Purpose

In the emergent context of the digital transformation of learning processes, this study aims to examine the influence of students' digital learning orientation on their innovative behavior, mediated through readiness for change. Furthermore, we investigate how organizational learning culture moderates the aforementioned mediated relationship. From an educational sector stakeholders' perspective, elaborations are made on how the constructs will aid in facilitating and nurturing the sustainable development of educational organizations.

Design/methodology/approach

The respondents for this descriptive study were drawn from a student sample, who had taken up postgraduate courses in science and technology streams, in a prominent university in India. Self-reporting questionnaires were administered among the respondents, who were selected through random sampling. Measurement model analysis was done using IBM AMOS 21.0, and path analytic procedures using PROCESS 3.0 macro were used to test the proposed hypotheses.

Findings

The results revealed that digital learning orientation had a significant indirect effect on innovative work behavior, through readiness for change. Also, the conditional indirect effects of digital learning orientation on innovative work behavior, mediated through readiness for change, were influenced by organizational learning culture as the moderator, specifically when the levels of the moderator were low. At optimal levels of an organizational learning culture, digital learning orientation had a significant influence on innovative behavior, through higher readiness for change. However, beyond a certain threshold, organizational learning culture does not have a significant influence on predicting outcomes.

Originality/value

This study is pioneering in conceptualizing and testing a theoretical model linking digital learning orientation, organizational learning culture, readiness for change and innovative behavior. The study is relevant especially in the context of today's students being referred to as “digital natives,” and it, thus, becomes imperative to understand how the same can be translated into work outcomes. Educators are suggested to facilitate an organizational learning culture that is conducive to nurturing positive outcomes among digital native students. Efforts should be oriented toward undertaking teaching pedagogies that will include more of digital gadgets and technologies, enabling higher experiential learning.

中文翻译：

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高等教育领域的数字学习导向和创新行为：组织学习文化的影响和变革准备

目的

在学习过程数字化转型的紧急背景下，本研究旨在通过准备变革来检验学生的数字化学习取向对其创新行为的影响。此外，我们调查了组织学习文化如何调节上述中介关系。从教育部门利益相关者的角度，详细阐述了这些结构将如何帮助促进和培育教育组织的可持续发展。

设计/方法/方法

这项描述性研究的受访者来自于在印度一所著名大学修读过科学和技术方向研究生课程的学生样本。通过随机抽样选出的受访者进行自我报告问卷调查。测量模型分析使用 IBM AMOS 21.0 完成，使用 PROCESS 3.0 宏的路径分析程序用于测试提出的假设。

发现

结果表明，通过准备变革，数字学习导向对创新工作行为有显着的间接影响。此外，数字学习导向对创新工作行为的条件性间接影响，通过变革准备进行调解，受组织学习文化作为调节器的影响，特别是当调节器的水平较低时。在组织学习文化的最佳水平上，数字学习导向通过更高的变革准备度对创新行为产生重大影响。然而，超过某个阈值，组织学习文化对预测结果没有显着影响。

原创性/价值

这项研究在概念化和测试将数字学习取向、组织学习文化、变革准备和创新行为联系起来的理论模型方面处于领先地位。这项研究在当今学生被称为“数字原住民”的背景下尤其重要，因此，了解如何将其转化为工作成果变得势在必行。建议教育工作者促进一种有利于培养数字原生学生积极成果的组织学习文化。应该努力开展教学教学法，其中将包括更多数字小工具和技术，从而实现更高的体验式学习。