The Effect of Organizational, Individual, and Technology Factors on Saudi Arabian Higher Education Creative Environment
- Publication Type:
- Thesis
- Issue Date:
- 2022
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Creativity and innovation are essential pillars for higher education institutions (HEIs). The two terms are interconnected, where creativity is referring to finding better ideas to do the work, while innovation is referring to how to do and implement these creative ideas. The Saudi government is trying to improve its higher education system by encouraging creative environments to support socio-economic development and achieve a transformation from an oil-based to a knowledge-based economy. However, assessing the creativity and innovation of higher education institutions in Saudi Arabia has not been well recognized. This research explores the influence of organizational-level and individual-level of creativity and innovation, and the technology acceptance model toward higher education creative environment that consist of (research creativity and teaching creativity). This study used mixed methods (quantitative and qualitative). The first stage of the research study was the quantitative method that used a survey instrument. The data of the respondents was analyzed by applying a disjoint two-stage approach with PLS-SEM path modelling. The second stage of the research methodology is a method of qualitative research carried out using a case study approach. The findings indicated that, for the organizational factors, Organizational Encouragement, Freedom, and Challenging Work indicate a positive relationship with the higher education creative environment. However, realistic work pressure, lack of organizational impediments, managerial encouragement, and work group support are not important to influence the higher education creative environment in the Saudi context. In addition to this, individual factors (skills in creative thinking and expertise) positively impact the higher education creative environment. However, the impact of intrinsic motivation is insignificant in the higher education creative environment. Finally, technology factors such as social networking sites' adoption intention, social networking sites' perceived usefulness, and social networking sites' perceived ease of use have the potential to determine the higher education creative environment. The qualitative data provided mixed findings that mostly match the quantitative findings. However, some of these findings do not match the quantitative findings, but they do support the hypotheses proposed in the research. This study adds to the theoretical and scientific literature by providing a model of creativity and innovation in Saudi Arabian higher education institutions. The model suggests an optimal combination of organizational, individual, and technology factors that contribute to the development of the Higher Education Creative Environment in Saudi HEIs via creativity in teaching and research as well as an innovative culture.
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