Employee Engagement, Digital Competency, and Work Autonomy on Innovation in Student Services

Abstract

In the context of Education 4.0, innovation in student services has become essential for higher education institutions seeking to deliver responsive, technology-enabled, and student-centered support. This study examined how employee engagement, digital competency, and work autonomy influence innovation in student services among Student Affairs and Services practitioners in Region 10, Northern Mindanao, Philippines. A descriptive-correlational and causal-comparative design was utilized, involving 286 practitioners who answered a structured Likert-type questionnaire. Results showed that employee engagement, digital competency, work autonomy, and innovation in student services were all rated at high levels. Innovation was positively associated with organizational factors (r = .613, p < .01), digital problem-solving skills (r = .715, p < .01), and especially work autonomy, whose sub-dimensions, work method, work schedule, and work criteria autonomy demonstrated strong correlations with innovation (r = .743 to .777, p < .01). Overall work autonomy exhibited the strongest association with innovation (r = .816, p < .01). These findings highlight that granting SAS practitioners substantial autonomy, supported by strong digital competencies and favorable organizational conditions, is critical for fostering innovation in student services and advancing institutional transformation in a digitally driven educational landscape