Innovative Attitudes of Students in the Environment of a Modern University

The study of students’ innovative attitudes becomes particularly relevant in the context of uncertainty, globalizing risks, and the rapidly changing labor market, where innovation and creativity are primary success factors. According to the author’s approach, innovative attitudes are interpreted as a composite of value orientations, motives, and behavioral patterns that shape an individual’s receptivity and inclination towards unconventional thinking, acceptance of change, and implementation of innovations; the university serves as a key social institution that fosters students’ innovative attitudes. The objective of this research is to examine the spectrum of students’ innovative attitudes within their system of life values, as well as to analyze the impact of subjective evaluations of the external environment on the formation of such attitudes and creative behavior. The empirical foundation of the study is based on a survey conducted among students enrolled in regional and capital universities in Russia (N = 840). The sample was constructed using targeted quotas; the quota characteristics included the city where the respondent studies and resides, as well as their field of study.

Analysis of student engagement in various innovative practices revealed that a significant portion actively participates in the development of creative projects, acquisition of new technologies, preparation of reports for scientific conferences, completion of professional development courses, and conducting research. This indicates the extensive capabilities of universities’ innovative infrastructure. However, approximately one-fifth of respondents reported not being involved in any elements of creative activity. Results from cluster analysis identified four primary types of student innovativeness: active innovators – who demonstrate high levels of engagement in project development, scientific research, and acquisition of new technologies; passive observers – who virtually do not participate in any innovative activities, with key motivators for creativity being largely insignificant to them; technological enthusiasts – who exhibit particularly high levels of involvement in creating software products and new technical solutions; developing innovators – who occupy an intermediate position, demonstrating some innovative activity but less than that of “active innovators.” The typology of innovative profiles obtained can be utilized for the development of targeted measures to support their creative and technological advancement. The novelty of this research lies in the identification of social types of students’ innovative attitudes, providing a characterization relative to value orientations and socio-demographic features of the student body.

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