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<p> Although, there is an international demand on institutes of higher education to spur on innovative research, there is a gap in the aspiration and actual innovative output that continues to exist, particularly in the emerging economies. University structures and Academic leadership are long established in the literature on the topic as facilitators of innovation in the higher education landscape, yet this research explores the under-researched impact of psychological capital on these variables to spur academic research innovation. A quantitative, cross-sectional research design was adopted, and data were gathered from 400 doctoral scholars registered in central, state, deemed, and private universities through stratified random sampling. Data were analysed using Partial Least Square, Structural Equation Modelling (PLS-SEM), along with the measurements of common method bias and Importance-Performance Map Analysis (IPMA) used to gain analytical understanding. Interpretations of the findings have shown that both academic leadership and university structure have a significant impact on innovation as external facilitators, though it is the psychological capital, self-efficacy, resilience, hope and optimism of the scholar that is the critical conduit in the change between structural support to creative results. The suggested model explains 69.8 percent of the variation in innovation when PsyCap mediates a significant effect on this variation.This paper is not just a typical structural analysis but an empirically confirmed more humanistic, psychologically driven framework of how-to bring innovation in the higher education ecosystem. The research contributes greatly to the theoretical literature by connecting the Positive Psychology theory and Creative Componential theory in scholarly researches in higher education institutions by showing that psychological capital is not merely a personal possession but a key determinant through which research directs and the university systems can realize their innovation impacts.</p>

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The Psychological Engine of Innovation: How University Structure and Academic Leadership Build Doctoral Scholars’ Capital for Research Breakthroughs

  • 期刊论文

  • 发表日期：

    2026年5月13日

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  • Gunjan Tripathi,
  • Manu Sharma,
  • Sudhanshu Joshi,
  • Shikha Chahar

摘要

Although, there is an international demand on institutes of higher education to spur on innovative research, there is a gap in the aspiration and actual innovative output that continues to exist, particularly in the emerging economies. University structures and Academic leadership are long established in the literature on the topic as facilitators of innovation in the higher education landscape, yet this research explores the under-researched impact of psychological capital on these variables to spur academic research innovation. A quantitative, cross-sectional research design was adopted, and data were gathered from 400 doctoral scholars registered in central, state, deemed, and private universities through stratified random sampling. Data were analysed using Partial Least Square, Structural Equation Modelling (PLS-SEM), along with the measurements of common method bias and Importance-Performance Map Analysis (IPMA) used to gain analytical understanding. Interpretations of the findings have shown that both academic leadership and university structure have a significant impact on innovation as external facilitators, though it is the psychological capital, self-efficacy, resilience, hope and optimism of the scholar that is the critical conduit in the change between structural support to creative results. The suggested model explains 69.8 percent of the variation in innovation when PsyCap mediates a significant effect on this variation.This paper is not just a typical structural analysis but an empirically confirmed more humanistic, psychologically driven framework of how-to bring innovation in the higher education ecosystem. The research contributes greatly to the theoretical literature by connecting the Positive Psychology theory and Creative Componential theory in scholarly researches in higher education institutions by showing that psychological capital is not merely a personal possession but a key determinant through which research directs and the university systems can realize their innovation impacts.