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The main objective of this paper is to analyze how leadership unity (LU) within universities affects the innovativeness of faculty, with a focus on the potential moderating role of strategic sensitivity (SS).

The conceptual model of this research shows that SS and LU of the university impact the faculty's innovativeness. Meantime, the moderating effect of SS is assessed. A 49-item questionnaire was administered to 350 respondents who were managers and faculties of the university. The hierarchical regression technique was used for analyzing data and testing hypotheses.

The findings support both a curvilinear relationship based on a concave upward pattern and a linear relationship between LU in the university and the innovativeness of faculty. In addition, the university's SS positively influences the faculty's innovativeness. SS negatively moderates the curvilinear relationship between LU and faculty's innovativeness, i.e. the U-shaped effect exists only when the level of SS is high.

The results of this study shed new light on the relationships between LU and SS with innovativeness in the higher education landscape. It underlines the importance of SS as a moderator in the relationship between LU and innovativeness. This study was conducted in a developing country under sanctions with an Eastern culture, Iran. Thus, it is recommended that the conceptual framework of this study be tested in different countries with cultural diversity to generalize its findings.

Administrators of universities need to recognize that creating unity and cohesion among managers of various levels of the university is crucial. They should also be aware that responses to external changes can lead to new opportunities for the university. Embracing transformation within the organizational strategies of the university will have a significant influence on competition, politics, and internal operations.

This research contributes to the academic discussions on the importance of LU and SS and also the moderation effect of SS in driving and promoting innovativeness in among faculties by providing empirical evidence. The results present valuable insights for scholars, practitioners and policymakers seeking to understand innovativeness among faculties in the higher education setting.

This study aims to explore the relationship between personal innovativeness, perceived symbolic value and green purchase intentions within the context of sustainable consumption. Specifically, it investigates how personal innovativeness influences both green purchase intentions and perceived symbolic value and examines whether perceived symbolic value mediates the relationship between personal innovativeness and green purchase intentions.

Using a survey-based quantitative approach, data were collected from a sample of Indonesian consumers using online panels via SurveyMonkey®. The study used Rogers’ diffusion theory to conceptualize personal innovativeness and drew on theories of symbolic consumption to frame perceived symbolic value. Partial least square structural equation modeling was used to test the proposed hypotheses and explore the relationships among the constructs.

The results indicate that personal innovativeness positively affects green purchase intentions and enhances the perceived symbolic value of green products. Moreover, perceived symbolic value influences green purchase intentions and partially mediates the relationship between personal innovativeness and green purchase intentions. These findings underscore the critical role of symbolic value in the adoption of green products and highlight personal innovativeness as a key driver in sustainable consumer behavior.

This research contributes to the sustainable consumption literature by integrating personal innovativeness with symbolic value considerations in green purchasing decisions, offering a novel insight into how individual traits and product symbolism interact to influence consumer behavior in the context of environmental sustainability.

This study aims to examine the relationship between brand innovativeness, brand attitude and brand equity within the service industry. Despite the prior literature’s acknowledgement of the importance of brand innovativeness, the previous studies on its impact on brand equity have yielded inconsistent results. This study also explores the moderating effect of perceived brand ethicality on the relationship between brand innovativeness, brand attitude and brand equity.

This study collected the self-administered survey data of 402 respondents in the Chinese retail banking sector and employed a moderated mediation analysis to examine the research hypotheses.

Brand innovativeness positively influences brand equity, and brand attitude mediates the effect. Perceived brand ethicality strengthens the positive association between brand innovativeness and brand equity.

This study contributes to the extant brand literature by demonstrating how the positive impact of brand innovativeness transcends brand evaluation to impact overall brand equity; it also reveals the mechanism through which brand innovativeness affects brand equity. The findings advance the under-researched issue of whether consumer perceptions of a brand’s ethical conduct affect the efficacy of brand innovativeness in brand equity.

Drawing on capability theory, this study aims to examine the interplay of learning orientation, market orientation and stakeholder engagement in fostering social enterprise innovativeness.

A survey of 1,044 Australian social enterprise executives and managers tested hypotheses in a mediated moderation model using structural equation modelling.

Nested model comparisons revealed key insights: market orientation partially mediates the relationship between learning commitment, open-mindedness and innovativeness. High stakeholder engagement hinders learning commitment’s effect on innovativeness while enhancing open-mindedness’ impact. Shared vision negatively affects innovativeness. Control variables highlight gender-based perceptions, with female executives viewing market orientation and innovativeness less favourably than male counterparts. This study underscores the importance of heightened market orientations in hostile business environments.

Findings prompt further investigation into stakeholder engagement’s negative impact on learning commitment and shared vision’s effect on innovativeness. It is crucial to recognise gender perspectives in strategy and align internal practices with external conditions.

This study clarifies the interplay between learning orientation, market orientation and stakeholder engagement in fostering innovativeness amid contradictory findings. It advances social enterprise research by introducing a capability-based approach to cultivate innovativeness, challenging dominant customer-focused strategies to enhance organisational performance.

This paper explores the relationship between transformational principal leadership and individual teacher innovativeness, considering the mediating role of teacher agency (TA) and the moderating role of teacher trust (TT).

We employed structural equation modeling (SEM) using survey data collected from 676 teachers at 25 schools in Turkey.

The results indicated no direct correlation between transformational leadership (TL) and teacher innovativeness but revealed a significant and positive association between TL and teachers' agency, as well as between teachers' agency and innovativeness, suggesting that TA fully mediates the association between TL and teacher innovativeness. Additionally, teachers' trust positively influenced the link between principal leadership and teachers' innovativeness, with the impact of TL on teachers' innovativeness being stronger when trust levels were higher.

This study contributes to the literature, providing an understanding of the mechanisms through which leadership can exert an influence on teacher innovativeness.

This study also suggests that the strength of the influence is likely to vary under different circumstances. Trust among teachers appears to play a key role in the effect of school leadership on teachers, particularly when aiming to support and sustain innovativeness.

Trust-based relationships within a school are essential for school principals to influence innovative practices. We conclude that, in the absence of trust as a key component of school climate, achieving a comprehensive understanding of the role of school leadership in fostering teacher innovativeness seems unattainable.

This paper expands existing knowledge regarding the effect of TL in leading teacher innovativeness by indicating the indispensable role of TA and trust.

Citizens are substantial stakeholders in every e-government system, thus their willingness to use and ability to access the system are critical. Unequal access and information and communication technology usage, which is known as digital divide, however has been identified as one of the major obstacles to the implementation of e-government system. As digital divide inhibits citizen’s acceptance to e-government, it should be overcome despite the lack of deep theoretical understanding on this issue. This research aimed to investigate the digital divide and its direct impact on e-government system success of local governments in Indonesia as well as indirect impact through the mediation role of trust. In order to get a comprehensive understanding of digital divide, this study introduced a new type of digital divide, the innovativeness divide.

The research problems were approached by applying two-stage sequential mixed method research approach comprising of both qualitative and quantitative studies. In the first phase, an initial research model was proposed based on a literature review. Semi-structured interview with 12 users of e-government systems was then conducted to explore and enhance this initial research model. Data collected in this phase were analyzed with a two-stage content analysis approach and the initial model was then amended based on the findings. As a result, a comprehensive research model with 16 hypotheses was proposed for examination in the second phase.

In the second phase, quantitative method was applied. A questionnaire was developed based on findings in the first phase. A pilot study was conducted to refine the questionnaire, which was then distributed in a national survey resulting in 237 useable responses. Data collected in this phase were analyzed using Partial Least Square based Structural Equation Modeling.

The results of quantitative analysis confirmed 13 hypotheses. All direct influences of the variables of digital divide on e-government system success were supported. The mediating effects of trust in e-government in the relationship between capability divide and e-government system success as well as in the relationship between innovativeness divide and e-government system success were supported, but was rejected in the relationship between access divide and e-government system success. Furthermore, the results supported the moderating effects of demographic variables of age, residential place, and education.

This research has both theoretical and practical contributions. The study contributes to the developments of literature on digital divide and e-government by providing a more comprehensive framework, and also to the implementation of e-government by local governments and the improvement of e-government Readiness Index of Indonesia.

This study looked into the factors that could make a difference in teachers’ individual innovativeness and team innovativeness. We investigated five categories of factors: (1) innovation-related teacher preparedness, (2) innovation-related teacher professional development, (3) teacher professional practices, (4) teacher empowerment and (5) innovation-related teacher self-efficacy.

The data source is the 2018 Teaching and Learning International Survey (TALIS) US data. The samples include about 165 schools and 2,560 teachers. We applied the structural equation model to analyze the data and the unit of analysis is set at the individual teacher-level.

We found that all factors matter except professional development and that they matter differently for different innovativeness outcomes.

This study is significant in several aspects: first, it is among the first that examined the factors that could make a difference in teacher innovativeness. Second, we differentiated between individual and team teacher innovativeness. Third, the findings highlight the importance of several factors including teacher preparation, teacher collaboration, teacher participation in school decisions and teacher self-efficacy.

Research on consumer innovativeness has been studied in the field of marketing during the past decade, in that it has become critical to firms and businesses introducing new products. Yet as the literature concerning innovativeness in the hospitality sector is extremely limited, the purpose of this study is to better conceptualize and understand innovativeness in the hospitality sector (e.g., hotel, restaurant & bar, food & beverage, and occupational training). Using a qualitative method, personal interviews have been collected in this study from local hospitality managers and data are analyzed by constant comparative analysis. Eight themes emerge from the interview data: (1) novelty seeking, (2) eagerness, (3) vigilance, (4) openness, (5) venturesome, (6) hedonism, (7) value seeking, and (8) social distinctiveness. These intrinsic characteristics capture the concept of innovativeness in a broader range within different perspectives. The resultant data could therefore be utilized in future research to evaluate the level of awareness and use of perceived innovativeness in consumer behavior research and business marketing.

The intense competition among restaurant brands made it difficult to retain and engage customers. Service innovation can play a vital role to serve this purpose, however, restaurant brands' efforts to bringing innovativeness may not yield desired results unless customers perceive them innovative. Therefore, the present study aims to investigate the role of customer perceived innovativeness (CPRI) in enhancing brand love and evangelism among customers. This study compares these effects between fast-food and continental restaurants to offer deeper insights.

Data were collected from 303 customers of fast-food and continental restaurants through self-administered structured questionnaire. The reliability and validity were established through confirmatory factor analysis. The hypotheses were tested using structural equation modeling and multi-group SEM with MPlus.

The findings of this study reveal that menu, experiential and promotional innovativeness dimensions of CPRI positively influence brand love. The effects of CPRI dimensions transcend to brand evangelism dimensions, i.e. brand purchase intension, positive brand referrals and oppositional brand referrals via brand love. The multi-group analysis showed that continental restaurants' menu innovativeness strongly impacts brand love and evangelism while promotional innovativeness matters more in the context of fast-food restaurants.

This study helps restaurant managers in devising tailor made strategies for fast-food and continental restaurants by focusing on the relevant attributes to bring innovation.

This research is one of the pioneering studies to investigate the relationship of CPRI with brand evangelism through the mediating role of brand love. This study also marks an initial attempt to compare fast-food and continental restaurants in the context of CPRI.