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Much of recent academic and professional interest in exploring digital transformation and enterprise systems has focused on the technology or the organizations' external forces, leaving internal factors, in particular employees, overlooked. The purpose of this paper is to explore digital literacy of employees as an organizational affordance to capture contextual factors within which digital technologies are situated and are used.

We used the evidence-based practice for information systems approach, and undertook a systematic literature review of 30 papers coupled with brainstorming with 11 professional experts on the neglected topic of digital literacy and its assessment.

This paper draws upon affordance theory, and develops a novel framework for conceptualization of digital literacy of employees as an organizational affordance. We do this by distinguishing digital literacy at the individual level and organizational level, and by assessing digital literacy through Information/Cognitive and Social Practice/Articulation affordances.

The current paper contributes to the notion of organizational affordances by examining the effect of interactions between employee-technology through digital literacy of employees in using digital technologies. We offer a novel conceptualization of digital literacy to improve understanding of the role of employee in digital transformation and utilization of enterprise systems. Thus, our definition of digital literacy offers an extension to the recent discussions in the IS literature regarding the actualization of affordances by bringing a lens of employees into the process.

This paper operationalizes digital literacy at organizational and individual levels, and offers managers a high-level tool to assess digital literacy of their employees. By doing so, managers can achieve the fit between employees' capabilities and digital technologies that will improve affordance actualization and support their digital transformation initiatives.

The study is one of early attempts to apply and extend affordance theory on digital literacy at organizational level by not limiting the concept to the individual level. The proposed framework improves the communication among researchers and between researchers and practitioners.

This study aims to explore the effect of digitalization on the promotion of enterprise R&D cooperation, and it analyzes the microimpact mechanism and boundary conditions of enterprise digitalization on enterprise R&D cooperation.

Based on survey data sourced from the World Bank Enterprise Surveys of the business environment of Chinese enterprises in 2012, this study applies multiple regression methods to test theoretical hypotheses.

Enterprise digitalization positively affects the breadth and intensity of enterprise R&D cooperation. Employees’ digital literacy plays an intermediary role between enterprise digitalization and enterprise R&D cooperation. The subordinate attributes of enterprises weaken the positive relationship between enterprise digitalization and the breadth and intensity of enterprise R&D cooperation. The shareholding of state-owned enterprises reinforces the positive relationship between digitalization and the intensity of enterprise R&D cooperation. However, such shareholding shows no significant regulatory effect on digitalization and the breadth of enterprise R&D cooperation.

Focusing on the digital transformation of the enterprise, this study discusses its impact mechanism on enterprise R&D cooperation, including the impact on the intensity and breadth of R&D cooperation. The study further examines the regulatory effect of organizational inertia on enterprise digital and R&D cooperation from two aspects: resource rigidity and routine rigidity. It emphasizes the significance of the digital literacy of employees in enterprise digitalization and discusses the micromechanism of enterprise digitalization and enterprise R&D cooperation.

This paper aims to investigate the influence of Islamic marketing ethics and convergence marketing on competitive advantage and bank performance.

This study is based on a survey of 204 Indonesian branch managers from the Islamic banking industry. Results were produced with the partial least square approach.

Results revealed that Islamic marketing ethics and convergence marketing have sufficient confidence to have significant influences on competitive advantage, producing a positive association with a competitive advantage. However, Islamic marketing ethics and convergence marketing did not influence bank performance directly. Competitive advantage positively mediated the relationship. Furthermore, organizational digital literacy did not moderate the relationship between convergence marketing and bank performance.

This study contributes to the conceptualization of convergence marketing and the identification of its effects on competitive advantage and bank performance. The identification of convergence marketing in this dissertation contains dimensions of mobile, security, foreign currency, holistic and interactivity as different aspects from the steps of Islamic banks to digitize their services to the internet in a single application. The results also indicate that convergence marketing does not have a direct effect on bank performance but has an indirect effect through competitive advantage. Convergence marketing must first create a bank advantage over its competitors to have a good effect on bank performance.

This study offers many opportunities for Islamic bank marketers to improve performance. Many Islamic banks currently do not implement Islamic marketing ethics consistently and thoroughly. The results of this study encourage Islamic banks by showing that the more intensive and consistent they are in implementing Islamic marketing ethics, the better their competitive advantage and the higher the performance. This effort can be done in various ways, such as offering tariffs/ratios of services transparently to customers, not exaggerating the benefits of the products offered to distort customer expectations, building brands that can strengthen customer confidence in Islamic banks and only offering products and services with high-quality standards.

This study uses a sample of Islamic banking so that it is still limited to certain types of banks. Future research needs to conduct model testing in different contexts such as conventional banking. In addition, further research needs to use the capabilities or capabilities of bank IT as a moderator in the effect of convergence marketing on bank performance. Future research also needs to control for more variables and use a scale that is more complex than the binary scale (for example, the percentage of share ownership or territory in the scope of the province or district/city).

This research views the Islamic bank competitiveness through the lenses of Islamic ethical theory and convergence marketing theory.

This paper aims to investigate the relationship between the use of digital applications (DAs) in the daily life of organizational workers, and the workers’ professional self-efficacy.

A hypothesis was tested that the digital literacy of organizational workers is positively correlated with their professional self-efficacy. To test the hypothesis, 300 Israeli organizational workers filled online questionnaires that assessed their daily pattern of DA usage (both during and after working hours) and their self-perceived professional efficacy. A linear regression analysis was performed to identify correlations between the frequency (one dimension) and effectiveness (three dimensions) of DA usage and the workers’ self-perceived professional efficacy (three dimensions).

The three dimensions of the DA usage effectiveness (diversity of the DA used, diversity of the means and ease of access to the DA) were significantly and positively correlated with all three dimensions of professional self-efficacy (functional autonomy, work effectiveness and personal knowledge sharing). In contrast, the frequency of DA usage was not correlated with any of the three dimensions of professional self-efficacy.

High digital literacy allows rapid and effective retrieval of specific networked content and an accessible means of multimedia communication. According to the ecological model of organizational knowledge management, knowledge develops through diverse interactions between workers and through their ability to retrieve and share knowledge. The findings of this study support this model and indicate that high digital literacy, manifested through easy access and diverse use of DA, increases professional self-efficacy and knowledge sharing and, thereby, the stability of the organization. Managers should thus encourage workers’ digital literacy by allowing convenient access to a wide range of DA, both during and after working hours, to increase the organizational ability to adapt to complex and rapidly changing environments.

DA are innovative tools that were only recently developed. This is the first study to characterize the relationship between the use of DA in daily life and the vocational behavior of organizational workers.

Promoting health literacy, i.e. the ability to access, collect, understand and use health-related information, is high on the health policy agenda across the world. The digitization of health-care calls for a reframing of health literacy in the cyber-physical environment. The article systematizes current scientific knowledge about digital health literacy and investigates the role of health-care organizations in delivering health literate health-care services in a digital environment.

A literature review was accomplished. A targeted query to collect relevant scientific contributions was run on PubMed, Scopus and Web of Science. A narrative approach was undertaken to summarize the study findings and to envision avenues for further development in the field of digital health literacy.

Digital health literacy has peculiar attributes as compared with health literacy. Patients may suffer from a lack of human touch when they access health services in the digital environment. This may impair their ability to collect health information and to appropriately use it to co-create value and to co-produce health promotion and risk prevention services. Health-care organizations should strive for increasing the patients’ ability to navigate the digital health-care environment and boosting the latter’s value co-creation capability.

Tailored solutions should be designed to promote digital health literacy at the individual and organizational level. On the one hand, attention should be paid to the patients’ special digital information needs and to avoid flaws in their ability to contribute to health services’ co-production. On the other hand, health-care organizations should be involved in the design of user-friendly e-health solutions, which aim at engaging patients in value co-creation.

This contribution is a first attempt to systematize extant scientific knowledge in the field of digital health literacy specifically focused on the strategies and initiatives that health-care organizations may take to address the limited digital health literacy pandemic.

This study aims to empirically study the effect of process constraints and the combinative effects of different constraints on enterprise digital transformation.

This paper selects the World Bank's business environment survey of Chinese enterprises in 2012 as the research sample to empirically study the effect of process constraints and different kinds of constraints on enterprise digital transformation.

The authors find that process constraints have an inverted U-shaped effect on enterprise digital transformation and that employee digital literacy plays an intermediary role in this process. That is, process constraints have a too-much-of-a-good-thing effect on employees' digital literacy, which further affects enterprise digital transformation. The increase in the number of input and output constraints will make the inverted U-shaped relationship between the process constraint and digital transformation steeper.

The constraints faced by enterprises are everywhere and of many kinds. This paper not only discusses the influence of process constraints on enterprise digital transformation but also analyzes the interactive influence of different kinds of constraints on enterprise digital transformation and explores its micromechanism. This approach is helpful for enterprise managers in thinking about how to make full use of different kinds of constraints to activate the power of enterprise digital transformation, regard constraints as challenges and opportunities, and use them to stimulate the ability to improve the resource integration and utilization.

Public and private sector organisations are widely endorsing digital transformation processes, but little is known about the level of digitalisation of an organisation as a whole. The purpose of this paper is to develop a framework to assess an organisation’s level of digital transformation as a whole, taking the field of museums as an exemplary case of application.

The framework draws upon a scoping literature review of studies examining dimensions, metrics and methods for the assessment of the digital transformation of organisations. The framework has been validated by applying it to a sample of 400 Italian museums and further interviews with museum directors.

The authors propose an assessment framework composed of five main dimensions: people, technology, process, customer and strategy and investment. These dimensions are further deployed in sub-dimensions measured through a set of questions. The weighted average of results per dimension and sub-dimension supported the development of a composite index of organisational digital readiness.

The developed framework contributes to the current debate on the measurement of an organisation’s level of digital transformation as a whole, and it can offer practitioners a managerial tool to assess the organisation’s digital readiness.

Credit mobility has been acknowledged not only to broaden personal and intellectual horizons but also to have positive effects on the skills development and employability of undergraduate students. Academics, policymakers and organizations representing the labour market have presented a broad number of skills-related explorations proposing different frameworks to help develop students' skills. However, the identification of explicit skills is still a difficult endeavour. This study aims to revise main conceptual skills frameworks applicable in the European higher education area (EHEA), determine the skills relevant in European credit mobility and categorize skills among the examined schemes in order to create a normative model of the skills students should obtain in exchange programmes.

The approach used to identify related literature was a search in three main databases such as Scopus, Web of Science and Google Scholar for scientific and relevant articles after 1990 using the following combination of keywords: “skill frameworks” AND “higher education” OR “skill frameworks” AND “mobility exchange programs”. It produced 391 articles but only 32 deal with skill frameworks in European higher education. After the review of these existing literature (summaries, tables and conclusions), we found out that most articles focused on specific skills (transferable, employable, etc.) in the EHEA, but merely 16 academic publications offered a complete depiction of skills frameworks applicable in credit mobility programs. Most current accounts about skills outlines, specifically the ones related to employability, come from grey literature, namely comprehensive records and reports.

Data seem to confirm that there is scarce agreement on a common taxonomy of skills. However, considering the results, which summarize relevant educational, institutional and occupational perspectives, it can be noticed that there is consensus on the classification of only four skills: ICT, literacy and numeracy, which are considered basic, key or core skills in most researched papers together with problem solving, which is generally regarded as a cognitive skill. The general tendency is that policymakers and academia focus on some particular domains: basic/key, core/global foundation/fundamental skills, transferable, transversal and other skills. Studies analysing the workforce skill requirements have projected mainly cognitive and learning skills, whereas mobility programmes concede relevance to employability, management, career and life skills.

Measuring skills involves limitations as records vary depending on continuous emerging data from institutions, occupations and education. The key frameworks surveyed have provided a representative classification and depiction of the current skills from specific perspectives which are also believed to have their shortcomings. In combination, however, it is believed that the results presented can help provide a theoretical basis for assessing skills in credit mobility and Erasmus programmes within the EHEA. The resulting framework presents a founded basis for skills appraisal which expects to be meaningful for various stakeholders and helps determine how mobility policies can help improve the attainment of skills in the EHEA.

Research has suggested that education systems will have to adapt to the changing needs of the labour markets' reshaping roles to balance technology and human intellect. The workforce seems to realize that cognitive skills such as problem solving, organization and decision-making are needed in today's society; advanced basic learning skills such as numeracy and literacy are essential. Findings appoint to new areas for exploration in skills development in order to prepare European higher education students for current trends in the Fourth Industrial Revolution and the fusion between digital, physical and biological spheres.

Data seem to confirm that a sole degree does not guarantee success, but the maturity of certain skills and the commitment to lifelong learning. This can be strengthened by taking part in EHEA credit student mobility that has proved to improve not only basic and linguistic skills but also self-development and respect for several aspects such as diversity and (inter)cultural awareness. Taking into account the perceptive and interpersonal abilities mentioned in reports on future skills, it seems that education will need further support for updated teaching practices and assessment of the skills that are expected to have greater demand, namely STEM. Institutions will need to update and promote the teaching of new skills based on a new collective and moral consciousness as recently indicated in OECD's (2018) Global Competence in order to make future citizens understand and act on issues of universal significance in today's interconnected world.

For several decades, government, education and industry have proposed different outlines for what graduates should know and be able to do. Limited academic studies have been found, however, with updated concrete data on which skills should preferably be developed or whether and how students can further improve these skills as part of EHEA credit student mobility. This study has synthesized works and identified domains which featured the importance of generic core, cognitive and employability skills. The revision of skill frameworks has underscored existing literature and reports on future skills which anticipate that, in order to confront the expanding and prevalent role of technology, graduates will need to focus on developing unique human skills such as effective communication and creative innovation, critical thinking and collective ethical values.

This study aims to understand the role of digital literacies as a moderator between employee engagement and its antecedents, namely, workplace digitalisation and innovative culture.

A total of 256 valid samples were used in the analysis. The respondents were individuals used as management-level executives in companies located in Selangor/Kuala Lumpur. The model was tested using structural equation modelling.

The findings reveal that there exists a significant association between employee engagement and its antecedents, namely, workplace digitalisation and innovative culture. Digital literacies are found to moderate the relationships between workplace digitalisation-employee engagement and innovative culture-employee engagement.

This paper provides new insight to the practitioners about the role of digital literacies in raising employee engagement in the digital workplace.

These findings enrich the literature on employee engagement, whereby, improving employee digital literacies strengthens employee acceptance to workplace digitalisation and benefit from the innovative culture to stay engaged.

Information and digital literacy have recently received much interest, and they are being viewed as critical strategic organisational resources and skills that employees need to obtain in order to function at their workplaces. Yet, the role of employees' literacy seems to be neglected in current literature. This paper aims to explore the roles that information and digital literacy play on the employees' perception in relation to usefulness and ease of use of digital technologies and consequently their intention to use technology in the practices they perform at the workplace.

This paper builds a conceptual model with key constructs (information literacy and digital literacy) as new antecedents to the technology acceptance model and aims to establish that information literacy and digital literacy are indirect determinants of employees' intention to use digital technologies at the workplace. The data set used in this paper comprises of 121 respondents and structural equation modelling was used.

The findings reveal that both information literacy and digital literacy have a direct impact on perceived ease of use of technology but not on the perceive usefulness. The findings also show that both literacies have an indirect impact on the intention to use digital technology at work via attitude towards use.

Managers and decision-makers should pay close attention to the literacy levels of their staff. Because literacies are such an important skillset in the digital age, managers and chief information officers may want to start by identifying which work groups or individuals require literacy training and instruction, and then provide specific and relevant training or literacy interventions to help those who lack sufficient literacy.

This is one of the first studies to consider information literacy and digital literacy as new antecedents of the technology acceptance model at the workplace environment.