ORIGINAL RESEARCH article
Front. Psychol.
Sec. Organizational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1614751
Employee Creativity and Innovation in Higher Education Institutions: Dynamic Componential Model of Creativity and Innovation
Provisionally accepted
Azadeh Amoozegar1*
Oghenekevwe Erasmos Esohwode2Wang Yujiao3*Hariharan N Krishnasamy1
Ayman Abdel Rahman Ismaeil4Mohit Yadav5Mohd Taib1- 1INTI International University, Nilai, Malaysia
- 2Limkokwing University of Creative Technology, Cyberjaya, Selangor Darul Ehsan, Malaysia
- 3Zhejiang Guangsha Vocational and Technical University of Construction, Dongyang, Zhejiang Province, China
- 4A’Sharqiyah University, Ibra, Ash Sharqiyah North, Oman
- 5O.P. Jindal Global University, Sonipat, Haryana, India
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In the current competitive climate, higher education institutions (HEIs) must embrace innovation to flourish and grow. The active participation of academic staff is crucial for innovation to occur. Therefore, examining personal attributes such as employee resilience and emotional intelligence, along with workplace factors like job autonomy, is vital. These elements contribute to innovative practices and, subsequently, academic excellence. The research suggests that employee creativity serves as a mediating factor, linking these elements to innovation, and represents another significant influence in the process. This study extends previous studies by utilizing a structural equation model to examine various influences collectively. Data were gathered from 307 academic staff members at federal and state universities in South-Western Nigeria. The proposed hypotheses were empirically tested using SmartPLS4. Results indicated that employee resilience, emotional intelligence, and job autonomy had significant positive direct effects on employee innovation. Furthermore, the analysis of mediating effects revealed that employee resilience and job autonomy indirectly enhanced employee innovation through employee creativity. These insights provide universities with a strategic approach to boost faculty innovation. Limitations of the study and directions for further research are also stated.
Keywords: Inclusive education system, Educational policies, Developing Countries, R&D investment, process innovation
Received: 05 May 2025; Accepted: 02 Sep 2025.
Copyright: © 2025 Amoozegar, Esohwode, Yujiao, Krishnasamy, Ismaeil, Yadav and Taib. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Azadeh Amoozegar, INTI International University, Nilai, Malaysia
Wang Yujiao, Zhejiang Guangsha Vocational and Technical University of Construction, Dongyang, Zhejiang Province, China
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.