The Influence of Shared Leadership on the Innovative Behavior of New Generation Faculty

Xiaobin Huang; ERLINDA D. SERRANO

doi:10.54097/kq2d5r61

Authors

Xiaobin Huang
ERLINDA D. SERRANO

DOI:

https://doi.org/10.54097/kq2d5r61

Keywords:

Shared Leadership, Innovative Behavior, New Generation Faculty, Educational Reform

Abstract

This quantitative study examined the influence of shared leadership on the innovative behavior of the new generation faculty within the context of Chinese higher education institutions. Conducted across various universities in Guangdong Province, China, the research engaged a sample of 340 new generation faculty members. Utilizing a survey method, the study evaluated the faculty’s perceptions of shared leadership, encompassing dimensions such as team progress, authority and responsibility sharing, team expectations, and team contract. Additionally, the survey captured data on the innovative behaviors of faculty, including innovation discovery, innovation proclivity, innovation reinforcement, and innovation cooperation. The findings indicated that the new generation faculty placed significant value on shared leadership aspects, particularly team progress and team expectations. The study revealed that the faculty demonstrated a commendable level of innovative behavior, yet there was room for further enhancement in both shared leadership practices and innovative actions. The research established that a combination of career values related to shared leadership significantly predicts the professional development of faculty in terms of innovation. The study’s implications are vital for educational administrators and policymakers, emphasizing the necessity to foster shared leadership environments conducive to nurturing faculty innovation. By recognizing the predictive role of shared leadership in shaping innovative behaviors, educational institutions can strategize more effectively to promote academic excellence and drive educational reforms.

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References

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