Linking motivation and alliance to perceived ambidexterity outcomes at the individual level in academia

Abstract

Purpose Previous research has considered human motivation as a determinant of inquisitiveness, learning and innovation. However, how student’s motivation affects both exploitative/exploratory research outcomes has not yet been sufficiently addressed. The purpose of this paper is to examine self-determination theory (SDT) as a conceptual tool to understand post-graduate student’s academic motivation and how it affects two types of ambidextrous outcomes (exploitative and exploratory), and thus posit relational capital as an important mediator in the motivation–innovation process. Design/methodology/approach The authors draw conclusions using 331 valid post-graduate foreign scholars data collected via online survey in three Chinese Universities and conduct data analysis using the structural equation modeling technique (AMOS). Findings Results indicate that: academic motivation and perceived collaboration capability both has a significant effect on exploitation behavior; there was no significant relationship between academic motivation and tendency to collaborate with actors within their networks; collaboration capability and exploitation behavior mediate the relationship between academic motivation and exploration behavior; and further a complementary link was found to exist between exploitation behavior and exploration behavior in students attempt to be ambidextrous. Originality/value The authors advance innovation research by expanding SDT to include relational perspective as an antecedent of ambidexterity (exploration/exploitation behaviors) and provide new insights into current understanding of research engagement in higher education settings. The authors highlight some implications for educational agencies seeking to promote the emergence of psychological and relational conditions to enhance novelty in post-graduate internationalized education.

Intrinsic and Extrinsic Motivation for University Staff Satisfaction: Confirmatory Composite Analysis and Confirmatory Factor Analysis

“…Intrinsic motivation emerges when acting occurs for its purpose rather than for receiving material or social reinforcement. People who are intrinsically motivated voluntarily engage in an activity without external or internal cohesion and expectant rewards (Teye et al, 2019). It is the most self-determined or autonomous form of motivation where the underlying actions are performed purely for the pleasure of the act itself.…”

Positive Management of Universities: A Model of Motivation to Strive for Scientific Excellence

“…Based on the self-determination theory, the relational perspective provides new insights into understanding motivation in higher education settings. Universities want to seek to promote the emergence of psychological and relational conditions in order to enhance creativity and innovation (Teye et al, 2019).…”

“…Recent changes in the landscape of scholarly communication have shown that motivation based on external instruments in the form of rewards and punishments is insufficient and poorly matched to the goals of universities (Cerasoli, Nicklin, & Ford, 2014;Leja, 2015). Furthermore, very few studies into motivation among academics have focused on the institutional and the individual lenses (Blind, Pohlisch, & Zi, 2018;Christensen, Dyrstad, & Innstrand, 2018;Teye et al, 2019). Thus, a more appropriate model of motivation in academics is needed.…”