Modelling Course-Design Characteristics, Self-Regulated Learning and the Mediating Effect of Knowledge-Sharing Behavior as Drivers of Individual Innovative Behavior
James Ngugi 1
Leila Goosen 2  
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Institute for Science and Technology Education, UNISA, SOUTH AFRICA
Department of Science and Technology Education, UNISA, SOUTH AFRICA
Leila Goosen   

Science and Technology Education, Preller Street , University of South Africa-UNISA 0003, South Africa
Online publish date: 2018-06-08
Publish date: 2018-06-08
EURASIA J. Math., Sci Tech. Ed 2018;14(8):em1575
Literature identifies factors promoting Individual Innovative Behaviour (IIB) among employees. The effects of Knowledge-Sharing Behaviour (KSB), Self-Regulated Learning (SRL) and Course-Design Characteristics (CDC) to facilitate developing IIB among undergraduate technology university students is not well understood. The research question and objectives aim to address this literature gap by examining how SRL and CDC act as antecedents of IIB, via the action of knowledge-sharing behaviour. The research employed a quantitative cross-sectional survey. The subjects were 268 students enrolled in technology programmes, from seven Kenyan public universities. Data collection was with the aid of a questionnaire. A 2,000-bootstrap sample generated tested standardised total, direct and indirect effects. Findings are summated in a KSB-IIB structural equation model, with the results largely supporting all hypotheses. Results reveal that CDC and SRL act as significant drivers of KSB and IIB among undergraduate technology students. Recommendations enable academic university education managers to leverage attributes of IIB antecedents.
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