vii
TABLE OF CONTENTS
CHAPTER
1
TITLE
PAGE
DECLARATION
ii
DEDICATION
iii
ACKNOWLEDGEMENT
iv
ABSTRACT
v
ABSTRAK
vi
TABLE OF CONTENTS
vii
LIST OF TABLES
xii
LIST OF FIGURES
xiv
LIST OF ABBREVIATION
xv
LIST OF APPENDICES
xvi
INTRODUCTION
1
1.1
Introduction
1
1.2
Background of the Study
1
1.3
Problem Statement and Research Gaps
3
1.4
Research Questions (RQs)
9
1.5
Purposes of the Study
9
1.6
Research Objectives
11
1.7
Significance and Contribution of the Study
12
1.8
Scope of the Study
13
1.9
Operational Definitions of Variables
14
1.9.1
Creativity
14
1.9.2
Domain-Relevant Skills (DRS)
14
1.9.3
Creativity-Relevant Processes (CRP)
15
1.9.4
Intrinsic Task Motivation (ITM)
15
1.9.5
Social Environment (SE)
15
viii
1.10
2
Outline of the Thesis
18
LITERATURE REVIEW
19
2.1
Introduction
19
2.2
Theoretical Perspective on Creativity
19
2.2.1
Defining Creativity
20
2.2.2
Theories of Creativity
24
2.2.3
Development of Creativity
27
2.2.3.1 Creativity from Organizational View
29
2.2.4
Interactionist Model of Creativity-1989
31
2.2.5
Three Components of Creativity -1996
32
2.2.6
Componential theory of Creativity-1996
33
2.2.7
Organizational Creativity in this Study
35
2.3
2.4
2.5
2.6
Theoretical Perspective on Individual Components of
Creativity (ICC)
40
2.3.1
Individual Components of Creativity Dimensions
41
2.3.2
Individual Components of Creativity and Creativity
46
Theoretical Perspective on Social Environment
47
2.4.1
Review of Literature on Social Environment
48
2.4.2
Social Environment Development
48
2.4.3
Other Perspectives on Social Environment
49
2.4.4
Social Environment Model in this Study
49
2.4.5
Components of Social Environment
51
Individual Components of Creativity, Creativity and Social
Environment
53
Hypotheses Development
54
2.6.1
Relationships among Components and Creativity
55
2.6.2
Relationship between ICC and Creativity
56
2.6.2.1
Relationship between Domain-Relevant
Skills and Creativity
2.6.2.2
Relationship between Creativity-Relevant
Processes and Creativity
2.6.2.3
59
Relationship between Intrinsic Task
Motivation and Creativity
2.6.3
58
59
Relationship between Social Environment and
Creativity
61
ix
3
2.7
Conceptual Framework of the Research
64
2.8
Summary
65
RESEARCH METHODOLOGY
67
3.1
Introduction
67
3.2
Epistemological and Ontological Perspectives
68
3.3
Research Design
70
3.4
Population and Sampling Method
72
3.4.1
Population
72
3.4.2
Sampling
75
3.5
Data Collection
79
3.6
Research Instrument
81
3.6.1
Independent Variable Research Instrument
82
3.6.1.1
Domain-Relevant Skills (DRS)
82
3.6.1.2
Creativity-Relevant Processes (CRP)
84
3.6.1.3
Intrinsic Task Motivation (ITM)
85
3.6.2
Dependent Variable Research Instrument
86
3.6.3
Moderating Variable Research Instrument
87
3.6.3.1
Measuring Freedom (As a Construct of
Social Environment)
3.6.3.2
Measuring Challenging Work
(As a Construct of Social Environment)
3.6.3.3
92
Measuring Realistic Workload Pressure
(As a Construct of Social Environment)
3.6.3.8
91
Measuring Sufficient Resources
(As a Construct of Social Environment)
3.6.3.7
90
Measuring Organizational Encouragement
(As a Construct of Social Environment)
3.6.3.6
90
Measuring Work Group Support
(As a construct of social environment)
3.6.3.5
89
Measuring Managerial Encouragement
(As a Construct of Social Environment)
3.6.3.4
89
92
Measuring Lack of Organizational
Impediment (As a Construct of Social
Environment)
3.7
Permission to Use KEYS Instrument
93
96
x
3.8
Structural Equation Modeling (SEM)
3.8.1
Various Approaches to Structural Equation
Modeling
3.8.2
97
Partial Least Squares Structural Equation
Modeling (PLS-SEM)
3.9
97
98
Validity and Reliability of Research Instrument
100
3.9.1
Structural Model and Measurement Model
101
3.9.2
Formative Constructs and Reflective Constructs
102
3.9.2.1
First-Order Construct and Second-Order
Construct
3.9.2.2
Formative and Reflective Constructs of
the Study
3.9.3
104
Measurement Model
107
110
3.9.3.1 Measurement Model for Reflective
Constructs
3.9.3.2
Reflective Measurement Model Assessment
Procedure
111
3.9.3.3
Reliability (Indicator and Construct)
112
3.9.3.4
Validity (Convergent and Discriminate)
115
3.9.3.5
Measurement Model for Formative
Constructs
3.9.3.6
3.9.3.7
120
Formative Measurement of Independent
Variable (ICC)
3.9.3.8
119
Formative Measurement Model Assessment
Procedure
122
Formative Measurement of Moderator
ariable (Social Environment)
4
110
124
3.10
Data Analysis Method
128
3.11
Summary
136
DATA ANALYSIS AND FINDINGS
137
4.1
Introduction
137
4.2
Respondents’ Profile
138
4.3
PLS Statistical Analysis
142
4.4
Research Hypotheses Testing and Results
145
4.4.1
146
The Structural Model
xi
4.4.2
The Relationship between ICC and Creativity
147
4.4.3
The Relationship between Social Environment and
Creativity
4.4.4
151
The Moderating Effect of SE on the ICC and
Creativity Relationship
4.5
5
153
Summary
160
DISSCUSSION OF FINDINGS AND CONCLUSION
163
5.1
Introduction
163
5.2
Summary of the Study
163
5.3
Discussion of Findings
167
5.3.1
Individual Components of Creativity and Creativity
168
5.3.2
Moderating Effects of Social Environment
177
5.4
Implications of Research
185
5.4.1
Theoretical Implications
185
5.4.2
Practical Implications
187
5.5
Limitations of the Study
191
5.6
Recommendations for Future Studies
194
5.7
Conclusion
195
REFERENCES
Appendices A - F
197
229 - 244
xii
LIST OF TABLES
TABLE NO.
3.1
TITLE
PAGE
The existing relationship between epistemology, theoretical
perspectives, methodology and methods
68
3.2
G*Power features
76
3.3
G*Power 3.1 report analysis for the current study
77
3.4
Measuring domain-relevant skills as an individual component of
creativity (independent variable)
3.5
Measuring creativity-relevant processes as an individual component
of creativity (independent variable)
3.6
83
84
Measuring intrinsic task motivation as an individual component of
creativity (independent variable)
85
3.7
Measuring creativity as the dependent variable
87
3.8
Measuring freedom as a component of social environment (as the
moderating variable)
3.9
Measuring challenging work as a component of social environment
(as the moderating variable)
3.10
91
Measuring sufficient resources as a part of social environment
(as the moderating variable)
3.14
91
Measuring organizational encouragement as a component of social
environment (as the moderating variable)
3.13
90
Measuring work group support as a component of social environment
(as the moderating variable)
3.12
90
Measuring managerial encouragement as a component of social
environment (as the moderating variable)
3.11
89
92
Measuring realistic workload pressure as a component of social
environment (as the moderating variable)
93
xiii
3.15
Measuring lack of organizational impediments as a component of
social environment (as the moderating variable)
93
3.16
Elements in KEYS instrument to measure social environment
94
3.17
Survey constructs measures and sources
95
3.18
Identifying the indicators of reflective and formative construct
102
3.19
Reflective measurement model and its assessment
112
3.20
Factor loading for each item
113
3.21
Criteria of validity and reliability check on PLS
118
3.22
Reliability and validity testing in SmartPLS measurement model
119
3.23
CR, AVE, Square root of AVE, MSV and ASV of the study
119
3.24
Topics to be analyzed in formative measurement model
120
3.25
Assessment of formative constructs
121
3.26
Outer weight and outer loading of independent variable
122
3.27
Variance inflation factors (VIF) of ICC
123
3.28
Outer weight and outer loading with significant contribution to
social Environment
124
3.29
Variance inflation factors (VIF) of social environment
126
4.1
Respondent’s gender
138
4.2
Respondents’ Age
138
4.3
Respondents’ nationality
139
4.4
Respondents' faculties
139
4.5
Respondents' year of study
140
4.6
Respondents’ universities
141
4.7
Features of PLS including statistical properties, data characteristics,
model characteristics and model evaluation
143
4.8
Path coefficients and t-value (bootstrapping)
151
4.9
Path coefficients and t-value (bootstrapping)
160
4.10
The summary of findings that are related to hypotheses testing
161
xiv
LIST OF FIGURES
FIGURE NO.
TITLE
PAGE
2.1
The interactionist model of creativity (Woodman et al., 1989)
32
2.2
Three Components of Creativity (Amabile, 1996)
33
2.3
The componential theory of creativity
34
2.4
Conceptual Framework
65
3.1
Research design of the study
72
3.2
A sample of unidimensional and multidimensional constructs
104
3.3
Conceptual representation of hierarchical components model
108
3.4
An instance of structural model including measurement model
110
3.5
Moderating relationship
132
3.6
Modeling moderation effect in PLS using product indicator approach
133
3.7
Research model of the current study as it was depicted in SmartPLS
135
4.1
Stage one model demonstrating estimation
148
4.2
Stage one model demonstrating t-value
148
4.3
Secondary model demonstrating estimation
149
4.4
Secondary model demonstrating t-value situation
150
4.5
Stage one model demonstrating estimation
152
4.6
Stage one model demonstrating t-value
152
4.7
Research model with presence of social environment in estimation
154
4.8
Research model with presence of social environment in t-value
154
4.9
Model with presence of DRS in estimation situation
155
4.10
Model with presence of DRS in t-value Situation
156
4.11
Model with presence of CRP in estimation situation
156
4.12
Model with presence of CPR in t-value Situation
157
4.13
Model with presence of ITM in estimation situation
158
4.14
Model with presence of ITM in t-value Situation
158
5.1
Research model based on study‘s findings
184
xv
LIST OF ABBREVIATION
ABET
-
Accreditation Board for Engineering and Technology
ASV
-
Average Shared Square Variance
AVE
-
Average Variance Extracted
CCL
-
Center for Creative Leadership
CR
-
Composite Reliability
CRP
-
Creativity-Relevant Processes
DRS
-
Domain-Relevant Skills
HEI
-
Higher Education Institutions
ICC
-
Individual Components of Creativity
ITM
-
Intrinsic Task Motivation
KAI
-
Kirton Adaptation Innovation Inventory
MoHE
-
Ministry of Higher Education
MSV
-
Maximum Shared Squared Variance
MV
-
Multi Variant
PLS
-
Partial Least Square
RQs
-
Research Questions
SE
-
Social Environment
SEM
-
Structural Equation Modeling
SPSS
-
Statistical Package for Social Sciences
VIF
-
Variance Inflation Factor
WPI
-
Work Preference Inventory
xvi
LIST OF APPENDICES
APPENDIX
TITLE
PAGE
A
Letter of Approval for Using KEYS
229
B
Academic Survey
232
C
List of Malaysian public universities with undergraduate
engineering schools
237
D
Sample I communication letter for data collection
239
E
Sample II communication letter for data collection
241
F
Bivariate correlation between KEYS research variables
243