Due to the novelty of the smart education phenomenon, a quantitative investigation of the variables that will influence the implementation of ‘smart education’ was needed. Therefore, based on a probability simple random survey of 349 Grenadian employees from tertiary institutions in the education industry, the influence of leadership and human resource capacities on smart education were investigated. Results produced from SPSS analysis software and Smart PLS revealed that leadership and human resources capacities have sufficient confidence to have a significant influence on smart education, producing a positive association with ‘smart education.’ However, this relationship is positively moderated by additional investments, such as infrastructural innovation. These findings enrich the current literature on smart education (SE) by increasing knowledge of the phenomenon through the lenses of the Actor-Network Theory and Technology Adoption Model. Accordingly, policymakers should bear these findings in mind when developing holistic strategies to guide SE’s successful enactment.
The education system has been radically transformed by technological impetuses owed to the Fourth Industrial Revolution (4.0). Most recently, developing nations expedited smart education implementation to combat the negative effects COVID-19 has on education; thus, presenting managerial issues. A review of the literature on smart education shows that past studies focused primarily on the smart learning environment, substantially ignoring the importance of leadership and human resources capacity in the management of smart education. This study addresses the deficiency observed in the literature as it relates to the key factors that enable success in the management of smart education. The study applied a quantitative approach that derived data from a structured survey of probability simple random sampled Grenadian employees belonging to tertiary education. The Hayes multiple moderated mediation, Model 23, supported by SPSS-PROCESS Macro software was used to examine the study’s model. Results showed that human resources capacity has a conditional indirect effect on smart education through the mediating variable of leadership capacity. Additionally, the moderating variables of additional investment in the ‘ɑ’ path and student demographics in the ‘ɓ’ path both displayed significant moderating effects. The findings of the study have provided several valuable insights into the theoretical and practical implications of the influence of leadership and human resources capacity in the implementation of smart education. Therefore, it is recommended, that the soft variables assessed in this paper need to be harnessed accordingly to achieve smart education.
The aim of this paper is to generate an empirical estimation of the relationship between Corporate Social Responsibility Disclosure and Financial Performance by exploring the possibility of the existence of a non-linear relationship driving these two variables. Using a strongly balanced panel data with 2580 observations from 215 African listed firms over 12 years (2005-2016), the study investigated the short-run impact of CSRD through the Arellano-Bover /Blundell-Bond technique and the long-run effect via the Delta Method based on non-linear combinations of parameters estimated. The results indicate that in the short run, CSRD affects positively ROA while a negative significant relationship between the three-lagged measure of CSRD and ROA is also revealed. The results present the insignificance of the impact of CSRD on the other firm performances variables namely ROE, ROS. In the long run, CSRD is positively linked to all of the responses variables except ROE. Thus, the findings show that CSR practices do not generate benefit immediately. CSR effort positively affects firm financial performance in the following years after implementing it. Therefore, Managers should be aware that social practices should constitute an integrant part of overall firm strategy in order to achieve great profit.
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