Within health education, many innovations are introduced, but are often not successful or sustainable. It is generally acknowledged that the quality of an educational system mainly depends on the quality of the teachers. Innovations will only succeed if teachers experience a climate that stimulates innovation and if they possess a sufficient level of innovative work behaviour. The current concept of innovative work behaviour (IWB) consists of three different behavioural dimensions: Idea generation, promotion and realization. However, the concept lacks attention for idea sustainability, which is necessary to embed the innovation deeply in daily practice. The limited attention for improving and continuation of an implemented idea is an often-mentioned explanation for the lack of the long-term success of innovations. Aim: This study aims at the development and validation of an instrument for innovative work behaviour that also includes the dimension idea sustainability, which has been overlooked by other researchers. Method: A questionnaire is developed, based on the questionnaire of Messmann (2012). Additional items are added to measure the new dimension idea sustainability. This new dimension contains the following concepts: Improving and optimising the innovation, disseminating the innovation in depth in the system of the organization and disseminating on a larger scale, and finally visualization of the benefits for stakeholders. The questionnaire is send to 400 teachers of a University for applied sciences in the South of The Netherlands. Results: 179 questionnaires were completed. It can be concluded that the scales to measure innovative work behaviour are strongly interrelated. There are significant correlations between the original dimensions and the added dimensions. The results for individual characteristics indicated that age and tenure did not correlate with any of the scales. Work experience, gender and also the faculty to which teachers belong did make some difference with regard to IWB. The results for job characteristics showed that the number of working hours, job position and the participation in research groups did make a difference with regard to IWB. In general, job characteristics showed more links with the various scales to measure innovative work behavior compared to the individual characteristics.
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Purpose The purpose of this paper is to synthesize the fragmented literature on organizational citizenship behavior (OCB), leader–member exchange (LMX), learning, innovative work behavior (IWB) and employee performance across different countries, disciplines and organizations, thereby broadening the literature breath and making gap identification comprehensive. Second, it provides information on how much studies have been concentrated on Africa with the goal of provoking scholarly work in a unique cultural setting on the interrelatedness of these concepts. Design/methodology/approach Relevant literature search was undertaken using key search terms, “employee performance,” “OCB,” “LMX,” “IWB,” “individual learning” and “team learning.” Findings The findings show positive relationships between the behaviors and employee performance. They also reveal an interesting diversity in the study across multidisciplinary fields holding both cultural and contextual significance for academia and practitioners. Research limitations/implications – The limitation of literature to peer-reviewed journals from the authors’ university library might have missed important information not in this domain. Further studies must make use of additional search terms and engines excluded from this study to provide a more comprehensive analysis. Practical implications The paper has important managerial implications for practitioners. The analysis can support the understanding of employee performance from a broader and more diverse view points; and help in providing insight into real-life opportunities, constraints and solutions in enhancing performance management. Originality/value – This systematic literature review highlights important knowledge gaps which need to be explored especially in the African and Ghanaian contexts.
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Innovation is crucial for higher education to ensure high-quality curricula that address the changing needs of students, labor markets, and society as a whole. Substantial amounts of resources and enthusiasm are devoted to innovations, but often they do not yield the desired changes. This may be due to unworkable goals, too much complexity, and a lack of resources to institutionalize the innovation. In many cases, innovations end up being less sustainable than expected or hoped for. In the long term, the disappointing revenues of innovations hamper the ability of higher education to remain future proof. Against the background of this need to increase the success of educational innovations, our colleague Klaartje van Genugten has explored the literature on innovations to reveal mechanisms that contribute to the sustainability of innovations. Her findings are synthesized in this report. They are particularly meaningful for directors of education programs, curriculum committees, educational consultants, and policy makers, who are generally in charge of defining the scope and set up of innovations. Her report offers a comprehensive view and provides food for thought on how we can strive for future-proof and sustainable innovations. I therefore recommend reading this report.
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Eén van de opbrengsten van het afgeronde RAAK MKB IEZ project is een significante aanvulling van de kennisbank met daarin de afgeronde onderzoeken. Op dit moment heerst nog de overtuiging dat het zinvol is deze onderzoeken in combinatie met het eindrapport expliciet te implementeren in een bestaand, jaarlijks terugkerend, project genaamd Maritieme Innovatie en Duurzaamheid [MI&D]. Het project MI&D betreft een ontwerp project voor derde jaars Maritieme Techniek studenten en heeft vele raakvlakken met het uitgevoerde RAAK project. Het MIWB instituut is er van overtuigd dat het MI&D project nog veel meer gebruik zou kunnen maken van de bereikte onderzoeksresultaten van het IEZ project. Echter het (rigoureus) aanpassen van groot project (10 EC in de hoofdfase en een eindwerk) vraagt de nodige voorbereidingstijd. Het toepassen van nieuwe ‘content’ zal een tijdsinvestering te weeg brengen, waarbij gedacht moet worden aan de volgende zaken; (i) het matchen van de huidige projectopzet met de voorhanden nieuwe content (zoals uit het RAAK project) [wat kunnen en willen we overbrengen naar studenten?] (ii) het geschikt maken van de onderzoeksresultaten t.b.v. het onderwijs; i. in welk vorm willen het overbrengen? ii. didactische aspecten moeten meegenomen worden [hoe kunnen we het overbrengen?] (iii) het daadwerkelijk maken/aanpassen van de lesmaterialen; i. readers aanpassen ii. blackboard modules maken/aanpassen iii. sheets maken/aanpassen iv. overige (digitale) tools/voorbeelden/calculatiesheets aanpassen [hier het daadwerkelijk bouwen van de content/tools] Daar waar de tijd van docenten maar eenmaal kan worden ingezet, is de extra ondersteuning van een Top-up regeling uiterst welkom om gefocust, effectief en een maximale doorwerking van de opbrengsten vanuit RAAK MKB IEZ te bereiken. projectplan, De beroepspraktijk is nadrukkelijk betrokken bij de ontwikkeling van het MI&D project en zal zelf ook een rol spelen in dit project. Daarnaast is het project ook de plek binnen het curriculum van Maritieme Techniek waar de competenties analyseren, adviseren en onderzoeken worden afgetoetst van onze maritieme techniek studenten. doel van het project Het project MI&D binnen de bachelor-opleiding Maritieme Techniek te upgraden met de opbrengsten uit het RAAK MKB IEZ project. September 2016 t/m augustus 2017 zullen de activiteiten worden uitgevoerd. Binnen die periode zullen de werkzaamheden en resultaten klaar zijn eind december 2016. Januari 2017 zal als uitloop worden gepland. In de maand februari 2017 start vervolgens een nieuwe projectronde van MI&D (geüpgraded!) en loopt door tot de zomervakantie (1 semester)
Lectoraat, onderdeel van NHL Stenden Hogeschool
Lectoraat, onderdeel van NHL Stenden Hogeschool
