Diffusion of Innovation Theory

Diffusion of Innovation (DOI) Theory, developed by E.M. Rogers in 1 !", is one of the oldest so#ial s#ien#e theories. It originated in #o$$uni#ation to e%plain ho&, over ti$e, an idea or produ#t gains $o$entu$ and diffuses (or spreads) through a spe#ifi# population or so#ial syste$. The end result of this diffusion is that people, as part of a so#ial syste$, adopt a ne& idea, behavior, or produ#t. 'doption $eans that a person does so$ething differently than &hat they had previously (i.e., pur#hase or use a ne& produ#t, a#(uire and perfor$ a ne& behavior, et#.). The )ey to adoption is that the person $ust per#eive the idea, behavior, or produ#t as ne& or innovative. It is through this that diffusion is possible. 'doption of a ne& idea, behavior, or produ#t (i.e., *innovation*) does not happen si$ultaneously in a so#ial syste$+ rather it is a pro#ess &hereby so$e people are $ore apt to adopt the innovation than others. Resear#hers have found that people &ho adopt an innovation early have different #hara#teristi#s than people &ho adopt an innovation later. ,hen pro$oting an innovation to a target population, it is i$portant to understand the #hara#teristi#s of the target population that &ill help or hinder adoption of the innovation. There are five established adopter categories, and &hile the $a-ority of the general population tends to fall in the $iddle #ategories, it is still ne#essary to understand the #hara#teristi#s of the target population. ,hen pro$oting an innovation, there are different strategies used to appeal to the different adopter #ategories. 1. Innovators . These are people &ho &ant to be the first to try the innovation. They are ventureso$e and interested in ne& ideas. These people are very &illing to ta)e ris)s, and are often the first to develop ne& ideas. /ery little, if anything, needs to be done to appeal to this population. ". Early 'dopters . These are people &ho represent opinion leaders. They en-oy leadership roles, and e$bra#e #hange opportunities. They are already a&are of the need to #hange and so are very #o$fortable adopting ne& ideas. 0trategies to appeal to this population in#lude ho&.to $anuals and infor$ation sheets on i$ple$entation. They do not need infor$ation to #onvin#e the$ to #hange. 1. Early Ma-ority . These people are rarely leaders, but they do adopt ne& ideas before the average person. That said, they typi#ally need to see eviden#e that the innovation &or)s before they are &illing to adopt it. 0trategies to appeal to this population in#lude su##ess stories and eviden#e of the innovation2s effe#tiveness. 3. 4ate Ma-ority . These people are s)epti#al of #hange, and &ill only adopt an innovation after it has been tried by the $a-ority. 0trategies to appeal to this population in#lude infor$ation on ho& $any other people have tried the innovation and have adopted it su##essfully.

5. 4aggards . These people are bound by tradition and very #onservative. They are very s)epti#al of #hange and are the hardest group to bring on board. 0trategies to appeal to this population in#lude statisti#s, fear appeals, and pressure fro$ people in the other adopter groups.

The stages by &hi#h a person adopts an innovation, and &hereby diffusion is a##o$plished, in#lude a&areness of the need for an innovation, de#ision to adopt (or re-e#t) the innovation, initial use of the innovation to test it, and #ontinued use of the innovation. There are five main factors that influence adoption of an innovation, and ea#h of these fa#tors is at play to a different e%tent in the five adopter #ategories. 1. Relative 'dvantage . The degree to &hi#h an innovation is seen as better than the idea, progra$, or produ#t it repla#es. ". 6o$patibility . 7o& #onsistent the innovation is &ith the values, e%perien#es, and needs of the potential adopters. 1. 6o$ple%ity . 7o& diffi#ult the innovation is to understand and8or use. 3. Triability . The e%tent to &hi#h the innovation #an be tested or e%peri$ented &ith before a #o$$it$ent to adopt is $ade. 5. Observability . The e%tent to &hi#h the innovation provides tangible results.

Limitations of Diffusion of Innovation Theory

There are several li$itations of Diffusion of Innovation Theory, &hi#h in#lude the follo&ing9

Mu#h of the eviden#e for this theory, in#luding the adopter #ategories, did not originate in publi# health and it &as not developed to e%pli#itly apply to adoption of ne& behaviors or health innovations. It does not foster a parti#ipatory approa#h to adoption of a publi# health progra$.

It &or)s better &ith adoption of behaviors rather than #essation or prevention of behaviors. It doesn2t ta)e into a##ount an individual2s resour#es or so#ial support to adopt the ne& behavior (or innovation).

This theory has been used su##essfully in $any fields in#luding #o$$uni#ation, agri#ulture, publi# health, #ri$inal -usti#e, so#ial &or), and $ar)eting. In publi# health, Diffusion of Innovation Theory is used to a##elerate the adoption of i$portant publi# health progra$s that typi#ally ai$ to #hange the behavior of a so#ial syste$. :or e%a$ple, an intervention to address a publi# health proble$ is developed, and the intervention is pro$oted to people in a so#ial syste$ &ith the goal of adoption (based on Diffusion of Innovation Theory). The $ost su##essful adoption of a publi# health progra$ results fro$ understanding the target population and the fa#tors influen#ing their rate of adoption.
http://sphweb.bumc.bu.edu/otlt/MPH-Modules/SB/SB721-Models/SB721-Models4.html

Ellsworth (2000 comme!ted th"t #o$ers% &'((us'o! o( )!!o*"t'o!s (1++, 's "! e-celle!t $e!er"l pr"ct't'o!er%s $u'de. #o$ers% (r"mewor. pro*'de /" st"!d"rd cl"ss'('c"t'o! scheme (or descr'b'!$ the perce'*ed "ttr'butes o! '!!o*"t'o!s '! u!'*ers"l terms/ (#o$ers0 1++, . #ese"rch '! educ"t'o!"l ch"!$e h"s "ppl'ed "!d e-plored #o$ers% model to d'((ere!t co!te-ts. #o$ers% model stud'es d'((us'o! (rom " ch"!$e commu!'c"t'o! (r"mewor. to e-"m'!e the e((ects o( "ll the compo!e!ts '!*ol*ed '! the commu!'c"t'o! process o! the r"te o( "dopt'o!. #o$ers (1++1 'de!t'('ed the d'((ere!ces both '! people "!d '! the '!!o*"t'o!. 2he model pro*'des the $u'del'!es (or the ch"!$e "$e!ts "bout wh"t "ttr'butes th"t the3 c"! bu'ld '!to the '!!o*"t'o! to ("c'l't"te 'ts "ccept"!ce b3 the '!te!ded "dopter. #o$ers "lso 'de!t'('ed the se4ue!ce o( ch"!$e "$e!t roles: 1. 2. 5. 4. ,. 1. 7. 2o de*elop " !eed (or ch"!$e. 2o est"bl'sh "! '!(orm"t'o!-e-ch"!$e rel"t'o!sh'p. 2o d'"$!ose problems. 2o cre"te "! '!te!t '! the cl'e!t to ch"!$e. 2o tr"!sl"te "! '!te!t to "ct'o!. 2o st"b'l'6e "dopt'o! "!d pre*e!t d'sco!t'!u"!ce. 2o "ch'e*e " term'!"l rel"t'o!sh'p

How is diffusion defined in Rogers' Model? &'((us'o! 's " process b3 wh'ch "! '!!o*"t'o! 's commu!'c"ted throu$h cert"'! ch"!!els o*er t'me "mo!$ the members o( " soc'"l s3stem. 2he de('!'t'o! '!d'c"tes th"t:

2he "dopters c"! be "! '!d'*'du"l0 $roups0 or or$"!'6"t'o! "t d'((ere!t le*els o( soc'"l s3stem. 2he t"r$et 's '!!o*"t'o! 2he process 's commu!'c"t'o! 2he me"!s 's commu!'c"t'o! ch"!!els 2he co!te-t o( '!!o*"t'o! 's " soc'"l s3stem )t 's " ch"!$e o*er t'me.

How can we categorize different types of adopter?

)!!o*"tors (r's. t".ers E"rl3 "dopters (hed$ers E"rl3 m"7or't3 (w"'ters 8"te m"7or't3 (s.ept'cs 8"te "dopters (slowpo.es

What are the factors affecting the rate of adoption of an innovation? 9ccord'!$ to #o$ers (1++, 0 there "re ('*e m"7or ("ctors "((ect'!$ the r"te o( "dopt'o!: 1. Perce'*ed 9ttr'butes o( )!!o*"t'o! 9! '!!o*"t'o! 's " 'de"0 pr"ct'ce or ob7ect th"t 's perce'*ed "s !ew b3 "! '!d'*'du"l or other u!'t o( "dopt'o!. How the "dopter perce'*ed ch"r"cter'st'cs o( the '!!o*"t'o! h"s 'mp"cts o! the process o( "dopt'o!.

#el"t'*e "d*"!t"$e: the de$ree to wh'ch "! '!!o*"t'o! 's perce'*ed "s better th"! the 'de" 't supersedes. 2he u!derl3'!$ pr'!c'ple 's th"t the $re"ter the perce'*ed rel"t'*e "d*"!t"$e o( "! '!!o*"t'o!0 the more r"'d 'ts r"te o( "dopt'o! :omp"t'b'l't3: the de$ree to wh'ch "! '!!o*"t'o! 's perce'*ed "s be'!$ co!s'ste!t w'th the e-'st'!$ *"lues0 p"st e-per'e!ces0 "!d !eeds o( pote!t'"l "dopters :omple-'t3: the de$ree to wh'ch "! '!!o*"t'o! 's perce'*ed "s d'(('cult to u!derst"!d "!d use 2r'"l"b'l't3: the de$ree to wh'ch "! '!!o*"t'o! m"3 be e-per'me!ted w'th o! " l'm'ted b"s's. )( "! '!!o*"t'o! 's tr'"l"ble0 't results '! less u!cert"'!t3 (or "dopt'o!

;bser*"b'l't3: the de$ree to wh'ch the results o( "! '!!o*"t'o! "re *'s'ble to others. 2he e"s'er 't 's (or '!d'*'du"ls to see the results o( "! '!!o*"t'o!0 the more l'.el3 the3 "re to "dopt.

2. 23pe o( )!!o*"t'o!-&ec's'o!

;pt'o!"l: "! '!d'*'du"l (le-'b'l't3 :ollect'*e: " b"l"!ce betwee! m"-'mum e(('c'e!c3 "!d (reedom 9uthor't3: 't 3'elds the h'$h r"te o( "dopt'o!0 but produces h'$h res'st"!ce.

5. :ommu!'c"t'o! :h"!!els

M"ss Med'" )!terperso!"l

4. <"ture o( the Soc'"l S3stem 9 soc'"l s3stem 's de('!ed "s " set o( '!terrel"ted u!'ts th"t "re e!$"$ed '! 7o'!t problem sol*'!$ to "ccompl'sh " commo! $o"l. 2he members or u!'ts o( " soc'"l s3stem m"3 be '!d'*'du"ls0 '!(orm"l $roups0 or$"!'6"t'o!s0 "!d or subs3stems. 9ll members cooper"te "t le"st to the e-te!t o( see.'!$ to sol*e " commo! problem '! order to re"ch " mutu"l $o"l: Sh"r'!$ o( " commo! ob7ect'*e b'!ds the s3stem to$ether. 2he soc'"l structure "((ects the '!!o*"t'o!%s d'((us'o! '! se*er"l w"3s:

Soc'"l structure "!d commu!'c"t'o! structure: p"tter!ed "rr"!$eme!ts o( the u!'ts '! " s3stem S3stem !orms: !orms "re est"bl'shed beh"*'or p"tter!s (or the members o( " soc'"l s3stem #oles o( op'!'o! le"ders "!d ch"!$e "$e!ts: op'!'o! le"dersh'p 's the de$ree to wh'ch "! '!d'*'du"l 's "ble to '!(lue!ce other '!d'*'du"l%s "tt'tudes or o*ert beh"*'or '!(orm"ll3 '! " des'red w"3 w'th rel"t'*e (re4ue!c3 23pes o( '!!o*"t'o! dec's'o!s: opt'o!"l '!!o*"t'o!-dec's'o!0 collect'*e '!!o*"t'o! -dec's'o!0 "uthor't3 '!!o*"t'o!-dec's'o!= co!t'!$e!t '!!o*"t'o!-dec's'o! 2he co!se4ue!ces o( '!!o*"t'o!: des'r"ble *s. u!des'r"ble0 d'rect *s. '!d'rect0 "!t'c'p"ted *s. u!"!t'c'p"ted

,. E-te!t o( :h"!$e 9$e!t%s Promot'o! S'e$el (1+++ l'sted (our "dd't'o!"l ("ctors o( #o$ers% theor3:

1. Pro-'!!o*"t'o! B'"s: three "ssumpt'o!s "bout '!!o*"t'o!:

)t should be d'((used "!d "dopted b3 "ll members o( " soc'"l s3stem )t should be d'((used more r"p'dl3 )t should be !e'ther re'!*e!ted !or re7ected

7. #e'!*e!t'o!: people use '!!o*"t'o!s '! w"3s !ot or'$'!"ll3 '!te!ded >. )!d'*'du"l ch"r"cter'st'cs o( "dopters What is innovation-decision process for individual or other decision making unit?

?!owled$e: 't occurs whe! "! '!d'*'du"l 's e-posed to the '!!o*"t'o!%s e-'ste!ce "!d $"'!s some u!derst"!d'!$ o( how 't (u!ct'o!s Persu"s'o!: 't occurs whe! "! '!d'*'du"l (orms " ("*or"ble or u!("*or"ble "tt'tude tow"rd the '!!o*"t'o! &ec's'o!: 't occurs whe! "! '!d'*'du"l e!$"$es '! "ct'*'t'es th"t le"d to " cho'ce to "dopt or re7ect the '!!o*"t'o! )mpleme!t"t'o!: 't occurs whe! "! '!d'*'du"l puts "! '!!o*"t'o! '!to use :o!('rm"t'o!: 't occurs whe! "! '!d'*'du"l see.s re'!(orceme!t o( "! '!!o*"t'o! dec's'o! or re*erse the pre*'ous dec's'o! due to the co!(l'ct

What are the contributions of Rogers' Model? Ellsworth (2000 po'!ted out the most cr't'c"l be!e('ts o( #o$ers% model 's the '!!o*"t'o! "ttr'butes. He s"'d: /Pr"ct't'o!ers "re l'.el3 to ('!d th's perspect'*e o( the $re"test use '( the3 "re e!$"$ed '! the "ctu"l de*elopme!t o( the '!!o*"t'o! or '( the3 "re dec'd'!$ whether (or how to "d"pt the '!!o*"t'o! to meet loc"l re4u'reme!ts@ #o$ers% (r"mewor. c"! be use(ul '! determ'!'!$ how 't 's to be prese!ted to 'ts '!te!ded "dopters./ (p.40 #o$ers% model h"s 'de!t'('ed the cr't'c"l compo!e!ts '! the ch"!$e s3stem "!d the'r ch"r"cter'st'cs. 2he model 's rel"t'*el3 s3stem"t'c bec"use the co!se4ue!ce o( the ch"!$e 's co!('!ed w'th " predeterm'!ed /'!!o*"t'o!/0 " predeterm'!ed $o"l. 2he '!terrel"t'o!sh'p "!d d3!"m'c e-ch"!$e betwee! the compo!e!ts '! the ch"!$e s3stem 's !ot e-pected to co!tr'bute to the co!t'!uous sh"p'!$ o( the *'s'o!0 but to be co!trolled to "dopt " des'r"ble 'de"0 ob7ect0 or pro$r"m.

#e(ere!ces: Ellsworth0 A. B. (2000 . Surviving changes: A survey of Educational change models. S3r"cuse0 <B: E#): :le"r'!$house. #o$ers0 E. (1++, . Diffusion of Innovations. (4th ed. . <ew Bor.0 <B: 2he Cree Press. http://www.perso!"l.psu.edu/w-h15+/#o$ers.htm