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Research on online user privacy shows that empirical evidence on how privacy literacy relates to users' information privacy empowerment is missing. To fill this gap, this paper investigated the respective influence of two primary dimensions of online privacy literacy – namely declarative and procedural knowledge – on online users' information privacy empowerment.

An empirical analysis is conducted using a dataset collected in Europe. This survey was conducted in 2019 among 27,524 representative respondents of the European population.

The main results show that users' procedural knowledge is positively linked to users' privacy empowerment. The relationship between users' declarative knowledge and users' privacy empowerment is partially supported. While greater awareness about firms and organizations practices in terms of data collections and further uses conditions was found to be significantly associated with increased users' privacy empowerment, unpredictably, results revealed that the awareness about the GDPR and user’s privacy empowerment are negatively associated. The empirical findings reveal also that greater online privacy literacy is associated with heightened users' information privacy empowerment.

While few advanced studies made systematic efforts to measure changes occurred on websites since the GDPR enforcement, it remains unclear, however, how individuals perceive, understand and apply the GDPR rights/guarantees and their likelihood to strengthen users' information privacy control. Therefore, this paper contributes empirically to understanding how online users' privacy literacy shaped by both users' declarative and procedural knowledge is likely to affect users' information privacy empowerment. The study empirically investigates the effectiveness of the GDPR in raising users' information privacy empowerment from user-based perspective. Results stress the importance of greater transparency of data tracking and processing decisions made by online businesses and services to strengthen users' control over information privacy. Study findings also put emphasis on the crucial need for more educational efforts to raise users' awareness about the GDPR rights/guarantees related to data protection. Empirical findings also show that users who are more likely to adopt self-protective approaches to reinforce personal data privacy are more likely to perceive greater control over personal data. A broad implication of this finding for practitioners and E-businesses stresses the need for empowering users with adequate privacy protection tools to ensure more confidential transactions.

This paper aims to empirically investigate how knowledge coordination is carried out within and across expert teams in the outsourcing service desk context from the standpoint of the information and communication technologies (ICT) provider.

The authors draw on an embedded case study to unravel the mechanisms used by expert teams to achieve knowledge coordination. Data collection included semi-structured interviews and document analysis over eight months.

Four groups of coordination mechanisms were found according to their nature and role in helping MESA achieve its organizational goals. The authors also identified how this set of mechanisms responds to the task-resource dependency and how it evolves over time to provide reliable ICT services. Furthermore, the analysis of four knowledge coordination dimensions inside each group uncovers the complexity of coordination in the studied context, with the “who” dimension being predominant across the groups. The analysis further reveals that the content (what) and mode of coordination (how) of each group respond to elements in the knowledge coordination process relevant for the different stages of the ICT service delivery process.

The case study addresses how people in outsourced services coordinate their knowledge to manage the interdependencies among the involved organizations and thus, achieving their goals. This study extends previous research that had analyzed the consequences of knowledge coordination for providers and customers by delving into the mechanisms used in this process from the provider’s point of view.

The study directs attention to the psychological conditions experienced and knowledge management practices leveraged by faculty in higher education institutes (HEIs) to cope with the shift to emergency remote teaching caused by the COVID-19 pandemic. By focusing attention on faculty experiences during this transition, this study aims to examine an under-investigated effect of the pandemic in the Indian context.

Interpretative phenomenological analysis is used to analyze the data gathered in two waves through 40 in-depth interviews with 20 faculty members based in India over a year. The data were analyzed deductively using Kahn’s framework of engagement and robust coding protocols.

Eight subthemes across three psychological conditions (meaningfulness, availability and safety) were developed to discourse faculty experiences and challenges with emergency remote teaching related to their learning, identity, leveraged resources and support received from their employing educational institutes. The findings also present the coping strategies and knowledge management-related practices that the faculty used to adjust to each discussed challenge.

The study uses a longitudinal design and phenomenology as the analytical method, which offers a significant methodological contribution to the extant literature. Further, the study’s use of Kahn’s model to examine the faculty members’ transitions to emergency remote teaching in India offers novel insights into the COVID-19 pandemic’s effect on educational institutes in an under-investigated context.

This study aims to identify factors that can improve customer service performance by verifying the relationships between these factors, such as customer orientation, firm-specific resource integration, transactive memory system and service innovation capability. In other words, this study identifies the determinants of customer service performance from the perspective of the resource advantage theory of competition.

This research was conducted through an online survey of hotel managers and supervisors in Indonesia, which produced 327 questionnaires that could be processed with a response rate of 70.6%. Structural equation modelling was used to analyse the data and test the hypotheses with the help of AMOS 23.

This study confirms that firm-specific resource integration can improve customer service performance, with the antecedents of the former being customer orientation and a transactive memory system.

This research was conducted with a sample of three-, four- and five-star hotels, which have different conditions. In future research, it would be interesting to compare how such hotels over a larger geographical area behave in improving customer service performance using the investigated variables.

This research provides additional insight into the resource advantage theory of competition, namely, that integrated enterprise-specific resources are good antecedents for innovation and customer service performance.

This study aims to test the relationship between knowledge sharing and employee engagement. In particular, the mediating and moderating roles of competency development and social climate, respectively, are also the focus of this research.

Of self-completed questionnaires collected from luxury hotels in India, 507 are usable for data analysis. The structural equation modelling (SEM) was used to examine the proposed hypotheses.

The structural equation modeling–based results illustrate a positive significant association between knowledge sharing and employee engagement. Also, there is a significant support to establish the mediating effect of competency development and the moderating effect of social climate on this relationship. The expansion of competencies of employees achieved through knowledge sharing leads to higher engagement.

This work is carried out in Indian hospitality sector and may not be generalizable to other cultural settings.

This study’s results add to the knowledge sharing scholarship by envisaging a possible association with an employee attitudinal outcome, i.e. employee engagement.

To the best of the authors’ knowledge, this is one of the first studies to unravel the social processes through which knowledge sharing enhances competency development, and subsequently employee engagement, mainly through the influence of social climate.

This theoretical paper introduces a conceptual framework for Personal Cultural Heritage Management (PCHM), derived from prior research on migrants' information practices. It elaborates on the literature background and the development of the PCHM framework, highlighting the role of personal information management (PIM) and personal collections in the creation, access and utilization of cultural heritage information.

The study describes and explains the construction of the PCHM framework as a structured and self-motivated approach to personal heritage and identity learning.

Following the theoretical background and assumptions, along with the presentation of the key building blocks, the paper describes the key components of the framework, outlines their definitions and provides examples.

Theoretically, PCHM extends the current literature by encapsulating processes and actions employed by individuals to manage personal collections for cultural identity purposes, thereby underscoring the critical role personal collections play in both preserving and communicating cultural heritage.

PCHM can guide the development of support systems and policies to enhance cultural continuity and integration, thus empowering individuals to navigate their cultural identities confidently.

The PCHM framework creates a unique intersection between PIM and cultural heritage, providing a new perspective for understanding the dynamic evolution and formation of cultural identity among migrants.

The purpose of this qualitative study is to investigate/review the skills required for library and information science (LIS) professionals in the 21st century and to propose an alternative approach as the suggested key skills.

Twenty-two LIS professionals from Pakistan were interviewed, and 10 LIS professionals were from abroad, including two from the USA; six respondents were from Saudi Arabia; one from Canada; and one from Malaysia. In-depth interviews with faculty members were conducted to ascertain their perceptions of the knowledge and skills necessary to be competent in delivering quality education to the future information breed.

The findings emphasise the importance of a variety of competencies for librarians and information educators, including subject knowledge and skills; information technology knowledge and skills; instructional skills; research skills; and managerial, leadership and social skills. Additionally, it was noted that LIS professionals require a diverse set of skills that should be fostered by educators and employers. By promoting these in the broader community, the author can encourage the next generation of LIS professionals to consider LIS as a viable career option.

The findings presented in this paper provide a unique window into the country’s workforce needs. Though the study was conducted from a Pakistani perspective, the findings may have implications for other countries with comparable circumstances, including social impact. It also provides a new analysis of the selected generic and LIS skills that can be communicated in an innovative manner to prospective LIS employees, employers and educators.

The purpose of this study is to empirically examine the cause–effect relationships between workplace friendship and knowledge-sharing behavior, from a static perspective. Furthermore, it investigates the bi-directional relationship between the increase in both workplace friendship and knowledge-sharing behavior over same time periods, and also endeavors to identify whether there is a significant negative lagged effect of the increase in both workplace friendship on knowledge-sharing behavior, and vice versa, across time from a dynamic perspective.

The study conducts a three-wave questionnaire survey to test the research model. A latent change score approach was used to test the direct relationship between changes in workplace friendship and changes in knowledge-sharing behavior.

The findings reveal that knowledge-sharing behavior fosters workplace friendship and workplace friendship promotes the emergence of knowledge-sharing behavior. An increase in workplace friendship promotes an increase in knowledge-sharing behavior over same time periods. However, an increase in workplace friendship will lead to a lagged decrease of knowledge-sharing behavior across time, and vice versa.

The time interval in this study is a little short to capture the full changes in workplace friendship. Some important control factors and mediating mechanisms are not included in the research model.

This study guides managers to focus on various motivators to better strengthen workplace friendship and knowledge-sharing behavior and to consider and effectively respond to the negative side of workplace friendship and knowledge-sharing behavior across time.

This study emphasizes the predictivity of one important interaction patterns, namely, knowledge-sharing behavior on friendship at the workplace, from a static perspective. This study also shows the benefits of an increase in workplace friendship for the development of knowledge-sharing behavior in the same time period. Furthermore, the study presents a counterintuitive finding when taking the lag effect into consideration in exploring the relationship between changes both in workplace friendship and knowledge-sharing behavior, and identifies a negative side of both when viewed over longer periods.

The study aims to explore the mediating role of flow at work and moderating role of creative self-efficacy in the relationship between authentic leadership and innovative work behavior.

The study collected data from 315 employees working in the service sector through survey design. Data analysis was done through structural equation modeling.

The findings revealed that authentic leadership is related to flow at work and innovative work behavior. Flow at work was also found to be related to innovative work behavior. Flow at work was found to mediate the relationship between authentic leadership and innovative work behavior. The study also confirmed the moderating role of creative self-efficacy in the relationship between authentic leadership and innovative work behavior.

The study unearthed the previously unexplored mediating role of flow at work linking authentic leadership to innovative work behavior. Additionally, it is the first study that explicated how creative self-efficacy moderates the relationship between authentic leadership and innovative work behavior; the relationship between the two is stronger when creative self-efficacy is high.

Based on the principles of the human capital theory, this study investigates the role of the quality management system (QMS) in higher education institutions (HEIs) in developing successful employability attributes among graduates. Considering industry as a prominent stakeholder in academia, the authors took industry–academia collaboration as the mediating variable.

Using the European Foundation for Quality Management model, the author analyzed how QMS in public HEIs located in London, the United Kingdom (UK), impacts business management, computer science and engineering students' employability. Following the nonprobability convenience sampling technique, this study included data from 324 local and international students.

The structural analysis identified QMS as a significant factor in enhancing students' employability, and industry–academia collaboration is found to act as a partial mediator in this relationship.

The management of HEIs in developing countries can take valuable guidelines from this study and integrate QMS in their institutions in developing their students' employability, as it is being done by HEIs in the UK.