Factors influencing the adoption of teaching innovations by university teachers: A comparative analysis using the FS/QCA-NCA methodology

• The study analyzes factors influencing the adoption of Classroom Improvement Cycles (CIMA) at the University of Seville. • CIMA was introduced through the FIDOP programme to enhance teaching quality via innovation and research. • A construct-based model focused on personal, external, and institutional factors was used. • Methodologies applied include fs/QCA and NCA on three samples of FIDOP participants. In recent years, the University of Seville has been making an enormous effort to improve teaching through the FIDOP programme (Teacher Training, Innovation and Teaching Research Programme), which has involved the participation of numerous teachers interested in improving their teaching model. This change has been encouraged by the design, experimentation and evaluation of Classroom Improvement Cycles (CIMA), which involves a complete innovation in teaching methodology, content and evaluation. Although these cycles are, according to internal evaluation processes, leading to advances in the development of teaching, there is still no information available that describes the factors that influence the teaching staff when implementing CIMA. This work aims to contribute to this direction through a construct-based model on the adoption of innovations, where teachers' opinions are analysed in relation to three types of constructs: personal, external and institutional, associated with their relationship with the university. The analysis methodology used was based on a comparative study of fs/QCA qualitative factors with necessary condition analysis (NCA) on the results obtained from three samples of teachers participating in the FIDOP programme. The results achieved have made it possible to identify the specific factors that determine the adoption and development of the CIMA for each of the sub-samples, establishing the similarities and differences between them, highlighting in all of them a common perception of the absence of institutional support and commitment.