The Influence of Support for Innovation on Organizational Innovation: Taking Organizational Learning as a Mediator
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The Influence of Support for Innovation on Organizational Innovation: Taking Organizational Learning as a Mediator Hsi-Chi Hsiao • Jen-Chia Chang • Su-Chang Chen
The Author(s) 2013. This article is published with open access at Springerlink.com
Abstract The purpose of this study was to examine the role of organizational learning as a mediator variable between support for innovation and organizational innovation. Samples for this study were randomly selected from 22 technological colleges in Taiwan. The final sample included 322 participants in the full sample which accounted for 58.42 % of the sample. A structural equation modeling (SEM) approach was used to evaluate the complex structure of the proposed research constructs. The study concluded that organizational learning was an important determinant of organizational innovation in technological colleges. Support for innovation had a positive relationship on organizational learning and organizational innovation. Keywords Support for innovation Organizational learning Organizational innovation School innovation Innovation
Introduction During the past 50 years, technological and vocational education has made significant contributions to Taiwan’s H.-C. Hsiao Graduate Institute of Business and Management, Cheng Shiu University, Kaohsiung, Taiwan J.-C. Chang (&) Institute of Technological and Vocational Education, National Taipei University of Technology, Box 4037, No. 1, Sec. 3, Chong-Hsiao E. Rd., Taipei, Taiwan e-mail: [email protected] S.-C. Chen Department of Marketing and Logistics Management, National Penghu University of Science and Technology, Penghu, Taiwan
economic development by training technical specialists (Ministry of Education 2009). However, with now facing global competition and industrial transformation rapidly, technological education is failing to meet the needs of industry (Hsiao et al. 2010). Enterprises need employees with innovation and creativity. Unfortunately, the graduates of technological colleges do not meet the needs of enterprises. It resulted from technological colleges students’ creative and innovative abilities were not as good as before (Hsiao et al. 2009). Currently, the type of industry has been transferring gradually from labor-intensive to technology-intensive and even knowledge- intensive industry (Ministry of Economic Affairs 2011). This transformation has resulted in rapid changes to Taiwan’s industrial structure and technology base that has affected the preparedness of technological college graduates to enter the high-tech workforce (Hsiao et al. 2008). Students’ creative and innovative performance can predict individual innovation at work after they graduate from technical college. The education of technological colleges in Taiwan offers students a variety of professional courses and focuses on skills and technical training. It also includes the development of their creative and critical thinking abilities in preparation for the workplace where these skills and abilities are much sought afte
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