The Impact of Psychological Empowerment on Lecturers’ Innovative Behaviour in Malaysian Private Higher Education Institutions

Nik Azida Abd. Ghani, Tengku Ahmad Badrul Shah bin Raja Hussin, Kamaruzaman Jusoff

Abstract


Psychological empowerment comprising four cognitive dimensions i.e meaning, competence, autonomy and impact in the context of private higher education institutions was validated. The behavioral outcome of psychological empowerment was operationalized as innovative behavior. This study examined on a sample of 312 lecturers from 25 private higher education institutions in three states (Penang, Kedah and Kelantan) in Malaysia. The study verified the validity of the psychological empowerment scale of comprising four dimensions whereas innovative behaviour scale was unidimensional. Survey data was analyzed using correlation and regression analyses to assess the relationship between psychological empowerment and innovative behaviour as well as the impact of psychological empowerment on the behavioral outcome. The results indicate that psychological empowerment has significant relationship with innovative behaviour. Psychological empowerment is also found to be a significant predictor of innovative behavior (adjusted R2 = .109).
Key words: Academia; Psychological empowerment; innovative behaviour; Private Higher Education; Malaysia
Résumé: L’habilitation psychologique qui comprend quatre dimensions cognitives, c'est-à-dire le sens, la compétence, l'autonomie et l'impact dans le contexte des établissements de l'enseignement supérieur privés a été validée. Le résultat comportemental de l'habilitation psychologique a été opérationnalisée en tant qu’un comportement innovateur. Cette étude a examiné un échantillon de 312 enseignants de 25 établissements de l'enseignement supérieur privés dans trois provinces (Penang, Kedah et Kelantan) en Malaisie. L'étude a vérifié la validité de l'échelle de l’habilitation psychologique comportant quatre dimensions alors que l'échelle des comportements innovateurs est unidimensionnelle. Les donnindiquent qu’il y a une relation significative entre l'habilitation psychologique et les comportements innovateurs. L’habilitation est également un facteur prédictif important de comportements innovateurs.
Mots-Clés: académie; habilitation psychologique; comportements innovateurs; enseignement supérieur privé ; Malaisie

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DOI: http://dx.doi.org/10.3968%2Fj.css.1923669720090504.007

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