Understanding the Effects of Followership on University Faculty Adoption of Innovation in Teaching and Instruction

Despite the rapid digital transformation of Higher Education Institutions (HEIs), the organizational dynamics underlying faculty reactions to online instructional resources remain underresearched. While traditional innovation models frequently focus on individual variables, innovation is a purposeful change process requiring fundamental behavioral shifts rather than routine procedural improvements. Faculty acceptance is a critical determinant of successful implementation; however, existing literature often overemphasizes leadership at the expense of followership, a perspective that suggests a significant institutional risk. Drawing upon a socio-constructivist framework, this paper examines innovation adoption through the lens of followership. Since an organization’s reality is built upon collective standards of thought and practice, faculty engagement is a defining element of leadership efficacy. This study utilizes the concept of "followership schemas"—generalized knowledge structures developed through socialization—to explore how these cognitive frameworks influence the integration of new technologies. By repositioning followers as potential "entrepreneurial leaders" who drive innovation from within, this paper demonstrates how a robust understanding of followership can positively impact the practical adoption of innovation in university settings. This shift in perspective offers a more comprehensive understanding of the human factors that determine the success of digital transformation in higher education.