Co-production of innovation behaviour: The role of innovation competency in HEIs

Abstract

This research was conducted in the field of value co-creation; a topic that is new and rapidly gaining the attention of researchers and practitioners alike. The main aim was to develop a theoretical model that could demonstrate value co-creation in a classroom setting in a higher education context, with a focus on innovation. The focus of study was the individual innovation behaviour of students in a classroom setting in a higher education context, and the factors involved therein. Furthermore, the outcome of such individual innovation behaviour, as exhibited by students, was examined. A mixed method study was undertaken given that the research questions revolved around the two vital terms, namely, ‘what’ and ‘how’. A private higher education institution was chosen for conducting the study. Over 900 undergraduate students were enrolled at that institution at the time of conducting the study. The census method was used as part of the research strategy in the quantitative data collection phase, while purposive sampling was used with regard to the semi-structured interviews which were conducted as part of the qualitative data phase of the study. Quantitative data analysis, using structural equation modelling, showed that co-production was confirmed as a determinant of individual innovation behaviour and student benefits in the classroom setting. Undergraduate students, regardless of the programme in which they were enrolled, were found to participate in the value co-creation process. Innovation competency was found to intervene in the relationship between co-production and student benefits; by acting on the individual innovation behaviour of students. Value-in-use was found as a determined factor, while the combined effect of co-production and innovation competency factors was found to exert an effect on individual innovation behaviour, value-in-use, and student benefits. Four out of eight postulated hypotheses were supported. The data analysis of the qualitative data phase was conducted using thematic analysis. This yielded new factors that were not conceptualised in the theoretical framework. The new factors could potentially act as variables. The findings of the qualitative study supported the postulated hypotheses. However, the rejection of two of the hypotheses concerning the relationship between the personal and networking dimensions on the one hand, and individual innovation behaviour on the other, could not be explained. This was compared with the results of the qualitative study, which found the rejections inconsistent with published outcomes in the relevant literature. Accordingly, further investigations have been suggested. Finally, the research outcomes make significant contributions to knowledge, theory, policy, and practice. These have been highlighted in the final chapter of this thesis. Four concepts, published in seminal works, have been challenged. Solutions are suggested to overcome the flaws in the conceptualisations. The research outcomes provide evidence to suggest that value co-creation occurs in the classroom setting in a higher education context. Additionally, the outcomes confirm three factors that affect the value co-creation process and explain how those factors affect the innovation behaviour of students and the benefits derived thereof.