Factors influencing innovation adoption in a higher education institution

Abstract

Accelerated skills development and an unconditional pursuit to enhance competencies on numerous levels are two key physiognomies of the post-recession phase pf 2008 in South Africa. The focal point of such a process is knowledge, which is viewed as the key factor of production for economic growth. In view of SA s innovation potential and indicators, human resource development was foregrounded as a mechanism that can lead to unequalled economic performance and contribute to the development of a proficiently skilled labour force across all levels of the economy. In order to engage with issues related to human resource development, leading to the promotion of a knowledge-based society, SA needs to commit to initiate or address issues, such as defining the value of knowledge and focusing on innovation leading to a more entrepreneurial society. The conceptual link between higher education and economic growth and the importance of nurturing the knowledge potential of the country cannot be disputed and is addressed in the study through the triple-helix model. This qualitative case study analysed the concept of innovation adoption within a HE context and factors impacting on the adoption process, by academics. The research was informed by a contextual perspective, and relied on interpretive, constructivist epistemology to reveal these phenomena. The innovation awards process of the institution was chosen as the source from which the units of analysis, the academics, were selected. The nominations of individuals considered as innovators are peer reviewed within the only formal university process giving recognition to academics endeavours to adopt innovation. The primary research question driving this qualitative study was: To analyse the concept of innovation adoption within a HE context, factors impacting on the adoption process, and the relationships between the identified phenomena, without explaining the reasons behind these relationships. A literature study identified the main elements of competitiveness and growth, as learning and innovation. Competitiveness is shaped by unique organisational stances and actions, as well as the macroeconomic surroundings in which the institution is situated. Creativity, perceived as a fuelling agent of innovation, acts as an enabler of strategic action, and, as such, should be fostered in human beings. Innovation in HE has its own set of unique challenges. The study identified the enablers and barriers influencing the process of innovation adoption by academics, highlighting the requirement for change and risk management capabilities and a high value of organisational agility. An innovation-friendly organisational design needs to support an innovation strategy while accountability for innovation must emphasize progress and learning. External factors, economically, socially and politically motivated, influence the environment in which academics work. Institutions need to be triggered by these external factors and needs to allow academics to reignite their creativity by revelling in the stimulus of the situation and capitalising on the opportunities it presents. This study contributes to the body of knowledge by identifying how an institution, in a specific context, can accept external challenges and create spaces of learning and innovation adoption, leveraging the creativity of academics. Multiple instances of innovations and innovation attributes were studied in this qualitative case study, and could significantly contribute to the advancement of the empirical knowledge base, as the study utilised replicable measures of innovation adoption attributes and data gathered from participants in the process. The motivation for this study was to determine if a finite number of perceived characteristics are persistently associated with innovation adoption and implementation across diverse situations and technologies within an HE institution. Institutional policies, facilities for teaching and learning, learning policies, and educational paradigms and pedagogies inform usage or non-usage of innovative tools and methods in a department, faculty, or academic institution. This study could serve to inform and focus such policies and paradigms, or direct further research. Recognising and rewarding innovation adoption in the institution could be extended and enhanced.