Faculty Innovativeness in Higher Education

This study explored the relationship between innovativeness and various demographic and psychological factors among full-time faculty at a private higher education institution in the Midwest United States. The study focused on understanding how risk aversion, gender, age, years of experience, and leadership roles influence a faculty member's level of innovativeness and examined the interrelated effects of these variables. Employing a quantitative research design, data were collected through a self-administered online survey with 129 full-time faculty members, achieving a response rate of 49%. The findings revealed no significant direct relationship between innovativeness and risk aversion. However, categorical age emerged as a mild but statistically significant predictor of innovativeness, suggesting that older faculty members tend to be slightly more innovative. Simultaneous regression analysis indicated that the combined variables of risk aversion, gender, age, years of experience, and leadership roles do not significantly predict the level of innovativeness among the faculty. This research contributes to the field of educational technology by highlighting the complex interplay of intrinsic and extrinsic factors influencing technology adoption and innovativeness in academia. The study recommends developing targeted professional development programs and institutional strategies that leverage the demographic diversity of faculty to enhance technology adoption in higher education.