A multicomponent model of faculty innovative activity in the context of career stages

The provided text introduces a study aimed at developing and empirically validating a multi-component model of university teachers' innovative activity. It highlights the critical role of faculty innovation for digital transformation, quality enhancement, and sustainable development in higher education. The study intends to address gaps in understanding the interplay of motivational, cognitive, behavioral, institutional-resource, and inclusive components of innovation, particularly how these factors evolve across different career stages.

Why it matters

Understanding the drivers of innovation within a professional workforce is crucial for fostering adaptability and growth. This research contributes to developing structured approaches to cultivate and sustain innovative capacity, which is essential for organizational evolution and competitive advantage in dynamic environments.

Key insights

• Innovative activity of university teachers is a key prerequisite for digital transformation, quality enhancement, and sustainable development in higher education.
• Existing research has not sufficiently explored the mechanisms underlying the interaction of motivational-value, cognitive, behavioral, institutional-resource, and inclusive components of innovative activity.
• There is limited understanding of how the roles of these various components of innovative activity change across different stages of university teachers' professional careers.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1892832