Fostering Innovative Work Behaviour through Psychological Empowerment: A Study among Administrative Staff in Sri Lankan Universities

Abstract

Background: Administrative staff are central to the efficiency and quality of higher education, yet their role in innovation is rarely explored. In the context of increasing competition and rapid change, encouraging innovative work behaviour (IWB) among non-academic employees is vital for adaptability and institutional growth. This study contributes by focusing on psychological empowerment as a driver of innovation in Sri Lankan universities, addressing a group often overlooked in research.

Objective: To examine the relationship between psychological empowerment and IWB, and to identify which dimensions of empowerment most strongly predict innovative actions among administrative staff.

Methods: A quantitative cross-sectional survey was conducted among 250 administrative employees selected through stratified random sampling from three leading public universities, representing a population of about 2,500. The unit of analysis was individual employees, and the time horizon was cross-sectional. Standardised questionnaires measured psychological empowerment (Spreitzer’s scale; Cronbach’s α > 0.70; validity confirmed through factor analysis) and IWB. Data were analysed using SPSS v26 with Pearson correlation and multiple regression. Hypotheses were developed to test both overall and dimension-specific effects of empowerment on IWB.

Results: A significant positive relationship was found between empowerment and IWB (r = 0.528, p < 0.001). Regression results showed that meaning (β = 0.312, p < 0.01), competence (β = 0.268, p < 0.01), and autonomy (β = 0.221, p < 0.05) significantly predicted IWB (R² = 0.278, p < 0.001). Staff who perceived their work as meaningful and had autonomy were more likely to propose improvements and implement creative solutions.

Conclusion: Psychological empowerment is a critical enabler of IWB among university administrative staff. Meaning and competence were the strongest predictors, highlighting the need for higher education institutions to strengthen purpose, autonomy, and skill development to unlock innovative potential.