高校教师职业认同、组织认同与创新行为研究
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摘要
创新是人类永恒的主题,而人才是创新的第一要素和核心动力,高校教师作为创新的重要力量,是国家创新体系的生力军。研究如何提高高校教师的创新能力、改善他们的创新行为对于高等教育改革和建设创新型国家有着深远的战略影响,同时这也是从科学发展观的角度对高校人才开发和管理工作提出的新要求,已日益受到理论界和实务界的广泛关注和高度重视。
目前,针对我国高校教师的创新行为相关的研究也取得了不少成果,很多研究都是从宏观角度来探讨高层次人才、队伍建设、素质要求、环境建设等内容,针对高校教师个体的研究集中于能力和心理素质方面,集中于人才激励、创新动机、创新心理或创新投入等某个或某几个节点上的探讨。本人在已有研究的基础上,以社会认同理论、社会交换理论和社会角色理论为基础,尝试用员工个人层次的认知与情绪反应的心理视角,深入剖析创新行为的微观机制,探索高校教师的职业认同、组织认同、组织创新氛围、创新行为的影响和内在作用机理；并探索性地将组织认同看为职业认同与个体创新行为之间的中介变量,从而来讨论高校教师职业认同对个体创新行为的作用；同时探讨组织创新氛围对高校教师个体创新行为的作用,和对组织认同与个体创新行为的调节作用。
本研究运用的研究方法包括文献分析法、访谈法、问卷调查法以及数据分析方法。首先,梳理了已有的职业认同、组织认同、组织创新氛围和个体创新行为相关的研究成果,并进行综述；其次,对12名高校教师进行深度访谈；再次,以文献分析和访谈研究为基础,归纳分析了职业认同、组织认同、组织创新氛围和个体创新行为几个变量间的关系,并进行假设,构建理论模型；接着,修改和设计了本研究涉及的几个变量的测量量表,形成了初始调查问卷,预调查检验修订后开始了正式研究,选择重庆、四川、贵州、湖南、湖北、浙江和上海等地区的37所高校得教师进行了正式的问卷调查,回收了418份教师个体样本的数据；然后,以正式的调查数据为基础,进行样本的信度和效度的检验以及独立样本方差检验等数据分析。最后,验证了各变量间的关系及所提出的假设,并以实证结果依据,进行理论探索以及提出管理对策建议。
得出如下研究结果：(1)高校教师职业认同对组织认同、高校教师的职业认同对其创新行为都有积极的预测作用。(2)组织认同对个体创新行为有积极的预测作用。(3)在职业认同与个体创新行为之间,组织认同起到部分中介作用。(4)组织创新氛围对个体创新行为有预测作用。(5)组织创新氛围在组织认同与个体创新行为之间起调节作用。(6)通过模型对比分析,“211高校”教师的职业认同、组织认同、组织创新氛围分别与个体创新行为的相关性明显大于“非211高校”。(7)人口统计学特征对各变量,特别是个体创新行为的影响存在差异。研究结论揭示了高校教师个体创新行为产生的心理过程,而且对中国高校在激发高校教师职业认同、组织认同,以及改善个体创新行为上重要的理论价值和实践指导意义,为我国在高等教育改革中如何利用职业认同与组织认同来提高高校教师的创新行为乃至提升高校组织创新绩效提供了理论和实践的支持。
本研究尝试在以下几个方面有所创新：
第一,探求高校教师个体创新行为的内涵、影响因素及机理,拓宽和深化了个体创新行为理论的研究。目前,已有的关于创新行为的研究,往往大多数集中在制造业,而对服务业,特别是知识服务业或教育业从业人员的创新行为研究很少,对肩负创新人才培养及科技创新重任的高校教师个体创新行为的研究也很薄弱。本文以中国高校教师为研究对象,认为对高校教师而言,其职业的特点决定了个体的创新行为更多是一种角色内行为,而非组织公民行为,对创新有着较高的直接要求。因此,对高校教师个体创新行为的研究,在很大程度上促进了个人创新领域的研究成果的丰富和完善。
其次,本研究尝试从员工个体层面的认知和情绪反应的心理视角来探究个体创新行为的形成机理。之前对创新行为的研究大多停留在组织层面,然而很少从心理视角去深入剖析创新行为形成的微观机制。笔者以社会认同理论、社会交换理论及社会角色理论为基础,以认知、情绪和反应作为逻辑思路,本研究将职业认同与组织认同引入到一个模型来分析,认为高校教师在追求自身职业理想和实现职业发展的工作过程中,从职业的感知和认同中得到了强大的心理动力和积极的情绪,同时也会促进高校教师形成组织认同,当个体具有较强组织认同的时候,会把自身认知和内化的组织价值观进行有机结合,进而激发和促使教师创新行为的产生。
最后,本研究探索性地提出职业认同对个体创新行为存在直接和间接的影响,并尝试将组织认同视为职业认同和个体创新行为之间的中介变量,这是本文主要的创新点,同时也是本文研究的重点内容。在国内外已有研究中,主要是从组织战略和组织结构特点、组织氛围和文化或员工个体性格特征、动机偏好等因素探讨对创新行为的影响,但缺乏社会认同(如职业认同以及组织认同)与员工创新行为之间的研究。此外,现阶段关于职业认同结果变量的研究也主要集中在工作满意度、工作离职倾向等情绪、态度变量上,对行为变量的研究还不够广泛和深入,本研究以中国背景下高校教师的经验数据来验证这些假设,也更丰富了职业认同等理论。
Innovation is the eternal subject of human beings, and talents are the first element and core power of innovation. As an important force of innovation, college facultyare the vital force of the national innovation system. To studyhow to improve college faculty' innovation ability and their innovation behavior is of far-reaching strategic influence, and is also the new requirement proposed for college talent development and management, which has won widespread concern and attention from boththe theoretical and practical circle.
Today, studies on innovation behavior of college faculty have made great achievements, and most of them explore subjects such as high-level talents, team development, quality requirements and environmental construction from a macro perspective. The study on individual college teachers focuses on ability and psychological quality or centers around one or several points among talents motivation, innovation initiative, innovation psychology, or innovation investment. Givencurrentstudies, the authoradopts the theory of social identity, social exchange and social role as the baseand tries to presents an in-depth analysis of the micro-mechanism of innovation and thenprobes into the influence and inherent mechanism of professional identification, organizational identification, innovation atmosphere and behavior of college facultyfrom the psychological perspective of perception and emotional reaction of faculty.The author regards for the first time organizational identification as the intermediate variable between professional identification and innovation behavior and thereby discusses the impact of professional identification of college facultyon their innovation behavior. Meantime the author investigates into the role of organizational innovation atmosphere in innovation behavior, and its regulating effecton organizational identification and innovation behavior of college faculty.
In this study, research methods include document analyses, interviews, questionnaires and data analyses. Firstly,the authorreviews and summarizes the current research findings related to professional identification, organizational identification, organizational innovation atmosphere and individual innovation behavior. Secondly, the author conductsintensive interviews with12college teachers. Then, based on document analyses and interviews, the author summarizes and analyzes the relationships among professional identification, organizational identification, organizational innovation atmosphere and innovation behavior of college faculty, and makes assumptions and constructs a theory model. Next, the authorrevises and designs measurement scalesconcerning several variables in this dissertation, and forms the original questionnaire, and begins the formal research after preparatory investigation, examination and revise. The author chooses37collegesfrom Chongqing, Sichuan, Guizhou, Hunan, Hubei, Zhejiang, Shanghai and so on to conduct this questionnaire, and gets418sample data from these collegefaculty. Then based on the formal research data, the authoranalyses the accuracy of samples, the examination of efficiency and the investigation of different features of independent samples. Finally, the author proves the relationship of all variables and theproposed assumption, quests the theory and puts forward advice for management based on the empirical findings.
This author draws thefollowing research conclusions:(1) Professional identification of collegefacultyhas positive predictive effect ontheirorganizational identification and innovation behavior.(2) Organizational identification has positive predictive meaning and effect for individual innovation behavior.(3Organizational identification is the intermediaryberweenprofessional identityand individual innovation behavior.(4) Organizational innovation atmosphere has positive predictive meaning and effect for individual innovation behavior.(5) Organizational innovation atmosphereplays the role of regulatingthe relationship between organizational identification and individual innovation behavior.(6) Through comparative analysis of models, the authorfinds that faculty'sprofessional identity, organizational identification and organizational innovation atmosphere in"211project" universities are more relevant to innovation behavior than these universities that do not belong to"211project".(7) The characteristics of demography exert diverseinfluence on each variable, especially on individual innovation behavior. Research conclusions reveals the mental process of how individual innovation behavior produces, and have important theoretical value and practical guidance for Chinesecollegesto inspire college faculty's professional identification and organizational identification and to improve individual innovation behavior. The author also provides the theoretical and practical support for Chinese higher education tomake use of professional identification and organizational identification to improve individual innovation behavior and even topromoteorganizational innovation achievements.
The author features some innovative points as follows:
First, the author constructs the conceptual model based on college faculty's professional identification, organizational identification and the atmosphere of organizational innovationas well as the mechanismof innovation behavior, which enrich and deepen the studies for individual innovation behavior theory. At present, the currentstudieson innovation behaviormainly focus on manufacturing, and other fields also value science and technology researchers, such as qualified scientists and science-technology manpower. However, studies especiallyon college faculty's innovatiion behavior are in infancy, and model construction is to perfect and deepen the theory and findings of individual innovation behavior.
Second, the author tries to investigate the formation mechanism of individual innovation behavior from psychological perspective of individuals'cognition and emotional response. Previous researches about innovation behaviorfocus on the organizational level and have few in-depth analyses from psychological perspective of the microscopic mechanism of the formation of innovation behavior. The author takes social identity theory and social exchange theory as the foundation, and perception, emotion and reaction as the framework, bringing professional identification and organizational identification into one model for analysis. And the author believes that during the processof pursuing professional ideal and achieving professional development, college faculty can get strong psychological impetus and positive attitude from professional perception and identity, which also will promote faculty to form professional identification, and when individuals have strong organizational identification, they will combineself-recognition with internal organizational value to inspire and bring the occurrence of individual Innovation behavior.
Finally, this author raises the point for the first time that professional identification has some direct and indirect influence on individual innovation behavior, and first regards organizational identification as the intermediary variable between professional identification and individual innovation behavior, which is the main innovative point and key content in this dissertation. The existing researches at home and abroad are mainly to explore the influence of some factors on innovation behavior from organizational strategy and organizational structure characteristics, organizational atmosphere and culture or individual's personal traits, motives, preferences and so on, lacking the researches about the relationship between social identity(professional identity and organizational identification) and faculty's individual innovation behavior. In addition, at the present stage, the researches about professional identification outcome variables are also mainly centering onsome emotion and attitude variables includingjob satisfaction and job hopping trend, having not enough and thorough researches on behavioral variables. The author proves the assumption based on the collected data from Chinese college faculty, and further enrich the professional identification theory.
目前,针对我国高校教师的创新行为相关的研究也取得了不少成果,很多研究都是从宏观角度来探讨高层次人才、队伍建设、素质要求、环境建设等内容,针对高校教师个体的研究集中于能力和心理素质方面,集中于人才激励、创新动机、创新心理或创新投入等某个或某几个节点上的探讨。本人在已有研究的基础上,以社会认同理论、社会交换理论和社会角色理论为基础,尝试用员工个人层次的认知与情绪反应的心理视角,深入剖析创新行为的微观机制,探索高校教师的职业认同、组织认同、组织创新氛围、创新行为的影响和内在作用机理；并探索性地将组织认同看为职业认同与个体创新行为之间的中介变量,从而来讨论高校教师职业认同对个体创新行为的作用；同时探讨组织创新氛围对高校教师个体创新行为的作用,和对组织认同与个体创新行为的调节作用。
本研究运用的研究方法包括文献分析法、访谈法、问卷调查法以及数据分析方法。首先,梳理了已有的职业认同、组织认同、组织创新氛围和个体创新行为相关的研究成果,并进行综述；其次,对12名高校教师进行深度访谈；再次,以文献分析和访谈研究为基础,归纳分析了职业认同、组织认同、组织创新氛围和个体创新行为几个变量间的关系,并进行假设,构建理论模型；接着,修改和设计了本研究涉及的几个变量的测量量表,形成了初始调查问卷,预调查检验修订后开始了正式研究,选择重庆、四川、贵州、湖南、湖北、浙江和上海等地区的37所高校得教师进行了正式的问卷调查,回收了418份教师个体样本的数据；然后,以正式的调查数据为基础,进行样本的信度和效度的检验以及独立样本方差检验等数据分析。最后,验证了各变量间的关系及所提出的假设,并以实证结果依据,进行理论探索以及提出管理对策建议。
得出如下研究结果：(1)高校教师职业认同对组织认同、高校教师的职业认同对其创新行为都有积极的预测作用。(2)组织认同对个体创新行为有积极的预测作用。(3)在职业认同与个体创新行为之间,组织认同起到部分中介作用。(4)组织创新氛围对个体创新行为有预测作用。(5)组织创新氛围在组织认同与个体创新行为之间起调节作用。(6)通过模型对比分析,“211高校”教师的职业认同、组织认同、组织创新氛围分别与个体创新行为的相关性明显大于“非211高校”。(7)人口统计学特征对各变量,特别是个体创新行为的影响存在差异。研究结论揭示了高校教师个体创新行为产生的心理过程,而且对中国高校在激发高校教师职业认同、组织认同,以及改善个体创新行为上重要的理论价值和实践指导意义,为我国在高等教育改革中如何利用职业认同与组织认同来提高高校教师的创新行为乃至提升高校组织创新绩效提供了理论和实践的支持。
本研究尝试在以下几个方面有所创新：
第一,探求高校教师个体创新行为的内涵、影响因素及机理,拓宽和深化了个体创新行为理论的研究。目前,已有的关于创新行为的研究,往往大多数集中在制造业,而对服务业,特别是知识服务业或教育业从业人员的创新行为研究很少,对肩负创新人才培养及科技创新重任的高校教师个体创新行为的研究也很薄弱。本文以中国高校教师为研究对象,认为对高校教师而言,其职业的特点决定了个体的创新行为更多是一种角色内行为,而非组织公民行为,对创新有着较高的直接要求。因此,对高校教师个体创新行为的研究,在很大程度上促进了个人创新领域的研究成果的丰富和完善。
其次,本研究尝试从员工个体层面的认知和情绪反应的心理视角来探究个体创新行为的形成机理。之前对创新行为的研究大多停留在组织层面,然而很少从心理视角去深入剖析创新行为形成的微观机制。笔者以社会认同理论、社会交换理论及社会角色理论为基础,以认知、情绪和反应作为逻辑思路,本研究将职业认同与组织认同引入到一个模型来分析,认为高校教师在追求自身职业理想和实现职业发展的工作过程中,从职业的感知和认同中得到了强大的心理动力和积极的情绪,同时也会促进高校教师形成组织认同,当个体具有较强组织认同的时候,会把自身认知和内化的组织价值观进行有机结合,进而激发和促使教师创新行为的产生。
最后,本研究探索性地提出职业认同对个体创新行为存在直接和间接的影响,并尝试将组织认同视为职业认同和个体创新行为之间的中介变量,这是本文主要的创新点,同时也是本文研究的重点内容。在国内外已有研究中,主要是从组织战略和组织结构特点、组织氛围和文化或员工个体性格特征、动机偏好等因素探讨对创新行为的影响,但缺乏社会认同(如职业认同以及组织认同)与员工创新行为之间的研究。此外,现阶段关于职业认同结果变量的研究也主要集中在工作满意度、工作离职倾向等情绪、态度变量上,对行为变量的研究还不够广泛和深入,本研究以中国背景下高校教师的经验数据来验证这些假设,也更丰富了职业认同等理论。
Innovation is the eternal subject of human beings, and talents are the first element and core power of innovation. As an important force of innovation, college facultyare the vital force of the national innovation system. To studyhow to improve college faculty' innovation ability and their innovation behavior is of far-reaching strategic influence, and is also the new requirement proposed for college talent development and management, which has won widespread concern and attention from boththe theoretical and practical circle.
Today, studies on innovation behavior of college faculty have made great achievements, and most of them explore subjects such as high-level talents, team development, quality requirements and environmental construction from a macro perspective. The study on individual college teachers focuses on ability and psychological quality or centers around one or several points among talents motivation, innovation initiative, innovation psychology, or innovation investment. Givencurrentstudies, the authoradopts the theory of social identity, social exchange and social role as the baseand tries to presents an in-depth analysis of the micro-mechanism of innovation and thenprobes into the influence and inherent mechanism of professional identification, organizational identification, innovation atmosphere and behavior of college facultyfrom the psychological perspective of perception and emotional reaction of faculty.The author regards for the first time organizational identification as the intermediate variable between professional identification and innovation behavior and thereby discusses the impact of professional identification of college facultyon their innovation behavior. Meantime the author investigates into the role of organizational innovation atmosphere in innovation behavior, and its regulating effecton organizational identification and innovation behavior of college faculty.
In this study, research methods include document analyses, interviews, questionnaires and data analyses. Firstly,the authorreviews and summarizes the current research findings related to professional identification, organizational identification, organizational innovation atmosphere and individual innovation behavior. Secondly, the author conductsintensive interviews with12college teachers. Then, based on document analyses and interviews, the author summarizes and analyzes the relationships among professional identification, organizational identification, organizational innovation atmosphere and innovation behavior of college faculty, and makes assumptions and constructs a theory model. Next, the authorrevises and designs measurement scalesconcerning several variables in this dissertation, and forms the original questionnaire, and begins the formal research after preparatory investigation, examination and revise. The author chooses37collegesfrom Chongqing, Sichuan, Guizhou, Hunan, Hubei, Zhejiang, Shanghai and so on to conduct this questionnaire, and gets418sample data from these collegefaculty. Then based on the formal research data, the authoranalyses the accuracy of samples, the examination of efficiency and the investigation of different features of independent samples. Finally, the author proves the relationship of all variables and theproposed assumption, quests the theory and puts forward advice for management based on the empirical findings.
This author draws thefollowing research conclusions:(1) Professional identification of collegefacultyhas positive predictive effect ontheirorganizational identification and innovation behavior.(2) Organizational identification has positive predictive meaning and effect for individual innovation behavior.(3Organizational identification is the intermediaryberweenprofessional identityand individual innovation behavior.(4) Organizational innovation atmosphere has positive predictive meaning and effect for individual innovation behavior.(5) Organizational innovation atmosphereplays the role of regulatingthe relationship between organizational identification and individual innovation behavior.(6) Through comparative analysis of models, the authorfinds that faculty'sprofessional identity, organizational identification and organizational innovation atmosphere in"211project" universities are more relevant to innovation behavior than these universities that do not belong to"211project".(7) The characteristics of demography exert diverseinfluence on each variable, especially on individual innovation behavior. Research conclusions reveals the mental process of how individual innovation behavior produces, and have important theoretical value and practical guidance for Chinesecollegesto inspire college faculty's professional identification and organizational identification and to improve individual innovation behavior. The author also provides the theoretical and practical support for Chinese higher education tomake use of professional identification and organizational identification to improve individual innovation behavior and even topromoteorganizational innovation achievements.
The author features some innovative points as follows:
First, the author constructs the conceptual model based on college faculty's professional identification, organizational identification and the atmosphere of organizational innovationas well as the mechanismof innovation behavior, which enrich and deepen the studies for individual innovation behavior theory. At present, the currentstudieson innovation behaviormainly focus on manufacturing, and other fields also value science and technology researchers, such as qualified scientists and science-technology manpower. However, studies especiallyon college faculty's innovatiion behavior are in infancy, and model construction is to perfect and deepen the theory and findings of individual innovation behavior.
Second, the author tries to investigate the formation mechanism of individual innovation behavior from psychological perspective of individuals'cognition and emotional response. Previous researches about innovation behaviorfocus on the organizational level and have few in-depth analyses from psychological perspective of the microscopic mechanism of the formation of innovation behavior. The author takes social identity theory and social exchange theory as the foundation, and perception, emotion and reaction as the framework, bringing professional identification and organizational identification into one model for analysis. And the author believes that during the processof pursuing professional ideal and achieving professional development, college faculty can get strong psychological impetus and positive attitude from professional perception and identity, which also will promote faculty to form professional identification, and when individuals have strong organizational identification, they will combineself-recognition with internal organizational value to inspire and bring the occurrence of individual Innovation behavior.
Finally, this author raises the point for the first time that professional identification has some direct and indirect influence on individual innovation behavior, and first regards organizational identification as the intermediary variable between professional identification and individual innovation behavior, which is the main innovative point and key content in this dissertation. The existing researches at home and abroad are mainly to explore the influence of some factors on innovation behavior from organizational strategy and organizational structure characteristics, organizational atmosphere and culture or individual's personal traits, motives, preferences and so on, lacking the researches about the relationship between social identity(professional identity and organizational identification) and faculty's individual innovation behavior. In addition, at the present stage, the researches about professional identification outcome variables are also mainly centering onsome emotion and attitude variables includingjob satisfaction and job hopping trend, having not enough and thorough researches on behavioral variables. The author proves the assumption based on the collected data from Chinese college faculty, and further enrich the professional identification theory.
引文
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