Abstract
Teachers’ perceptions of organizational innovation climates are vital to understand the success or failure of innovational implementations of technical institutes and universities. This study aims to develop a “Measure of Organizational Innovation Climates for Technical Institutes and University Teachers (MOIC-TT) in order to recognize the influence of schools on teachers’ creative behaviors. First, this study analyzes literature and scales related to organizational innovation climates, and reorganize the factors of technical institutes and university teachers’ innovation climates into a draft of scale. Secondly, a pretest is designed according to expert examination, teacher interviews, and expert panel. This study examines items, reliability, and validity by 125 subjects in pretesting, and 627 subjects in formal testing. Results of confirmatory factor analysis reveal that three latent factors (i.e., resource support, innovation leadership, and team cohesion) are related, and the factor model has good fit. Full scale coefficient is .96 and reliabilities of sub-scales are .87~.93. The research results indicate that teachers have positive attitudes toward the organizational innovation climates of schools. They tend to agree with “team cohesion” and “working independence”. Lastly, suggestions regarding content, characteristics, and future studies are proposed as reference for organizational innovation climates in technical institutes and universities. Key words: Organizational innovation climates, technical institute and university technical Institute, working independence, innovation leadership, team cohesion.
Highlights
For technical institutes and universities, upon organizational innovation climate, outcomes of innovative operations are revealed through excellent leadership, team work, and knowledge management, and can influence teachers’ creative instructions (Cassar and Briner, 2011; Chen and Hu, 2008; Jing and Zhou; 2010; O’Connor, 2008; Shieh, 2010)
This study aims to develop an organizational innovation climate scale for technical institutes and universities
In the pre-test, confirmatory factor analysis is conducted with Lisrel 8.52 on the three factors extracted by exploratory factor analysis in pretesting
Summary
When encountering the competitive educational environments of higher education and low birth rates in Taiwan, technical institutes and universities must create valuable operational performance through limited resources and organizational knowledge for sustainable operations. They should emphasize cooperation with industries in order to enhance the cultivation of technical talents, creativity, and team work, as well as enhance organizational creativity and construct a “core ability” of software and hardware innovation (Chou et al, 2010; Damanpour and Wischnevsky, 2006; Imran et al, 2010; Liu et al, 2010; Meyer et al, 2010; Wen and Chiu, 2009).
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