The aim of present study was in line with transformational theory to examine the direct and indirect effect of individual-focused transformational leadership (TFL) on leader-rated Job Performance. Data collected through questionnaires from sample of 202 employees of a national state-owned mobile telecommunications company in China. Afterwards, the hierarchical multiple regressions were adapted to examine the proposed hypotheses. Empirical findings of data provides evidence to support our intended hypothesizes and revealed that individual-focused TFL and Employee Work Engagement (EWE) were significantly related to Job Performance, in which the effect of individual TFL on Job Performance was mediated by the EWE. Practically, indicated that work groups or organizations by stimulating and inspiring leaders who would demonstrate transformational behaviors as a significant prerequisite for employees to be engaged, may be able to increase employees’ Job Performance. This study was one of the first to examine antecedents and consequence of EWE simultaneously. More implications for theory, practices for practitioners and future researches are discussed.
Using a qualitative method, this study developed a model for service innovation excellence for nongovernmental higher education. Analysis of qualitative data showed that five major themes including innovation leadership, innovation strategies, innovation process, innovation resources, competencies and capabilities of faculty members form innovation excellence of non-governmental higher education. The most important strategies identified for achieving innovation in higher education institutions included innovation creation, benchmarking, expert recruitment, and joint venture and innovation absorption. In addition, task competency, learning ability, research skills, innovation intention, information literacy, creative thinking and teamwork skills are the most important competencies and capabilities identified for realization of innovation in higher education institutions.
Purpose The purpose of this paper is to identify the barriers and challenges to international interactions of the faculty members in Iran. Design/methodology/approach To achieve the purpose, a qualitative phenomenological approach was used. The research population was all experts in the field of higher education in Iran, it included 17 experts who were selected through purposeful sampling by snowball method and based on theoretical saturation. To collect the data, a semi-structured interview was used and for the data analysis, an inductive content analysis was applied. Findings The findings showed that the barriers and challenges to faculty members’ international interactions can be defined through three main barriers: inside university barriers, outside university barriers, and individual barriers. Practical implications This research identified the barriers and challenges of faculty members’ international interactions in Iran. The method of this study can be applied in other applied fields as well. Originality/value This study adds to the authors’ knowledge about international interactions of the faculty members and also the barriers and challenges of these interactions, so to have more interactions of faculty members at the international level, universities should make an effort to identify barriers and eliminate them, more than ever.
Purpose – The purpose of this paper is to examine the views of experts of educational technology and teachers in Tehran, about the components of ICT literacy based on the ISST model. Design/methodology/approach – This study conducted a descriptive methodology by using a survey method. The statistical population consisted of 9,800 teachers and 37 experts of educational technology in Tehran; owing to the small size of the experts’ population, all 37 experts were selected for research, and a sample of 266 teachers was selected based on the cluster sampling method. To collect the necessary data, the researcher designed a questionnaire based on four key components of the ISST model. To analyze the data, statistical procedures including the Kolmogrov-Smirnov test, one sample t-test and independent t-test were used. Findings – The findings of research showed that from the viewpoint of experts all components of ICT literacy were significant. On the other hand, from the viewpoint of teachers, all components of ICT literacy except the component of information society were significant. Furthermore, the findings showed that, there were a significant difference (p=0.05) between the views of experts and teachers about all components of ICT literacy, except the component of information processing. Practical implications – The study showed that to equip all teachers with the components of ICT literacy such as information device, information society, information processing and information handling can help them to improve efficiency and effectiveness, and also the ISST model applied in this study can be used by other functional areas. Originality/value – This study showed that fundamental training in the field of ICT literacy for teachers is very essential in the education system, because fluency of ICT skills can help them to increase better performance, and subsequently to increase self-value, motivation, feeling of success and productivity in the work environment.
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