Abstract
This study categorizes the knowledge heterogeneity of "Internet+" college student innovation and entrepreneurship teams into three dimensions: explicit, pseudo-hidden, and true hidden. It examines their impact on team creativity by introducing team identification as a moderating variable. We construct a theoretical model from the perspective of team collaboration, drawing on knowledge innovation theory and social identity theory. We conducted the empirical study using SPSS and AMOS software, based on questionnaire data from 136 "Internet+" college student innovation and entrepreneurship competition teams. The results show that explicit and pseudo-hidden knowledge heterogeneity has significant positive effects on team creativity, whereas true hidden knowledge heterogeneity has a negative impact. Furthermore, team identification plays different moderating roles in the relationships between pseudo-hidden, true hidden knowledge heterogeneity, and team creativity.
Published Version
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