IWB, which is criticized by others advancing its multidimensionality. Some (Zainal & Mohd Matore, 2021); organizational learning and organizational commitment (Wahyuni et al, 2021); well-being (Ibrahim et al, 2021); hope (Namono et al, 2021); human resource practices (Zreen et al, 2021); digital learning orientation and readiness for change (Aboobaker & Zakkariya, 2021); reflection (Messmann & Mulder, 2015); and leadership style (Khan et al, 2020). Although these studies hint at the importance of job autonomy and exposure to inno- anywhere and anyhow (Moll, 2015).…”

“…Despite the importance of IWB in higher education institutions, studies have only recently tried to identify the predictors and determinants thereof, such as job autonomy, reward and recognition and work engagement (Dixit & Upadhyay, 2021); job autonomy and job commitment (Baharuddin et al, 2019); management support and exposure to innovation (Lambriex‐Schmitz et al, 2020b); teachers' self‐efficacy and school administrators' transformational leadership practices (Zainal & Mohd Matore, 2021); organizational learning and organizational commitment (Wahyuni et al, 2021); well‐being (Ibrahim et al, 2021); hope (Namono et al, 2021); human resource practices (Zreen et al, 2021); digital learning orientation and readiness for change (Aboobaker & Zakkariya, 2021); reflection (Messmann & Mulder, 2015); and leadership style (Khan et al, 2020). Although these studies hint at the importance of job autonomy and exposure to innovation among other factors as key predictors of IWB, none explore how compulsory NWW practices during COVID‐19 are related to faculty members' IWB in higher education institutions.…”

Exploring the Nexus Between Knowledge-Oriented Leadership and Employees’ Innovative Behaviour in SMEs: The Moderating Role of Organisational Learning Culture

“…Individuals are the driving force behind all innovation, and their attitudes and behaviours are crucial to the continuity of competition and inventiveness of organisations (Aboobaker and KA, 2021). Recent research has explored the indirect links between knowledge-oriented leadership and innovation (Donate et al, 2022;Jiang et al, 2021;Shehzad et al, 2021) and the link between organisational learning culture and organisational innovation (Cui et al, 2022;Khan et al, 2021).…”

Use of Interactive Digital Posters as an Innovative Learning Technology in Ukrainian Higher Education (on the example of the course "Children's Literature and Methods of Teaching Literary Reading" )

“…Then it came to computers that were declared harmful, now the grumbling shifted to tablets and smartphones [9]. However, for a modern student it is impossible to imagine the learning process without the use of online platforms, digital technologies, because this generation is called "digital aborigines" [12].…”