Influence of digital learning orientation and readiness for change on innovative work behaviour: reflections from the higher education sector

Abstract

Purpose The paper aims to examine the influence of students’ digital learning orientation on their readiness for change and innovative work behaviour. Elaborations are made on how these concepts can be utilized for strengthening the teaching-learning process in higher education institutions, and help them gain more cutting-edge competencies in areas of learning delivery and learning engagement. Design/methodology/approach The respondents for this descriptive study were drawn through random sampling, from an end-semester student group, who had taken up post-graduate courses in science and technology streams of a prominent science and technology university. Data was collected by administering self-reporting questionnaires. Findings The study revealed that higher digital learning orientation is associated with improved attitude towards change and higher innovative behaviour. With conflicting results in exiting literature, regarding the influence of digital learning orientation on learning outcomes, this study adds to the body of knowledge by testing previously unexplored propositions in a student sample. Originality/value This study is pioneering in conceptualizing and testing the proposed model. The paper emphasizes the role of digital learning orientation, especially in the context of today’s students being referred to as ‘digital natives’. It is thus imperative to understand how the same can be translated into learning outcomes. The results of the study highlights the need for augmenting the role of digital orientation in the teaching-learning process, so as to transform educational institutions sustainable in producing graduates with readiness for change and innovative work behaviour, in the context of an emergent digital economy.