Determinants of the Innovation Behaviour of Teachers in Higher Education
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| Title: | Determinants of the Innovation Behaviour of Teachers in Higher Education |
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| Language: | English |
| Authors: | Andrea Kottmann (ORCID |
| Source: | Innovative Higher Education. 2024 49(2):397-418. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Public Colleges, Higher Education, Foreign Countries, Teacher Behavior, Educational Innovation, Information Dissemination, Program Development |
| Geographic Terms: | Norway |
| DOI: | 10.1007/s10755-023-09689-y |
| ISSN: | 0742-5627 1573-1758 |
| Abstract: | The study examined what factors determine the use of educational innovations by teachers in higher education. Three sort of factors were compared: teachers' motivation for the enhancement of education, their contact with or exposure to dissemination of educational innovations and institutional factors, that is, support provided by higher education institutions. Further, teachers were classified regarding their use of educational innovations. The study used survey data collected among academic staff at public Norwegian higher education institutions. Results of the multinominal logistic regression models showed that intrinsic motivation was an important factor for teachers' innovation behaviour in this context. Dissemination and institutional factors exerted little or no significant impact. The assumptions currently underlying research on educational innovations and the design of national and institutional support programmes are discussed against the background of these results. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1419799 |
| Database: | ERIC |
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| Abstract: | The study examined what factors determine the use of educational innovations by teachers in higher education. Three sort of factors were compared: teachers' motivation for the enhancement of education, their contact with or exposure to dissemination of educational innovations and institutional factors, that is, support provided by higher education institutions. Further, teachers were classified regarding their use of educational innovations. The study used survey data collected among academic staff at public Norwegian higher education institutions. Results of the multinominal logistic regression models showed that intrinsic motivation was an important factor for teachers' innovation behaviour in this context. Dissemination and institutional factors exerted little or no significant impact. The assumptions currently underlying research on educational innovations and the design of national and institutional support programmes are discussed against the background of these results. |
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| ISSN: | 0742-5627 1573-1758 |
| DOI: | 10.1007/s10755-023-09689-y |
