Redefining the academic profession: innovation-driven performance and faculty well-being

The academic profession is undergoing rapid transformation due to technological advancements, digital pedagogy, artificial intelligence, and increasing institutional performance expectations. While innovation has become central to enhancing teaching effectiveness and academic outcomes, it has simultaneously intensified job demands, affecting faculty well-being. Academicians today are required to balance multiple roles, including teaching, research, digital content creation, administrative responsibilities, and continuous professional upskilling. This study examines the impact of innovation adoption on academic performance and faculty well-being in higher education institutions. Using a structured questionnaire, primary data were collected from 200 academicians working in higher education institutions. Descriptive statistics, correlation analysis, and multiple regression analysis were employed to analyze the data. The findings reveal that innovation adoption significantly enhances academic performance, while excessive innovation-driven performance pressure adversely affects faculty well-being. Faculty well-being was found to partially mediate the relationship between innovation adoption and academic performance. The study emphasizes the need for balanced institutional strategies that promote innovation while safeguarding faculty mental health and ensuring sustainable academic performance.