Such results indicate the important role of cultural differences and their impact on the emergence of innovation in the public sector of higher education service providers. Therefore, this research confirms that the empowerment of employees under the influence of cultural intelligence would increase the occurrence of innovation in higher education service providers in the public sector within the defined InE.
CHAPTER ONE: INTRODUCTION
Introduction
Research Context
More details on innovation in the public sector are provided in chapter four of this research. More details about employee empowerment and how this idea will support the emergence of innovation in the public sector are provided in chapter two of this research.
Research Problem Statement
In particular, there are many challenges preventing higher education service providers in the public sector from being more responsive to government and market demands. The purpose of this research is to create an innovation ecosystem to support higher education service providers in the public sector to become more innovative to achieve the required and desired outcomes.
Research Questions
The defined innovation drivers and the emergence of innovation results were interconnected as causal effect and antecedent causal effect between the factors. It is assumed that this innovation ecosystem will form the right environment for the empowered employees as part of innovation drivers with high CQ to increase the emergence of innovation results in the public higher education providers.
Research Aims and Objectives
To identify the driving forces of innovation that create an ecosystem to facilitate the emergence of innovation in public sector service providers. To find links between the emergence of innovation drivers and the emergence of innovation outcomes with the influence of cultural intelligence within public sector service providers.
Research Hypotheses
This research also shows significance in bringing the idea of the emergence of innovation to the public sector higher education context to establish a foundational theory of innovation in the public sector. This research also contributes significantly to the knowledge-based theoretical understanding of innovation in
Introduction Summary
Also, the key implications of this research were consolidated and presented in research focus areas. In addition, this research contribution to the body of knowledge was presented and the value of this research was highlighted.
CHAPTER TWO: THEORETICAL BACKGROUND EMPOWERMENT
Introduction
Individual empowerment is considered a crucial element for organizations that want to maintain their business success and continuity in the global economic and competitive marketplace. Individual empowerment will be discussed in detail in this section, as well as the causes and antecedents of individual and organizational innovation and success.
Empowerment Definition
In the early 1980s; the literature has witnessed the emergence of “empowerment” as an organizational and social concept used by many scholars. In the author's view, this distinction between empowerment as an approach and a process of community value demonstrates the significant impact of empowerment at the individual, organizational, and community levels.
Empowerment as a Theory
- The Word Power
- Consciousness-raising and Empowerment
- Radical Therapy and Empowerment
- Marxist Critiques and Empowerment
- Feminist Empowerment Theories
- Pluralism Theory and Empowerment
Freire (1974) stated: "The role of the educator is not only to impart knowledge to the student, but to seek with him the means of transforming the world around him". This system implementation challenge, as argued by Rohman (2014), is due to the fact that “the concept of political power spreading needs good coordination.
Summary of the Theoretical Background for Employment
More details on these models will be presented in the conceptual framework section by linking the empowerment construct to cultural intelligence and innovation within the context of the public sector. The eight empowerment theories will also be used to support the conceptual framework constructs and related variables and measurements. More details on the utilization of the empowerment models of Zimmerman (2000) and Uzunbacak (2015) together with empowerment theories from this chapter that are in line with this research problem statement, objectives, questions and hypotheses are provided in Chapter five Conceptual Framework.
CHAPTER THREE: THEORETICAL BACKGROUND CULTURAL INTELLIGENCE (CQ)
Introduction
Cultural Intelligence (CQ)
CQ Definition and Background
- General Intelligence – by Charles Spearman (the Father of Intelligence)
- Primary Mental Abilities – by Louis L. Thurstone
- Multiple Intelligences (MI) – by Howard Gardner
- Triarchic Theory of Intelligence - Robert Sternberg (The Theory of Successful Intelligence) Intelligence)
Through this definition, Gardner departed from Spearman's unity of intelligence to view individual intelligence as multiple in nature. According to Gardner (1999), individuals have a full range of intelligence that defines them as a human from the cognitive point of view. This type of intelligence is more related to novelty and automation capabilities to deal with new problems and situations.
Cultural Intelligence CQ Conceptualisation Models
- Earley and Ang (2003) Conceptualisation Model
- Thomas et al. (2008) CQ conceptualisation model
Cognitive CQ as stated by Ng et al. 2012) “reflects knowledge of norms, practices, and conventions across cultures, gained from education and personal experience,” which is somehow similar to the definition of traditional intelligence. These qualities were outlined by Ng et al. 2012) because these abilities should be associated with "a broad and flexible repertoire of behaviors". To provide more detail on the required skills, Thomas et al. 2008) have identified the following three primary cross-cultural skills: “(1) perceptual skills about how an individual develops his perception of others and his behavior, and how he interprets the meaning of displayed behavior".
Cultural Intelligence (CQ) Antecedents
- International Experience and Cultural Exposure
- Individual Differences
- Cross-Cultural Training and Education
Such ambiguity about the development of CQ facets based on the international experience has led to inconsistent results. CQ levels for individuals are related to their personal abilities, differences and self-efficacy which influence the development of the CQ facets as summarized by Ott and Michailova (2016). There is a debate about how these programs affect the development of the CQ facets for those employees.
Cultural Intelligence (CQ) Moderation and Mediation Effect
When considering CQ as a moderator, managerial influence on adjustment and performance will also be relatively positive based on the expatriates' higher levels of CQ (Lee et al. 2013). Some researchers such as Ramsey et al. 2011) have used CQ as a moderator to study the relationship between institutional distance (ID) (regulatory, normative, and cultural-cognitive), expatriates who travel, and job strain. According to Ramsey et al. 2011) results “Results reveal that CQ partially moderates the relationship between ID and travel and job strain”.
Cultural Intelligence CQ Outcomes
- Adjustment and Adaptation
- Performance and Effectiveness
- Cross-Cultural Leadership
If you have the right setting, the motivational aspect endorsed by many scholars such as (Huff et al. 2014) plays an important role in the overall success of expatriates in adjustment and adjustment. Most scholars have found that individuals need to successfully adapt to a cross-cultural work environment in order to increase performance and effectiveness (Lee et al. 2014). The influence of culture would create social challenges that require leaders to have specific skills to overcome and operate in a cross-cultural environment (Rockstuhl et al. 2011).
Summary of the Theoretical Background for Cultural Intelligence
CHAPTER FOUR: THEORETICAL BACKGROUND EMERGENCE OF INNOVATION INNOVATION
Introduction
The Emergence of Innovation
More details on public sector innovation will be provided in the coming pages.
Innovation Definition
In addition, Schumpeter expanded the definition of innovation to include "the development of new sources of supply of raw materials" and "other changes in the organization." In the same context, Damanpour (1991) extended the definition of innovation to the firm level as the organizational creation and adoption of new ideas. Some scholars have narrowed the definition of innovation to the task level, such as Davenport (1993), who considered innovation as a radical and new way to achieve a specific task.
Creativity and Innovation Within the Organisational Context
However, to maintain a competitive edge in the market, organizations must consider new ideas from employees and harness their creativity and innovation process for production and implementation (West 2002). Based on this type of empowerment, Kahreh et al. 2011) concluded that "employees with this perception feel more empowered, increase their efficiency and productivity within the organization, becoming a source of new ideas and innovation". Here, the link between innovation and empowerment in the organizational context was explained as there is a need to compete in the organizational market, and at the same time the generation and implementation of new ideas depends.
Theories That are Based on Creativity and Innovation
- Componential Theory of Organisation Creativity and Innovation
- Interactionist Perspective of Organisational Creativity
- Theorizing on Cultural Differences and Creativity
- Four Factor Theory of Team Climate for Innovation
- Ambidexterity Theory
- Diffusion of Innovations Theory
Such a conclusion will be used in this research conceptual framework to connect the drivers of innovation with the emergence of innovation outcomes in the public sector. These factors will be applied to innovation drivers to support the emergence of innovation in the public sector higher education service providers. He defined the adoption rate of innovation as "the relative rate at which an innovation is adopted by members of a social system".
Public Sector Innovation
- The Definition of Innovation in the Public Sector
- Dimensions of Innovation in the Public Sector
- Organisational Innovation at the Process level
- Organisational Innovation at Product and Services Level
- Organisational Innovation at Governance Level
- Organisational Innovation at the Conceptual Level
- Employee Antecedents
- Organisation Culture Antecedents
- External Environment Antecedents
- Attributes and adoption of Innovation
- Public Sector New Public Management
However, the author will review innovation in the public sector using a systematic review approach. There are several definitions of innovation in the public sector, based on the preferences of scientists and their research areas of interest. Innovations as innovations in the public sector have also been discussed by many scientists, e.g. (Bloch and Bugge 2013).
Emergence and Innovation
Self-organization, as described by Goldstein (1999), is a self-regularity process where the term emergent phenomena is considered a new structure that refers to "the creative, self-generated, adaptability-seeking behavior of a complex system" that is itself. - emerged. Emergence as phenomena occurs in a meaningful and innovative process that "coincides with the new qualitative levels introduced as complex systems" as stated by Goldstein (1999) or can occur as "the results of an ongoing and complex interaction between many actors" as argued by Toivonen and Tuominen (2009). They also added, "the purpose of innovation is to deliver increased value to the end user, for example by introducing a new product or service or by making an existing one more desirable".
Summary of the Theoretical Background for the Emergence of Innovation
This conclusion is encouraging to bring empowerment, CQ and the emergence of innovation to the context of the public sector and to explore how the individual empowerment and CQ would help create the environment in the public sector where innovation emerges as part of the organizational culture. These conclusions and findings arising from the theoretical background of empowerment, CQ and the emergence of innovation in the public sector led to the development of this conceptual framework for research, as will be presented in the next chapter.
CHAPTER FIVE: RESEARCH CONCEPTUAL FRAMEWORK
Introduction
In addition, this study assumes that public sector service providers, including education, follow comparable management (NPM) that enforces similar innovation inputs, processes and outcomes (Halvorsen et al. 2005), (Ferlie, Musselin, and Andresani 2008), (Bysted and Jespersen 2014 ) and (Arundel, Bloch and Ferguson 2016). However, this research separates these commonalities when discussing the implementation of the innovation outcomes to meet the needs of education, as evidenced by this research questionnaire. On the other hand, the individual empowerment and cultural intelligence concepts will be used to identify, connect and lead the innovation components driven by defined “need” and “goal” to facilitate the emergence of innovation and drive it to bring the successful edge.
Empowerment Construct
- Perceived Control
- Citizen Participation
- Organisational Empowerment (OE)
- Empowering Organisation (people empowerment)
- Empowered Organisation
- Behavioural Empowerment
- The Adopted Empowerment Construct
- Conclusion of Empowerment Construct
To authorize an employee; management should involve the employees in the empowerment process for better results (Conger and Kanungo 1988). The reliance on employee empowerment is related to the position and performance of the employee in the organization and how managers ensure that the employees can freely share their opinions and suggestions (Choong et al. 2011). H1b3: Social and structural employee empowerment (CE) is associated with innovation outcomes in the public sector.
Cultural Intelligence (CQ) Construct
- Ang et al. (2007) Conceptualisation of CQ
- CQ Construct Final Version
- Conclusion of Cultural Intelligence Construct
Ott and Michailova (2016) provided an excellent example of this measurement tool by (Ang et al. 2007) who. Based on Thomas et al. 2008) there are three dimensional CQ facets (knowledge, skills and metacognition); The second one is Short Form Cultural Intelligence (SFCQ) developed by Thomas et al. 2008) to measure (knowledge, skills and metacognition).
Emergence of Innovation Construct
- The Emergence of Innovation Phenomena and its Agents
- Innovation Outcomes in the Public Sector
- Conclusion of the Emergence of Innovation in the Public Sector Construct
H2a1: Organizational behavior (OB) is associated with the emergence of innovation performance in the public sector. H4b1: Cultural intelligence influences the relationship between Employee Empowerment (EE) and the emergence of innovation outcomes in the public sector. H4b6: Cultural intelligence influences the relationship between environmental readiness (ER) and the emergence of innovation performance in the public sector.
Summary of Research Conceptual Framework
The final research conceptual framework presented in Figure (17) was developed to link the identified emergence of innovation drivers together with the emergence of innovation outcomes in public sector higher education service providers. Based on this, this study is measuring perceptions of innovation outcomes in public sector higher education service providers. Finally, the emergence of innovation drivers (People and system drivers) that are influenced by cultural intelligence was hypothesized in this research to create such a public sector innovation ecosystem that was supposed to increase the emergence of innovation opportunities towards measurable outcomes (satisfaction customer, process, product, service, effectiveness and efficiency).
CHAPTER SIX: RESEARCH METHODOLOGY
- Introduction
- Research Outline
- Research Approach
- Research Methodology
Also, this research is investigating empowerment, cultural intelligence and the emergence of innovation in the public sector environment (from an object-based perspective). Finally, this research aims to minimize potential researcher bias to generalize findings in a way to contribute to the body of knowledge. Finally, the positivist research approach is more in line with this research design and purpose in terms of testing and validating research hypotheses and contributing to the body of knowledge about innovation in higher education service providers in the sector. public.
