Fostering Creative Performance in Public Universities
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Abstract
One of the important factors for higher education to achieve global university rankings is through the creative performance of the academic aspect in each faculty. Creative performance cannot arise spontaneously. It depends on individual and contextual factors. This study examined how individual and contextual factors influence creative performance at public universities in Indonesia. The sample of the study was 200 lecturers recruited through simple random sampling. The results indicated that perceived organizational support for creativity was positive and significant related to creative performance, creative role identity, and creative self-efficacy (β = .17, p = .01 β = .31, p = .00; β = .17, p = .00, respectively). Creative role identity was indicated positive and significant to creative self-efficacy (β = .49, p = .00). Creative role identity did not show any significancy to creative performance. However creative self-efficacy was significant to creative performance (β = .13, p = .05; β = .34, p = .00); whilst moderate result was shown in the creative organizational climate. The relationship between perceived organizational support for creativity and creative performance was (β = .09, p = .04). This research suggests that perceived organizational support for creativity, creative self-efficacy, and creative organizational climate are important factors to enhance lecturers' creative performance. The practical implication, especially in improving the lecture’s creative performance, is the need to develop perceived organizational support for creativity and create a creative organizational climate in higher education.
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