Exploring student perceptions towards innovation in relation to the academic and social context

Abstract

Innovation, or the ability to implement new ideas and to transform them into values for others, is a necessary skill to successfully confront an increasingly complex and changing reality. Innovative mindsets can be defined as the sets of perceptions related to one’s ability to create new value, to apply it to both old and new challenges, and to persevere in the process when difficulties arise. From this conceptualisation, and through four studies, the main objective of this doctoral thesis is to provide new insights into the development of a student innovative mindset at higher education institutions. In the first study (N = 1,741), a cross-sectional design is used to analyse first-year university student perceptions in relation to different variables associated with innovation. The relationship between student engagement and creative confidence beliefs is analysed by means of a cross-sectional design in the second study (N = 759). To examine whether the academic challenges posed by the switch to fully online learning during lockdown had an impact on the grit and creative self-efficacy of students (N = 1,380), a quasi-experimental design of non-equivalent groups is used in the third study. Lastly, the fourth study (N = 2,369), puts forward a new theoretical model to analyse student innovation mindsets. Results reveal differences across students of different genders and disciplines of study in relation to their confidence in the ability to innovate. In addition to proposing a novel model for analysing such perceptions, practices that can promote the development of an innovative mindset in university students are identified in this doctoral thesis. In particular, this research highlights the importance of ensuring that university students have the opportunity to engage in deep approaches to learning, to interact in a meaningful way with educators and peers, and to participate in high-impact practices. Ultimately, these findings provide empirical support to develop interventions aimed at overcoming differences across students in relation to their innovative self-perceptions and at fostering a culture of innovation in higher education institutions.