The Effects of Technological Innovation, Organizational Innovation and Absorptive Capacity on Product Innovation: A Structural Equation Modeling Approach

Abstract

This study investigates the impacts of organizational innovation, technological innovation and absorptive capacity on product innovation as well as examines the antecedents of technological innovation and organizational innovation in one of the Tertiary Education Institutions in Malaysia. A total of 600 samples were distributed to the tertiary students. A questionnaire survey was adopted as the main method of data collection and structural equation modeling was applied as a data analysis tool. The findings indicate that: (1) Organizational innovation, technological innovation and absorptive capacity are positively related to product innovation respectively; (2) Technological innovation positively mediates the relationship between organizational innovation and product innovation; (3) Technological innovation positively mediates the relationship between absorptive capacity and product innovation; (4) Organizational innovation positively mediates the relationship between absorptive capacity and technological innovation; (5) Organizational innovation positively mediates the relationship between absorptive capacity and product innovation. The findings of this study do provide relevant theoretical, managerial and policy contributions in the literature.

Absorptive capacity and innovation in low-tech companies in emerging economies

“…This result coincides with that obtained by Min et al (2015), highlighting that our study contributes by including marketing innovation as a dimension of non-technological innovation…”

“…It should be noted that Min, Ling, & Piew (2015) analyzed how organizational innovation mediates the relationship between absorptive capacity and technological innovation.…”

Capacidades de absorción, un diagnóstico en la pequeña y mediana empresa del giro industrial

“…Si bien Cohen y Levinthal (1999) indicaban que el conocimiento previo de una organización puede fungir como obstaculizador en la asimilación del nuevo conocimiento, Srivastava et al (2015) incorporan la diferenciación entre el esfuerzo y la capacidad tecnológicos, referidos a la innovación de la firma como factores condicionantes de la CA. En años recientes, las investigaciones empíricas en torno a la CA se han vuelto mas numerosas, confirmando su influencia en la capacidad de innovación de las empresas, generalmente se confirma que la habilidad para capturar y procesar los cambios en el ambiente externo de la empresa son fundamentales (Ming, Ling y Piew, 2016;Mikhailov y Reichert, 2020), también han surgido investigaciones que se enfocan a estudiar a pequeñas y medianas empresas como el estudio de Limaj y Bernroider (2019) y el caso de esta investigación.…”

Okul Müdürlerinin Yenilik Yönetimi Yeterliklerinin Cinsiyete Göre İncelenmesi: Bir Meta-Analiz Çalışması

“…When national and international literature is analysed, it can be observed that a significant increase in the number of researches related to innovation management in schools in recent years can be seen. (Ağaoğlu, Altınkurt, Yılmaz and Karaköse, 2012;Akomolafe, 2011;Argon, İsmetoğlu and İşeri, 2014;Aydoğar, 2018;Bayrakçı and Eraslan, 2014;Boydak Ozan and Karabatak, 2013;Bülbül, 2012b;Damanpour and Schneider, 2006;Demiraçan, 2019;Dönmez, 2018;Göl, 2012;Greany, 2018;Eraslan, 2014;Eroğlu Bozkurt, 2019;Esen, 2016;Göl ve Bülbül, 2012;Görgel, 2018;Jolles, McBeath, Carnochan and Austin, 2016;Judd, 2017;Karaca, 2019;Top, 2011;Karataş, Gök and Özçetin, 2015;Koch, Binnewies and Dormann, 2015;Kurt, 2016;Min, Ling and Piew, 2016;Mürtezaoğlu, 2015;Orapeleng, 2017;Ömür, 2014;Öztürk, 2017;Park, 2012;Pihie, Asimiran and Bagheri, 2014;Selçuk, 2018;Şahin, 2018;Watt, 2002;Yaman, 2018). Some of these researches mentioned have been carried out at the national level, in accordance with the perceptions of teachers, so as to determine the innovation management competencies of school principals according to various personal (demographic) variables.…”

“…Ulusal ve uluslararası alanyazını incelendiğinde son yıllarda okullarda yenilik yönetimi konusuyla ilgili araştırmaların sayısında ciddi bir artış olduğu görülmektedir (Ağaoğlu, Altınkurt, Yılmaz ve Karaköse, 2012;Akomo-lafe, 2011;Argon, İsmetoğlu ve İşeri, 2014;Aydoğar, 2018;Bayrakçı ve Eraslan, 2014;Boydak Ozan ve Karabatak, 2013;Bülbül, 2012b;Damanpour ve Schneider, 2006;Demiraçan, 2019;Dönmez, 2018;Göl, 2012;Greany, 2018;Eraslan, 2014;Eroğlu Bozkurt, 2019;Esen, 2016;Göl ve Bülbül, 2012;Görgel, 2018;Jolles, McBeath, Carnochan ve Austin, 2016;Judd, 2017;Karaca, 2019;Top, 2011;Karataş, Gök ve Özçetin, 2015;Koch, Binnewies ve Dormann, 2015;Kurt, 2016;Min, Ling ve Piew, 2016;Mürtezaoğlu, 2015;Orapeleng, 2017;Ömür, 2014;Öztürk, 2017;Park, 2012;Pihie, Asimiran ve Bagheri, 2014;Selçuk, 2018;Şahin, 2018;Watt, 2002;Yaman, 2018). Bu araştırmaların ulusal düzeyde yapılanlardan bir kısmı ise öğretmen algıları doğrultusunda çeşitli kişisel (demografik) değişkenlere göre okul müdürlerinin yenilik yönetimi yeterliklerini saptamaya yöneliktir (Aydoğar, 2018;Eraslan, 2014;Eroğlu Bozkurt, 2019;Dö...…”