When and how does educational specialization diversity influence team innovation: Paradoxical leadership as a moderator and team reflexivity as a mediator
基于126个团队的多波多源数据，研究发现悖论型领导能增强教育专业多样性对团队创新和团队反思的正面影响，且团队反思在其中起中介作用。
Abstract Given the paradoxical nature of educational specialization diversity, we suggest that paradoxical leadership effectively manages this diversity and enhances its positive impact on team innovation. Building on the group as information processor framework, we propose that team reflexivity, a critical information‐processing activity within teams, mediates the interaction between educational specialization diversity and paradoxical leadership in influencing team innovation. To test these hypotheses, we conducted a multi‐wave, multi‐source field study with data from 126 teams. Our findings demonstrate that paradoxical leadership positively moderates the relationship between educational specialization diversity and team innovation, as well as the relationship between educational specialization diversity and team reflexivity. Our results also reveal that team reflexivity mediates the moderated relationship between educational specialization diversity, paradoxical leadership, and team innovation. We discuss the theoretical and practical implications of these findings.