Abstract
The environments where innovation occurs are often as varied as the areas of endeavors that aspiring innovators could pursue. This systematic review followed the guidelines of the Campbell Collaboration and PRISMA to consolidate the findings of 74 studies into the Expectancy-Value-Cost motivation theoretical framework as a means of usefully isolating for decision-makers the environmental factors that impact the motivation to innovate. The results of this review reveal that additional study of interdisciplinary samples is needed to gather deep narrative and case-driven data that considers the experiences of innovators in addition to organizations. Leaders, including decision-makers, teachers, and supervisors, can set a precedent for their learners and workers to use their past experiences and to feel safe to take intelligent risks and make reasonable mistakes in pursuit of innovating. Ensuring that project teams have a mix of experiences and backgrounds can make for more productive collaborations. Proactively addressing costs can increase workplaces’ psychological safety and stability, which enables workers and learners to better focus on the endeavors at hand. The articles’ evaluation illustrates that conversation about innovation promotion is dominated by business, which reduces the opportunity to learn from other innovation-driven disciplines or take truly interdisciplinary approaches.
Highlights
Innovation has diverse conceptualizations and foci in different contexts, such as generating wealth through ideas driven by entrepreneurship in business settings and applying creativity in psychology (Baregheh et al, 2009; Carayannis et al, 2018)
As opposed to many innovation promotion efforts, these findings suggest that efforts to support innovation in various settings, including education and professional development, need to have a deeper understanding of the costs and prices paid by innovators so that they can be mitigated and addressed
As shown in a systematic review of strategies, it is clear that there is an unbalanced primacy in the innovation literature favoring the study of business, entrepreneurship, and corporate environments with emergent representation from environments in the arts, educational, and social justice sectors
Summary
Innovation has diverse conceptualizations and foci in different contexts, such as generating wealth through ideas driven by entrepreneurship in business settings and applying creativity in psychology (Baregheh et al, 2009; Carayannis et al, 2018). The amorphous meaning of the word causes problems with a unified definition of innovation for society and knowing who exactly innovators are and what can be done to support them (Arafeh, 2015; Johannessen et al, 2001; Nager et al, 2016; Soleas, 2018; U.S Department of Education, 2014). It is important for society’s progression that students, workers, and leaders ( all referred to as learners) live and work in environments supportive of their innovating. It does so through a systematic review methodology and uses the Expectancy-Value-Cost Theory framework (Barron & Hulleman, 2015) to organize the findings to comprehensively answer the research questions
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