Exploring the Impact of Transformational Leadership on Process Innovation and Product Innovation: A Case of Iraqi Public Universities
Bibliographic record
Abstract
Leadership plays an important role in stimulation of creativity among employees and establishment of innovativeenvironment in organizations. Higher education sector of any country acts as a backbone for that country as itprovides skilled human resource. The higher education in Iraq face many challenges, such as brain drain,employee morale and satisfaction that leads to lower innovation. In academic context, the leadership has acritical role in achieving success. The academic leadership of a higher education institution, more specificallytransformational leadership, is responsible for process and product innovation by adopting policies and culturethat would lead to employee’s creativity and institution’s more innovation. Therefore, the main purpose of thestudy is to examine the influence of transformational leadership on process and product innovation in highereducation in Iraq. The quantitative data was collected through survey instrument. The sample for this study isteaching staff in 10 public universities distributed throughout Iraq. The sample consists of 280 academic staffmembers selected through random sampling technique. SPSS was used to analyze the data. The results foundthat there are significant strong relationships between the transformational leadership and the Process innovation.And significant strong relationships between the transformational leadership and the product innovation Moreimportantly, there is significant impact of transformational leadership on both process and product innovation. Inaddition, transformational leadership plays an important role in determining innovation.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.004 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.003 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".