ABSTRACT
Purpose: This paper draws on conservation of resources theory to advance the literature on extra-role performance behaviors among academics, particularly innovative work behaviors and knowledge sharing, through the lens of work stressors. Methods: We develop a moderated-mediated model based on multi-source, multi-timed, and multi-level data from a sample of 207 academics and 137 direct supervisors in five higher education institutions in the United Arab Emirates (UAE). Findings: Results show that academics' compulsory citizenship behaviors positively influence negative affectivity, which, in turn, negatively impacts academics' innovative work behavior and knowledge sharing. The detrimental effect of compulsory citizenship behaviors on negative affectivity is then positively moderated by passive leadership, which amplifies this relationship. The combined effect of compulsory citizenship behaviors and negative affectivity exerted on innovative work behavior and knowledge sharing are magnified amid the elevated presence of passive leadership, while gender does not significantly influence this association. Originality: This is a pioneering study in the context of UAE to look into the counterproductive impact of CCB on employee innovative work behaviors and knowledge sharing. Implications: Pertinent theoretical and managerial implications are discussed.
ABSTRACT
[This corrects the article DOI: 10.1057/s41307-022-00272-2.].
ABSTRACT
Resilient organizations and academic institutions have been identified as contributing immensely to resilient communities. The majority of organizations showing preparedness to mitigate the impact of COVID-19 have deployed an efficient organizational resilience framework. Yet, there is little research on organizational resilience, and the conceptualization of resilience as a complex variable has not been achieved. Focusing on the higher education sector in the UAE during the COVID-19 pandemic, the current study aims to contribute to this promising research area by exploring and expanding a theoretical model on organizational capabilities that constitute organizational resilience. A qualitative phenomenological research design was utilized, where a total of 13 executives from reputable universities were interviewed, followed by a thematic analysis of the data. Findings provided deep insight into the status of universities in the UAE that are currently in the early adaptation stage of the current crisis. Organizational resilience was conceptualized as a process that comprises three successive stages (anticipation, coping, and adaptation), five key antecedents (knowledge, resources availability, social resources, power relationships, and innovative culture), and two main moderators (crisis leadership traits and employee resilience). Important findings were also identified on the needed crisis leadership styles. Recommendations for practice and research are discussed.
ABSTRACT
The rapid development of information and communication technologies (ICT), and the unexpected transition to online teaching due to COVID-19 necessitates that teachers should have the knowledge, competent skills and strategies to integrate digital tools and platforms effectively. Literature suggests however that many teachers do not feel confident enough or lack perceived capability in teaching using advanced technologies in classrooms, and do not have positive self-efficacy beliefs towards their online teaching. Hence, the purpose of this mixed-method study is to investigate teachers' self-efficacy (TSE) in online learning environments amid COVID-19. A total of 150 K-12 teachers from six Arab countries were invited to participate in the study. Quantitative and qualitative data revealed that perceived self-efficacy of online teaching was high. Two main factors, receiving support to design online instruction and receiving professional development in online teaching, significantly predict participants' sense of self-efficacy. Teachers who have previous experience in online teaching scored higher on their self-efficacy than teachers with limited or no experience. Student engagement had the weakest correlation between the four scales with the overall self-efficacy. Parental involvement was discovered through the qualitative analysis to be an emerging factor that could enhance teachers' self-efficacy. Recommendations and limitations are further discussed.
