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This article aims to develop a measure that assesses and maps the behaviors and traits of an individual with potential for innovation in the work context. To do so, it gathers evidence of factor validity and internal consistency.

In the work context, innovation is often linked with the idea of intrapreneurship. Some experts have pointed out that intrapreneurial activities are essential for promoting innovation. However, it is not just about the activities – the key is to create an environment that supports innovation, fostering a culture where new ideas can thrive. To achieve the objectives of this research, we conducted two studies. The first study involved the construction of the innovation potential scale (IPS). In a theoretical, empirical way, the second study involved the administration of the IPS and a sociodemographic questionnaire to a sample of 621 Brazilians from 25 different occupations.

The results introduce a nine-item measure for the innovative behavior assessment, along with its validity and psychometric properties. Furthermore, the results suggest that innovation potential is a unidimensional construct. Moreover, the study highlights the role of intrapreneurship as an explanatory axiom. This concept helps to understand the entrepreneurial behavior of various professionals and managers within their work context.

This study contribute with as instrument that serves as a new powerful tool for understanding of the mechanisms that lead to innovation in the work context and stimulate the innovative potential of professionals and organizations.

This study helps fill gaps in the literature on self-report assessment of innovative behavior. The traits linked with the construct have a contingent nature and are only potential.

During the coronavirus disease 2019 (COVID-19) pandemic and social distancing, the Virtual Mobility Program (Promover) implemented in 2021 in Brazil aimed to allow students enrolled in Brazilian federal universities to take curricular components at other institutions of the system remotely. The main objective of this research was to identify the most important factors, in students' perception, that affected their satisfaction with virtual mobility (VM) and the factors that drive the intention to continue mobility.

Data collection was performed through 433 questionnaires answered online. R software was used for descriptive analysis and SmartPLS to examine the relationship between independent and dependent variables through Structural Equation Modeling.

A positive relationship was verified between the constructs, and the hypothesized relations were confirmed at statistically significant level, revealing the students' satisfaction with VM and their intention to continue exploring this online learning option through Promover. The results showed that the motivations for VM are linked to the pursuit of knowledge and more opportunities for training and work. Plus, the use of VM proved to be a motivator for student engagement and e-learning effectiveness.

The findings can be useful as they highlight the opportunity to expand VM programs for students, even after the return to on-campus academic activities.