DRIVING LECTURER INNOVATION: SERVANT LEADERSHIP, JOB CRAFTING, AND JOB SATISFACTION INSIGHTS

Abstract

In the era of rapid technological advancement and global competition, higher education institutions are increasingly required to demonstrate
adaptability, relevance, and innovation. Universities are no longer seen solely as centers for knowledge transmission, but also as institutions
that must continuously generate new ideas, methods, and solutions to respond to changing societal and industrial needs. In this context, lecturers
play a critical role as key actors in driving innovation within higher education.
The concept of innovation work behaviour (IWB) has therefore become increasingly important in understanding how lecturers contribute to
institutional development. Innovation work behaviour refers to the process through which individuals generate, promote, and implement new
ideas within their work environment (Abun & Ruadap-Macaspac, 2023; West & Richter, 2024). For lecturers, this includes developing
innovative teaching methods, integrating digital technologies into learning, producing impactful research, and creating new approaches in
community engagement. These activities are essential in improving the quality of education and strengthening the competitiveness of higher
education institutions (Elliyana & Basir, 2025; Rabia & Elliyana, n.d.).
In Indonesia, particularly within private universities under the coordination of LLDIKTI Region III (Jakarta), the demand for innovation has
become more pressing. The implementation of policies such as digital transformation in education, outcome-based accreditation systems, and
increasing competition among universities has created a dynamic environment that requires lecturers to be more adaptive and innovative
(García-Morales et al., 2021; Hamid et al., 2025). However, in practice, the level of innovation among lecturers varies significantly. While
some lecturers actively engage in creative teaching and research activities, others tend to rely on conventional approaches and show limited
initiative in developing new ideas.This phenomenon raises important questions regarding the factors that influence lecturers’ innovation work
behaviour. It suggests that innovation is not solely determined by institutional policies or external demands, but also by internal and organizational factors
that shape individual behaviour (Rattanawichai et al., 2023; Yen et al., 2025). Understanding these factors is crucial for designing effective strategies to foster
innovation in higher education.One important factor that may influence lecturers’ behaviour is leadership style. In particular, servant leadership has gained
attention as a leadership approach that emphasizes serving, supporting, and empowering subordinates (Dul et al., 2024; Kainde & Mandagi, 2023) . Leaders who
adopt this style focus on the growth and well-being of their team members, creating a supportive and trusting work environment. In academic settings, such an
environment may encourage lecturers to express ideas, take initiative, and engage in innovative activities. However, the extent to which servant leadership
directly influences innovation behaviour remains an open question, especially in the context of higher education institutions.In addition to leadership, individuallevel factors also play a significant role. Job crafting, defined as the proactive behaviour of individuals in shaping and redefining their work, is increasingly
recognized as a key driver of positive work outcomes (A. Bakker et al., 2020; Hornung, 2019). Lecturers who actively modify their teaching methods, build
collaborative networks, and seek meaningful engagement in their tasks are more likely to develop innovative practices. This proactive approach reflects a shift
from passive role execution to active role construction, which is essential in dynamic and knowledge-intensive environments such as universities.Another factor
that has been widely discussed in the literature is thriving at work, a psychological state characterized by a sense of vitality and continuous learning. Individuals
who experience thriving are typically more energetic, engaged, and open to new experiences, which theoretically should support innovation. However, in
structured environments like higher education, where bureaucratic processes and institutional constraints may exist, the relationship between thriving and
innovation may not be straightforward. This raises the need for further investigation into how psychological conditions translate into actual innovative
behaviour.Furthermore, job satisfaction is often considered a critical factor influencing employee behaviour. Job satisfaction reflects how individuals perceive
and evaluate their work experiences, including aspects such as work environment, recognition, and career opportunities. In the context of lecturers, satisfaction
may influence motivation, commitment, and willingness to go beyond formal job requirements. When lecturers feel satisfied with their work, they are more
likely to invest additional effort, including engaging in innovative activities. Conversely, dissatisfaction may lead to reduced motivation and limited
initiative.Despite the relevance of these variables, there is still a lack of comprehensive understanding of how organizational, individual, and psychological
factors interact in shaping innovation work behaviour among lecturers. Most existing studies tend to focus on a single perspective, either leadership, individual
behaviour, or psychological conditions, without integrating these dimensions into a unified framework. This limitation is particularly evident in the context of
higher education in developing countries, including Indonesia, where institutional characteristics and cultural factors may influence behavioural dynamics
differently.Therefore, this study is important as it seeks to provide a more holistic understanding of innovation work behaviour by examining multiple influencing
factors simultaneously. By focusing on lecturers in private universities within LLDIKTI Region III, this research addresses a relevant and underexplored context,
offering insights that are both academically meaningful and practically useful. Understanding how leadership, individual initiative, and psychological conditions
contribute to innovation can help higher education institutions develop more effective strategies to enhance lecturer performance and institutional
competitiveness.Fostering innovation among lecturers is not only a strategic necessity but also a complex process influenced by multiple interrelated
factors. This study is conducted to respond to this complexity and to provide a clearer understanding of the conditions that support innovation
in higher education.