Exploring the influence of team educational diversity on open innovation in different appropriability regimes

Purpose This study examines how the educational diversity of the firms’ innovation teams influences their openness to external knowledge sources and collaborative innovation. It also explores how these effects vary depending on the appropriability regime in which the firm operates. Design/methodology/approach We apply fractional probit regression models using data from two waves of the Colombian Innovation Survey (EDIT). Dependent variables were derived from the 9th wave (2017–2018), while independent and control variables were constructed from the 8th wave (2015–2016). This temporal separation allows the use of lagged explanatory variables, mitigating concerns about simultaneity. The final sample comprises 1,718 firms that reported innovation intentions, regardless of success. Two dimensions of openness were analyzed: external knowledge search and formal collaboration for innovation. Findings Results indicate a positive relationship between the educational diversity of innovation teams and firms’ openness to both external search and collaboration, especially in sectors characterized by high appropriability regimes. However, the expected inverted U-shaped relationship between diversity and openness is only partially supported and appears to depend on the type of external engagement pursued by the firm. While educational diversity fosters broader external search, excessive heterogeneity may hinder formal collaboration, likely due to coordination complexity or intra-team conflict. Originality/value This study advances open innovation research by offering a context-sensitive understanding of how team diversity and appropriability regimes jointly shape firms’ openness strategies. It highlights the pivotal role of educational diversity in promoting external engagement and provides practical insights for managing team composition and designing effective innovation strategies.