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Successful digital transformation requires a change in organisational structures, processes, capabilities and competencies. Digital transformation research is more influenced by the technology adaptation model and hence focuses on people's attitudes, behaviour and abilities. Recently, employee agility has attracted attention in the context of technology adoption and Industry 4.0. The current research explores the relationship between employee agility and digital technology adoption in the context of digital transformation by adopting the systematic literature review method.

Following the attitude–ability-behaviour–outcome framework, the research explored the specific agile ability, attitude and behaviour characteristics useful for digital transformation. Following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework consisting of (1) initiation, (2) screening, (3) evaluation and (4) confirming inclusion (Ambika et al., 2023), the study identified 19 papers from SCOPUS indexed journals.

The study result found that agile attitude characteristics such as collaborative mindset, computer self-efficacy, ambiguity aversiveness, etc. are influencing the digital transformation process. Agile abilities like basic computer knowledge, previous technical experience, cognitive abilities, innovation capability, digital competence training and supporting proper knowledge management practices also influence digital transformation. Finally, agile behaviour such as relationship building, knowledge-sharing behaviour, promoting values of learning, risk-taking and experimenting, rewarding innovativeness and customer-centric innovation and displaying adaptability, resilience and commitment to change, etc. are found to drive digital transformation.

Research on workforce agility and digital transformation is scarce. The current study contributes to benchmarking research by exploring specific agile attitudes, abilities and behaviour characteristics relevant to digital transformation, especially in the era of Industry 4.0.

This study evaluated the impact of a faculty training program on student assessment using the Kirkpatrick model.

A self-reported survey assessed 111 Saudi and non-Saudi participants' satisfaction. Subjective and objective measures (self-reported measures, assessment literacy inventory and performance-based assessment tasks) gauged participants' learning level. Pre- and post-training data were collected from 2020 to 2022.

A highly significant effect on satisfaction (>80%) and learning levels was observed, as manifested by workplace practices of student assessment (>70%, the cut-off score). Pre- and post-training comparisons of participants' satisfaction and assessment literacy scores showed significant improvements following training. Multiple regression analyses showed no significant effects for gender and educational attainment but a substantial impact of academic cluster on participants' student assessment skills.

Long-term effects of training faculty on assessment practices and student achievement will be studied at the institutional level in future research.

The current study contributes to human capital investment via faculty training on student assessment, helping them comply with assessment best practices. This assures the quality, fairness and consistency of assessment processes across disciplines in higher education institutions, enhances assessment validity and trust in educational services and may support institutional accreditation.

This study provides opportunities for sharing best practices and helps establish a community of practice. It enhances learning outcomes achievement and empowers higher education graduates with attributes necessary to succeed in the labor market. The human capital investment may have a long-term impact on overall higher education quality.

This study contributes to the scarce literature investigating the impact of training faculty from different clusters on student assessment using subjective and objective measures. It provides developing and evaluating a long-term student assessment program following the Kirkpatrick model.

Through focusing on the Peruvian context, this paper aims to identify the main determinants of the continuity of entrepreneurial activity among women artisans.

The empirical sample comprises semi-structured interviews with 28 women artisans in Peru during their participation in a fair organized by the Peruvian Ministry of Culture in Lima (Peru). Thematic analysis was subsequently used to determine the main ideas in the transcripts from the interviews conducted.

The findings empirically identified the following job-related (number of work hours, perceived income, future of artisanal jobs), functional (availability and relevance of workstations, the necessity to travel) and socio-cultural determinants (government support, perceived recognition, level of affiliation with Peruvian traditions) as the main drivers of the continuity of entrepreneurial activities among women artisans.

This paper contributes by filling a gap in the literature on women entrepreneurship and artisan entrepreneurship in which empirical studies of Latin American women artisans continuing with their entrepreneurial activities have been limited so far.

The dynamic of the business environment has escalated the competition and uncertainty, which is challenging business survivability, particularly for small and medium enterprises (SMEs). SMEs attract researchers due to their unique characteristics that have limited resources but great flexibility and adaptability. Furthermore, Collaborative Networks (CNs) have been proposed by business scholars as a critical strategy to gain resilience and antifragility. However, the concept of antifragility and its relation with CNs is still vague in the SME sector. Therefore, this study aims to develop a complete understanding regarding: (1) the emerging knowledge that is critical in explaining antifragility in the business sector based on co-citation and thematic analysis; (2) the relation between resilience and antifragility in emerging business research; (3) the relation between CNs and antifragility in emerging business research and (4) a framework of antifragility in the SME context.

Bibliographic Analysis and Systematic Literature Review are performed to reach the research objectives. We use co-citation and thematic analysis to identify the map of emerging knowledge and the related concepts, which are the fundamentals of antifragility. Furthermore, we use a systematic literature review to determine the relation of antifragility, resilience and CNs in the SME context.

Antifragility is a higher level of survivability compared to resilience. Antifragile SMEs could gain an advantage from the uncertain business environment. However, both in resilience and antifragility, SMEs should become active learners. Furthermore, CNs are proposed as the gateway for SMEs to manage their resource limitations. The conceptual framework of Antifragile SMEs is presented as the theoretical contribution of this manuscript.

This article explains the knowledge structure of antifragility in the business sector, particularly among SMEs. Based on bibliometric data, we describe critical characteristics or mental states entrepreneurs should have when facing uncertainty. Furthermore, we propose a conceptual framework for antifragile SMEs where active learning and positive psychology are the pillars, and CNs are critical ingredients of antifragility in SMEs.

Playful work design (PWD) is a set of proactive strategies implementing fun and self-challenge at work to actively create better work conditions. Following the job demands-resources theory, this study aims to investigate the effects of PWD’s dimensions – i.e. “designing fun” and “designing competition” – on task and contextual performance (Study 1) and on the dimensions of organizational citizenship behaviors (OCBs) – i.e. altruism, conscientiousness and civic virtue (Study 2). Furthermore, the present research investigates the mediating role of work engagement (WE) for both studies.

Two samples of 339 and 141 Italian workers participated by filling in a self-report questionnaire. Measuring models and hypotheses have been tested by structural equation models.

Results suggest that WE partially mediates the relationship of the “designing competition” subdimension of PWD with task and contextual performance (Study 1) and with conscientiousness and civic virtue of OCBs, while “designing fun” shows a positive direct relationship only with altruism (Study 2).

This paper contributes to expanding knowledge about PWD’s effectiveness in facilitating performance and positive behaviors. Furthermore, it disentangles the different effects of PWD’s dimensions on performance. In light of the results, both employees and managers should be aware of the beneficial consequences of introducing fun and self-competitiveness when completing their own work activities.

This study investigated university lecturers' attitudes, readiness and anxiety toward e-learning in response to the widespread transition to online education prompted by the COVID-19 pandemic and the interrelationships between these variables using a sample drawn from Nigeria.

The sample consisted of 168 university lecturers in Nigeria, comprising 94 males and 74 females. A questionnaire assessing university lecturers' attitudes, readiness and anxiety toward e-learning was administered to collect data. Descriptive, t-test and regression analyses were conducted to analyze the collected data.

The findings revealed significant correlations among lecturers' e-learning attitudes, readiness and anxiety. Specifically, significant relationships were observed between lecturers' e-learning attitudes and readiness, lecturer’s e-learning readiness and anxiety, as well as lecturers' e-learning anxiety and e-learning attitudes. Moreover, a notable difference was detected in the mean scores of e-learning attitudes between male and female lecturers, indicating that male lecturers exhibited more positive e-learning attitudes compared to their female counterparts. Additionally, male lecturers reported lower levels of e-learning anxiety and demonstrated higher readiness to embrace e-learning compared to female lecturers.

The COVID-19 pandemic posed significant limitations for this study. Firstly, due to restrictions on in-person interactions and mobility, conducting a pilot study was not feasible, which may have impacted the refinement of our methodologies. Additionally, the number of participants was limited as a result of challenges in recruitment and accessibility during the pandemic, potentially affecting the generalizability of our findings. Future research efforts should aim to mitigate these constraints and consider alternative methods for data collection to enhance the robustness of the results. Another research implication is the need to explore, through a qualitative approach, the lecturer’s use of e-learning and perception of the process, outcome and needs or areas of improvement. This could unearth deeper issues that threaten the effective transition to and use of e-learning by higher education teachers.

Overall, our findings illuminate the importance of targeted policy and practice interventions to address attitudes, readiness and anxiety among lecturers, facilitating the successful implementation of e-learning initiatives within Nigerian higher education institutions.

The study underscores implications for e-learning integration, emphasizing the importance of considering various human and social factors alongside technical aspects.

This study adds to the existing literature by examining the level of lecturers' attitudes, readiness and anxiety toward the adoption of mandatory e-learning in schools and how these variables relate to drawings on a Nigerian sample.

Although change is a necessary part of organisational life, achieving a successful change is complex. Change readiness is a critical element in successful change implementation, yet studies assessing change readiness as an underlying mechanism in the link between organisational-level factors and successful change implementation are scarce, particularly in the African context. Accordingly, the present study examined the extent to which change readiness mediates the link between learning organisation and successful change implementation in the Ghanaian context.

The study utilized a standardized questionnaire to collect data from 364 participants, working in public and private universities in Ghana. The participants were selected via the convenience sampling strategy to complete the survey on the main variables at a single point in time. The study was purely quantitative, as path analysis – a form of structural equation modelling was employed to test the hypothesized relationships in the study.

The results show that both learning organisation and change readiness facilitated successful change implementation. Finally, it was observed that change readiness served as an important mediating mechanism in the link between learning organisation and successful change implementation.

Change readiness was found to explain the link between learning organisation and successful change implementation. Thus, it is important that managers and leaders of public and private sector educational institutions in Ghana invest resources into preparing and getting employees to accept, be committed to and ready for change.

The present study contributes to the scarce knowledge of the mediating role of change readiness in the link between learning organisation and successful change implementation in the African context.

The intricate and unpredictable nature arising in higher education institutions (HEIs) implementing technology-driven change for e-learning environments demands a much closer examination of individuals’ interpretations and interactions as they undergo these changes. Through a micro-foundational lens, this study aims to examine the micro-level inhibitors and supporting factors of individual’s readiness for change by investigating technology-driven change in HEIs.

A two-phased research design using grounded theory methodology was used to collect and analyse data incorporated within a single-case study in an HEI. Data was collected using semi-structured interviews with 22 participants, followed by a focus group with eight participants centered on factors affecting their readiness for change during technology-driven change in e-learning environments. The data analysis followed an iterative constant comparative approach and its three-phased coding process: open, axial and selective coding.

This study revealed that staff with little awareness of the organisations expectations towards a technology-driven change or who are poorly communicated with can exhibit higher resistance and lower individual readiness for change. While macro-level factors of organisational structure can contribute to the success or failure of technology-driven change, the fundamental features related to individuals’ readiness for change are integral to understanding the micro-level causal behaviours underlying these macro-level phenomena.

The dominant model of change is often focused on drivers that are centered on examining macro-level constructs rather than individuals who are facing the change. This study presents theories on readiness for change and offers a micro-foundational view to bring new perspectives into the current literature on how individual-level micro-foundations enhance understanding of technological change in HEIs.

Due to the growing complexity involved in leveraging the endless possibilities of ICT on all levels, the technical competence of faculties of higher education institutions (HEI) and effective methods for fostering e-readiness has become questionable.

This research has developed and validated an empirically supported e-readiness scale, which can be used by HEIs to assess faculty members’ preparedness toward online teaching. The measurement model and the structural model were developed as the results of exploratory factor analysis and confirmatory factor analysis (n = 245). The previously identified components and their indicators were validated using the structural models and the final scale was developed with five dimensions (“online technological readiness, pedagogical readiness, institutional readiness, learning and delivery readiness and content readiness”).

The faculties’ e-readiness assessment tool, as a useful tool, could aid institutions in identifying problems that affect the implementation of e-learning or digitalization in the institutions and developing strategies in response.

Like any research this research also has some limitations and can be considered as future research probability like the responses for this research were collected from HEI in India; however, a cross-cultural study can be conducted to understand the parameters across the globe. Although the psychometric qualities of the e-readiness scale are acceptable, additional research in various higher educational environments, both nationally and internationally, is required to further establish the scale’s relevance, validation and generalizability.

Although many scales have been developed to assess the readiness level in the education sector, a scale, that holistically measures, the readiness level of faculties from an overall perspective was required. This scale can be used to recognize the e-readiness level of teachers in HEIs. This scale can also help the institutions assess the readiness level of their faculty members and address any improvements required in their teaching and learning pedagogy, further acknowledging training needs.

We examine the relationships between clients’ level of coaching readiness and trust in their executive coach and increases to both personal learning improved work performance. Distance relationships, the setting for this study, epitomize the norms of the New World of Work (NWoW), but also provide particular challenges for building trust and recognizing similarities between client and coach.

This study investigates distance coaching relationships in matched-pairs, longitudinal investigation of formal executive coaching.

Results support the proposed moderated mediation path. Findings reveal that both coaches’ perceptions of client readiness for coaching and client trust in coach each predict both client personal skill development and performance improvement.

While important toward gaining a better understanding of the relational functioning of distance coaching relationships, inclusion of only distance relationships may truncate the generalizability of our findings.

The study’s findings have practical implications for organizations that invest in executive coaching with regard to the importance of evaluating the candidates' readiness for coaching before the assignment, trust-building throughout distance coaching relationships and perceptions of similarity on client coaching outcomes.

Distance relationships, the setting for this study, provide particular challenges for building trust and recognizing similarities between client and coach and the current investigation points to the relevance of these relational mechanisms to client outcomes. In so doing, this study explores how perceptions of deep-level similarity between a coach and client may serve as moderators of these relationships.