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The rapid advancement of digital technologies has fundamentally changed the competitive dynamics of the logistics service industry and forced incumbent logistics service providers (LSPs) to digitalize. As many LSPs still struggle in advancing their digital transformation (DT), the purpose of this study is to discover barriers and identify organizational elements and associated leading practices for DT success at LSPs.

This study utilizes a two-stage approach. Stage 1 is devoted to a literature review. Stage 2, based on multiple case studies, analyzes information collected across nine international and global LSPs.

This research derives a practice-based definition of DT in the logistics service industry, and it has identified five barriers, eight success factors and associated leading practices for DT. The main obstacles LSPs struggle with, are the complexity of the logistics network and lack of resources, while the main success factor is a leader having and executing a DT vision, and creating a supportive organizational culture.

The results contribute to the emerging field of DT within the logistics and supply chain management literature and provide insights for practitioners regarding how to effectively implement it in a complex industry.

The authors analyze DT from the perspective of LSPs, traditionally not viewed as innovative companies. This study compares their DT with that of other companies.

Economic Society 5.0 is the answer to the challenges of the Industrial Revolution 4.0 through the creation of new value from the development of advanced technology that aims to reduce the gap between human and economic problems. Excellent human resources and adequate digital infrastructure are requirements in an Economic Society 5.0. Cooperatives as community economic organizations are players in the Industrial Revolution 4.0. Because of low competitiveness, cooperatives cannot create new and sustainable income streams, particularly digitalization capabilities. This study aims to encourage the competitiveness of cooperatives in the West Java region, Indonesia, in an Economic Society 5.0 by identifying the correlation between digital capabilities, digital orientation, employee resistance, government support, digital innovation and competitiveness.

This study uses a quantitative method through surveys as data collection techniques by distributing questionnaires to 386 leaders of cooperatives in West Java. Hypothesis testing uses analysis technique of structural equation modeling with partial least squares tool.

There are five hypotheses that are supported in the proposed model in this study. Digital orientation and government support have a positif and significant effect on digital innovation, in contrary; digital capability and employee resistance do not show any effect. Digital orientation, government support and digital capability also have a positive and significant effect on competitiveness. Meanwhile, employee resistance and digital innovation have no significant effect on competitiveness. Digital innovation was also found not to mediate the relationship between digital orientation, government support, digital capability and employee resistance with competitiveness.

This study provides new insights into the study of cooperatives as community’s economic institutions. This study adds empirical evidence of the factors that influence the competitiveness of cooperative institutions in Indonesia as a driver of the community’s economy. This study also provides practical implications for the development of cooperative competitiveness in developing countries, particularly in Indonesia.

Business leaders are facing a change of role as digitalization continues to intensify in organizations. As technological change is bringing back supposedly old virtues of leadership, this study aims to explain the impact digital transformation has on leadership due to organizational size.

Cross-border study with experts from multinational enterprises (MNEs) in Austria and small and medium companies (SMEs) in Italy.

With increasing digitalization, leadership is becoming more important. In times of social distance, it is essential that leaders actively foster the management of relationships with their employees, manage social processes in their teams and shape change processes. This requires a bundle of skills consisting of effective leadership skills, strong change management skills and conceptual digitization skills.

Digital transformation is not mainly about implementing new technologies; it is about developing an appropriate strategy in which people are key. Organizations regardless of size need to recognize that digital transformation requires not less, but even more active shaping of the relationships between leaders and their team members. Consequently, they need active leaders who drive, communicate and implement technological change. As leadership and change require time, resources and, above all, attention, executive selection and qualification are critical for the broad integration of digitalization ideas into an organization.

People, not technology, drive digital transformation, and organizations require leaders, not necessarily technological specialists, to manage the complex changes that comprise an organization’s digital transformation. Technical and methodological skills can be substituted with the use of new technologies, but leaders’ interactional, social, strategic and conceptual skills are gaining in importance.

The study aims to analyze the different types of risks related to the use of technology and determine their positive or negative influence on teachers' motivation and behavioral intention to use digital tools.

The research is based on survey data from 200 teachers in the Romanian preuniversity education system. The data analysis followed a four-step approach, using a partial least squares structural equation modeling (PLS-SEM) model for hypothesized relationships among research concepts and a PLS prediction-oriented segmentation (POS) procedure.

This study showed that increased risk awareness influences both motivation and, consequently, the intention to adopt digital tools in the preuniversity education system.

The scope of research remains constrained with regard to the examined population, considering the substantial number of teachers within the preuniversity education system. Another limit lies in the basic classification of identified risk types.

School managers should design a strategy to increase the level of motivation for integrating digital tools in the educational process.

Little scholarly attention has been devoted to investigating the risks associated with digitalization in the preuniversity education system. In addition, no prior research has been conducted to assess the influence of risk perception on people's motivation and intention to use digital tools in preuniversity education.

This research aims to explore digital feedback needs/preferences in online education during lockdown and the implications for post-pandemic education.

An empirical study approach was used to explore feedback needs and experiences from educational institutions in the Netherlands and Germany (N = 247) using a survey method.

The results showed that instruments supporting features for effortless interactivity are among the highly preferred options for giving/receiving feedback in online/hybrid classrooms, which are in addition also opted for post-pandemic education. The analysis also showed that, when communicating feedback digitally, more inclusive formats are preferred, e.g. informing learners about how they perform compared to peers. The increased need for comparative performance-oriented feedback, however, may affect students' goal orientations. In general, the results of this study suggest that while interactivity features of online instruments are key to ensuring social presence when using digital forms of feedback, balancing online with offline approaches should be recommended.

This research contributes to the gap in the scientific literature on feedback digitalization. Most of the existing research are in the domain of automated feedback generated by various learning environments, while literature on digital feedback in online classrooms, e.g. empirical studies on preferences for typology, formats and communication channels for digital feedback, to the best of the authors’ knowledge is largely lacking. The findings and recommendations of this study extend their relevance to post-pandemic education for which hybrid classroom is opted among the highly preferred formats by survey respondents.

In Morocco, universities have opted for online courses as a national effort to contain the coronavirus since the early stage. This article aims to analyze university students’ satisfaction with their distance learning experience during the COVID-19 pandemic.

This article is based on the statistical analysis of a survey conducted in 2020 at the national level among 800 university students from all disciplines enrolled in open access and regulated access institutions in Morocco. Econometrically, the authors used the ordinal logistic regression model after checking several conditions justifying its use.

Findings from analysis reveal that students lacking basic computer skills have a negative perception of this new mode of learning. The results also show a certain sensitivity of the students to the way in which the courses are taught. The satisfaction of the learners largely depends on the duration of the courses, the interactivity, and the teaching methods adopted. In designing, developing, and delivering distance education courses, students’ needs should be taken care of.

This article suggests that for public policies, professional training for teachers should equip them with the pedagogical skills so that they can adjust their teaching according to students’ levels. Training in digital tools must also be provided to bridge the digital divide and accelerate positive change and adaptation to this new mode of training. In addition, this article highlights the role of interactivity in increasing adaptation to distance learning.

E-learning is a very popular concept in the education sector today, and one of the best ways to implement this is through blended learning. However, the implementation of blended learning program at Higher Education Institutions (HEIs) is quite new in Bangladesh. The purpose of this paper is to explore the concept of blended learning, how to construct a blended learning program, the benefits of blended learning and some prerequisites to implement blended learning program successfully at HEIs in Bangladesh.

Nature of the study is explanatory, descriptive as well as evaluative. Primary data were collected through face-to-face interviews using structured questionnaire having both open- and close-ended questions including personal observations. Secondary data comprise relevant documents available from government agencies, archives, and library and research organizations.

By utilizing the blended learning tools, HEIs in Bangladesh can achieve radical improvements in education quality as well as in the accessibility and cost-effectiveness of learning programs. Moreover, any innovative educational reform will be successful only when it is fully accepted and adopted by all the key stakeholders: students, parents, teachers, academic administrators, researchers and policy makers.

Several practical solutions have been presented in this paper: how to create a blended learning program, how to overcome the obstacles for successful implementation of blended learning and how to create a flipped classroom with the aid of technology.

A country’s soul and economic well-being depends to a large extent on the quality of their citizen’s education. Implementing innovative teaching programs within the education system will enhance the quality of education at HEIs in Bangladesh, creating more efficient labor force hence benefiting the overall society.

Originality in terms of exposing the hurdles that needs to be addressed for successful implementation of blended learning programs at HEIs in Bangladesh and providing an easy guideline to educators on how to create flipped classrooms.

This study aims to determine the requirements and find out the challenges for the use of digital library services for rural areas of Capricorn District Municipality, Limpopo province. The research questions of the study are: What are the requirements for the use of digital library services in rural areas of Capricorn District Municipality? What are the challenges of accessing digital library services in rural areas?

Data was analysed thematically and deductively in this study, as researcher required to accomplish the purpose of the study through consistent structure (Zalaghi and Khazaei, 2016). In deductive analysis, the researcher starts with a set of categories, which are then used to categorize and organize data (Bertram and Christiansen, 2020). The researcher got familiar with data from the interviewing process and when transcribing data from audio tape. The transcription process was done for the coding purposes. Coding allows the researcher to simplify and focus on specific characteristics of data.

The study findings advocate for the establishment of digital libraries in rural areas. The library authorities are challenged to adapt digital ways of information provision. Since librarians have been providing digital content in libraries for use on users’ laptops and other gadgets, this implies that the Department of Sport, Arts and Culture has been lagging behind in finding innovative ways to provide information, especially in rural areas. To successfully keep libraries as sources of information, transformative measures have to be taken, and where possible, revisit the policies and keep drifting with the societal changes. The library authorities have to delve into new ways of providing LIS to the communities. Unquestionably, information and communication technologies have penetrated our societies and became a way of life. In addition, there are unlimited benefits which can be derived from digital technologies, especially given the lack of physical libraries in rural areas.

To the best of the authors’ knowledge, the academic research is original and has not been published anywhere before.

In the literature, evidence is to be found of the positive effect of high-performance work systems (HPWSs) on innovation in firms. However, innovation is enabled by not only human resources but also digital technology, and scholars have called for further investigation into the interplay between digital technology and HRM systems. Drawing on signalling theory and HPWSs research, the purpose of this study is to explore the moderating role of digital technologies in the relationship between HPWSs and innovation in the firm and consider employee participation as an additional conditioning factor.

This study uses data from the European Company Suvery 2019 administered in a sample of more than 20,000 European establishments and applies logistic regression with a three-way interaction.

HPWSs underpin product and process innovation. Moreover, this study shows that in firms with low levels of employee participation, digital technology enhances the effect of HPWSs on innovation, while in firms with high levels of employee participation, this effect is reduced.

This study enriches the scholarly discussion about the link between HPWSs and innovation in the firm, by investigating in theoretical and empirical terms the moderating effect of digital technology, underlining that either positive or negative synergistic effects are possible. By adding employee participation to the analysis, the authors cast light on an important boundary condition for understanding when the synergic effects become more prominent. This intends to respond to recent calls from scholars and practitioners for more insight into the precise nature of the synergies between HPWSs and digital technology on innovation in the firm, with important implications for management.

The present study investigates the impact of digital entrepreneurial education and training and its impact on the digital entrepreneurial intention (EI) through the mediating character of entrepreneurial competence.

A total of 391 survey responses were collected from employees using convenient and snowball sampling methods.

Digital entrepreneurial education and training showed a positive influence on entrepreneurial competence and EI, with entrepreneurial competence mediating the relationship between digital entrepreneurial education and training practices and EI.

This study is intended to assist the development of digital entrepreneurs. The implications of this study are also useful for governments, entrepreneurs, venture capitalists, angel investors and various international development institutions.

The novelty of this study relates to exploring the relationship between digital entrepreneurial education and training, entrepreneurial competence and digital EI.