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Article
Publication date: 30 May 2019

Emmanuel Tetteh Teye, Beatrice Ayerakwa Abosi, Alexander Narh Tetteh, Seth Yeboah Ntim, Abraham Teye, Offeibea Love Aseidua-Ayeh and Sophia Agyeiwaa Dubi

Previous research has considered human motivation as a determinant of inquisitiveness, learning and innovation. However, how student’s motivation affects both…

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Abstract

Purpose

Previous research has considered human motivation as a determinant of inquisitiveness, learning and innovation. However, how student’s motivation affects both exploitative/exploratory research outcomes has not yet been sufficiently addressed. The purpose of this paper is to examine self-determination theory (SDT) as a conceptual tool to understand post-graduate student’s academic motivation and how it affects two types of ambidextrous outcomes (exploitative and exploratory), and thus posit relational capital as an important mediator in the motivation–innovation process.

Design/methodology/approach

The authors draw conclusions using 331 valid post-graduate foreign scholars data collected via online survey in three Chinese Universities and conduct data analysis using the structural equation modeling technique (AMOS).

Findings

Results indicate that: academic motivation and perceived collaboration capability both has a significant effect on exploitation behavior; there was no significant relationship between academic motivation and tendency to collaborate with actors within their networks; collaboration capability and exploitation behavior mediate the relationship between academic motivation and exploration behavior; and further a complementary link was found to exist between exploitation behavior and exploration behavior in students attempt to be ambidextrous.

Originality/value

The authors advance innovation research by expanding SDT to include relational perspective as an antecedent of ambidexterity (exploration/exploitation behaviors) and provide new insights into current understanding of research engagement in higher education settings. The authors highlight some implications for educational agencies seeking to promote the emergence of psychological and relational conditions to enhance novelty in post-graduate internationalized education.

Details

Journal of Applied Research in Higher Education, vol. 11 no. 4
Type: Research Article
ISSN: 2050-7003

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