A Comparative Study of Innovative Models with Emphasis on Application in Educational Organizations

Abstract

Having creative and innovative employees is one of the characteristics of successful organizations in the contemporary world. Meanwhile, educational organizations have a wider capacity to simultaneously train and hire innovative staff. The aim of study was to compare innovative behavior models for use by planners and managers of educational organizations. The method of research was qualitative exploratory, research population includes all models of innovative behavior and data collection and analysis methods were documentary method and deductive content analysis respectively. The research findings indicate an upward trend in interest of study methods and factors affecting among behavioral scientists and management researchers in both developed and developing countries. Awareness about complexity of recent models compared to previous models and the emphasis on the role of internal and external components of is another research finding. Other findings of the study are that the component of is present in ten models of innovation, while the two components of initial assessment of the status of the organization and “role of external factors on innovation are mentioned in only three models. Therefore, the main similarity and difference among innovative behavior models can be seen in these three components. In addition, after the component, the three components of idea production (in 8 models), product goods (in 8 models) and marketing (in 7 models) have caused the most similarity between models. Based on these findings, it is suggested that in order to create and strengthen innovative behavior in educational organizations, a model be considered by policy makers and planners that has four main components namely production of new ideas, development of new ideas, production of goods based on new ideas and marketing for new products.