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Stimulating and Educating Engineers to Innovate through Individual Continuous Learning

Author

Listed:
  • Jing Liu

    (Glorious Sun School of Business and Management, Donghua University, Shanghai 200051, China
    School of Business and Management, Henan University of Engineering, Zhengzhou 451191, China)

  • Xiaokang Zhao

    (Glorious Sun School of Business and Management, Donghua University, Shanghai 200051, China)

  • Chunliang Zhao

    (Zhengzhou Branch, China Ever Bright Bank, Zhengzhou 450008, China)

Abstract

Based on the self-determination theory and planned behavior theory, this paper studied the mechanisms of innovative behavior driven by engineers’ individual continuous learning. It was found that individual continuous learning can promote engineers’ innovative behavior and that career planning and self-efficacy play a dual mediating role in the effect that individual continuous learning has on bringing about innovative behavior. In addition, engineers’ risk tolerance positively increases the effect of individual continuous learning on self-efficacy. Furthermore, the organizational climate affects the innovative behavior brought about by engineers’ individual continuous learning. Therefore, we make some suggestions for vocational education and the management of engineers. It is necessary for managers to develop strategies to encourage engineers to continue learning both inside and outside the organization. Organizations need to support engineers in improving their professional skills and abilities so as to enhance self-efficacy. Managers need to pay attention to career planning for engineers, assist them in career planning, and help them to achieve their career goals through training or related courses. Managers also need to allow engineers to make mistakes and strengthen risk education for engineers. Managers need to create a climate of innovation in which members support and cooperate with each other so that engineers can implement innovative behavior more effectively and achieve innovative goals.

Suggested Citation

  • Jing Liu & Xiaokang Zhao & Chunliang Zhao, 2020. "Stimulating and Educating Engineers to Innovate through Individual Continuous Learning," Sustainability, MDPI, vol. 12(3), pages 1-15, January.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:3:p:843-:d:312287
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    References listed on IDEAS

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    2. Robert Fairlie & Alicia Robb, 2009. "Gender differences in business performance: evidence from the Characteristics of Business Owners survey," Small Business Economics, Springer, vol. 33(4), pages 375-395, December.
    3. Rajagopal, 2014. "Technology Diffusion and Adoption," Palgrave Macmillan Books, in: Architecting Enterprise, chapter 6, pages 148-173, Palgrave Macmillan.
    4. Margarita Genius & Phoebe Koundouri & Céline Nauges & Vangelis Tzouvelekas, 2014. "Information Transmission in Irrigation Technology Adoption and Diffusion: Social Learning, Extension Services, and Spatial Effects," American Journal of Agricultural Economics, Agricultural and Applied Economics Association, vol. 96(1), pages 328-344.
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    Cited by:

    1. Xiangqian Li & Qiang Qiang & Li Huang & Cunquan Huang, 2022. "How Knowledge Sharing Affects Business Model Innovation: An Empirical Study from the Perspective of Ambidextrous Organizational Learning," Sustainability, MDPI, vol. 14(10), pages 1-17, May.
    2. Omar Israel González-Peña & María Olivia Peña-Ortiz & Gustavo Morán-Soto, 2021. "Is It a Good Idea for Chemistry and Sustainability Classes to Include Industry Visits as Learning Outside the Classroom? An Initial Perspective," Sustainability, MDPI, vol. 13(2), pages 1-18, January.

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