PurposeThe study investigates the extent to which organizational learning and innovativeness can improve the firms' performance through a customer-focused strategy.Design/methodology/approachData were collected from Indonesian financial service firms using a questionnaire-based survey. The 157 useable survey responses were analysed to test the proposed hypotheses using SmartPLS.FindingsThis study finds that both organizational learning and innovativeness have a positive effect on performance. The effect of organizational learning on performance depends on the variations of the customer-focused strategy. However, innovativeness does not mediate through customer-focused strategy to enhance performance.Practical implicationsIn firms that implement business model innovation, managers should focus on resource flexibility. Where it is responsive, managers need to be concerned with ensuring various uses of existing resources to understand the performance effectively.Social implicationsAs one of the types of dynamic capabilities, organizational learning and innovativeness are also important antecedents of performance.Originality/valueThis study extends the business innovation model from the adaptability of customer-focused strategy. The findings confirm that organizational learning has a prominent role in meeting customer needs for a dynamic market.
This paper presents how a Malaysian centre associated with the ministry of higher education developed a framework for assessing leadership abilities in higher education. A qualitative approach is used in this study and the primary focus was on group discussions involving human resource professionals and well-known academics from higher education. The result of this study shows that the Behavioral Event Interview (BEI) instrument is used to quantify each of the five clusters that make up the higher education leadership competencies framework. These five clusters are: impact and influence, achievement and action, leading, cognitive and personal effectiveness. The leaders are then classified into five position levels ranging from Level 1 to Level 5. Level 1 is individual contributor which is coded as ‘Reviewable’ whilst Level 5: is leading the whole organization coded as ‘Significantly Exceeds’. The study’s findings provide an instrument for determining whether the potential leaders in high education institutions are ready to take on the responsibility of leading. In order to improve a leader’s abilities as a part of succession planning, the findings could assist the center. This study provides some considerations for alternatives to the prevalent frameworks for evaluating leadership skills in the interest of sustaining a high-quality organizational culture.
This paper presents the development process of talent management in higher education institutions. Specifically, this study aims to identify clusters that best fit the leadership competency framework for those institutions. This study utilizes the qualitative approach via focus group discussion with the Leadership Competency and Instrument Committee in AKEPT, and also by interviews with academics in the public universities. The findings from the focus group discussion and interview demonstrate five clusters of leadership competency skills framework: personnel effectiveness, cognition, leading, impact and influence, and achievement and action. Within these clusters, issues were identified that need to be taken into consideration when selecting future leaders in higher education institutions. Based on the findings, a set of attributes were listed that can be adopted in the future to allow leaders of higher institutional education to enhance their sustainability performance. This paper provides an understanding to interested parties on the attributes of good leaders for higher education institutions.
Motivation is still one of the factors that affected the teaching and learning of the English language. This study would like to investigate the students’ confidence level in syntax learning via media-based elements and to identify the factors that contribute to the level of students’ satisfaction in syntax learning via media-based elements. This study employed a quantitative approach and the instrument used was questionnaire. There were 75 participants who volunteered to participate. The results showed that the students’ level of confidence and satisfaction had increased after learning the syntax subject with the use of media-based elements in the lessons. The implication from the results obtained is for the stakeholders to help educators to be more creative and critical in planning their lessons. At the same time, the students would also be exposed to different types of lessons, and it would help them to be more interested in learning the subject.
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