The purpose of this study was to examine the relationship between two recent currents in postsecondary education – integrative learning and undergraduate innovation. We located the rationale for this study in postsecondary educational practices and policies (e.g., inclusive makerspaces, transdisciplinary courses) which have theorized the connection between these two areas yet have not scrutinized this relationship through robust quantitative study. Drawing on a sample of 5,503 undergraduate students attending one of four Universities in the United States, we employed structural equation modeling (SEM) to test the uniqueness of measured constructs as well as examined associations between variables and overall fit in a structural setting. Results indicated the appropriateness of measuring each construct distinctively and provided evidence of a robust relationship between integrative learning and innovation intentions. Additionally, we identified consistent major-specific and identity-based patterns of realizing effects on innovation in association with integrative learning. The study concludes with discussion of findings and implications for educators and academic leaders working to equitably support efforts across these areas.

本研究的目的是研究高等教育中最近的两种趋势——综合学习和本科创新之间的关系。我们在中学后教育实践和政策（例如，包容性创客空间、跨学科课程）中找到了这项研究的基本原理，这些实践和政策已经对这两个领域之间的联系进行了理论化，但尚未通过稳健的定量研究仔细研究这种关系。以美国四所大学之一的 5,503 名本科生为样本，我们采用结构方程模型 (SEM) 来测试测量结构的唯一性，并检查变量之间的关联以及结构设置中的整体拟合。结果表明了对每个结构进行独特测量的适当性，并提供了综合学习与创新意图之间牢固关系的证据。此外，我们确定了一致的专业特定和基于身份的模式，以实现与综合学习相关的创新影响。该研究最后讨论了调查结果和对教育工作者和学术领袖的影响，他们致力于公平地支持这些领域的努力。