Search results

This study aims to use self-determination and social exchange theory to investigate how transformational leadership influences employees’ motivation for their work behaviors, with job autonomy serving as a mediator. This study hypothesized that transformational leadership could promote employees’ autonomy in performing their tasks, leading to the development of innovative work behaviors and organizational citizenship behaviors.

Using a multilevel approach, data was collected from 409 public service employees across 39 departments.

The findings indicate the significant impact of transformational leadership on shaping employees’ innovative work and organizational citizenship behavior. Notably, job autonomy emerges as a pivotal mediator, facilitating the positive effects of transformational leadership by empowering employees to explore innovative tasks beyond their prescribed roles, thereby enhancing team effectiveness and employee engagement.

This study’s originality lies in its innovative use of multilevel analysis to reveal job autonomy’s mediating role, offering fresh insights into promoting innovation and organizational in public service settings.

This research sought to document the volume, development trend and geographical distribution of the research on teacher autonomy, identify high-impact journals, authors and documents and reveal the intellectual structure of the field.

This paper analyzed the articles published on the related subject in the Web of Science (WoS) and/or Scopus. Based on certain exclusion criteria, analyses were conducted on a total of 259 articles. The data were then subjected to descriptive analyses and bibliometric analyses.

The review found that the teacher autonomy knowledge base has grown dramatically since 2004. In the co-citation analysis, it was determined that four clusters focused on the themes of professionalism and professional development, leadership and self-efficacy, autonomy in language teaching and learning and self-determination theory. According to the co-word analysis in this review, the most co-occurring keywords were revealed to be “teacher autonomy,” “autonomy,” “teachers,” “teacher professionalism” and “professional development.”

Despite increasing numbers of systematic reviews focusing on educational administration and leadership, this paper represents the first bibliometric review conducted to reveal the development of research on teacher autonomy using both the WoS and Scopus databases. Teacher autonomy can be regarded as an emerging field of study backed up by a theoretical background. Although there are some distinct prominent scholars in the research area, autonomy research still needs more scholars to specialize in the field.

Continuous performance management is an emerging global phenomenon adopted by the human resources management discipline that is decentralizing the way performance management is traditionally executed within organizations. This study aims to examine the impact of continuous performance management (CPM) on turnover intention in the banking sector in Dubai and to identify the mediating roles of employee motivation and job autonomy.

The study used surveys to collect primary data from 375 employees at 15 banks operating in Dubai to explore the relationships among CPM, employee motivation, turnover intention, as well as perceived job autonomy. Through a robust analytical methodology that included exploratory factor analysis and confirmatory factor analysis, multiple regression and parallel mediation analysis using the Hayes process macro, not only were the factor structures validated, but the relationships between the constructs were also uncovered. This comprehensive research process helped the present study delve into the depths of the study’s subject matter, thereby enhancing the value of the study to the extant literature which given the multicultural orientation, further contributed to the comprehensiveness of the conceptual relationship between the variables.

From the findings, the current study concludes that the key predictors of employee motivation, job autonomy and turnover intention in the banking sector among employees were CPM factors. In addition, based on the findings from the Hays process macro parallel mediation analysis, the current study identified the mediation effect of employee motivation and job autonomy between CPM and turnover intention. With the confirmation of all the research hypotheses, the output from this study is valuable to HR academicians and practitioners seeking to understand CPM and how to implement performance management drivers for the purpose of employee development and retention.

This paper’s originality lies in its examination of the burgeoning trend of CPM within the unique context of the GCC banking sector, a sector-specific focus that offers fresh insights into the adoption and impact of CPM in a regional context.

Research examining the joint role of serial acquisitions and subsidiary autonomy in holistic value provision within servitizing industrial firms is scarce. Thus, this paper aims to investigate the role of serial acquisition and subsidiary autonomy in providing value within servitizing industrial networks.

A conceptual framework is developed based on the case study of a large Swedish industrial group specializing in selling industrial products and providing industrial solutions to business customers through its numerous subsidiaries.

The analysis of 14 interviews with the five subsidiaries and seven customer firms and secondary data reveals interesting findings concerning the role of serial niche acquisition strategy and subsidiary autonomy in customer value provision in servitizing organizations. In particular, the authors find that the role of acquisitions in industrial firms extends beyond growth to customer sensing and proximity. Likewise, the authors find that subsidiary autonomy facilitates value provision to customers in industrial networks.

The paper provides a more nuanced understanding of how serial acquisitions and subsidiary autonomy are intertwined and jointly affect industrial firms’ value provision activities amidst the servitization transition in an intraorganizational network.

This study aims to examine the role of location autonomy (i.e. autonomy over where to work) in shaping employee mental distress during their working days.

A total of 316 employees from 6 organizations in the UK provided data for 4,082 half-day sessions, over 10 working days. Random intercept modeling is used to analyze half-day data nested within individuals.

Results show that location autonomy, beyond decision-making autonomy and work-method autonomy, is positively associated with the perception of task-environment (TE) fit which, in turn, contributes to lower mental distress during each half-day session. Results of supplementary analysis also show that location autonomy can contribute to higher absorption, task proficiency and job satisfaction via TE fit during each half-day session.

This study reveals the importance and uniqueness of location autonomy in shaping employees' outcomes, offering implications for how organizations can use this in the work–life flexibility policies to support employee mental health.

This study examines the effects of formal institutional distance (ID) on the foreign subsidiary global mandates (i.e. the subsidiary value-added role in terms of research and development (R&D), product management and supplying of inputs to the multinational enterprise (MNE) globally). Furthermore, it examines the mediating role of subsidiary autonomy for innovation in the relationship between formal ID and subsidiary global mandates.

Survey evidence from foreign subsidiaries in a remote developed economy, i.e. New Zealand, is obtained. Formal distance is measured based on the worldwide governance indicators (WGI), and the hypotheses are tested using structural equation modeling.

Results show that the direct link between formal ID and subsidiary global mandates is negative. However, autonomy for innovation as a mediator offsets this negative relationship, showing a positive mediating effect between formal ID and subsidiary global mandates.

This study extends research on foreign subsidiaries and their value-added roles in the MNE. We show the differentiated role of formal ID and indicate a contingency showing how the negative influence of formal ID on subsidiary global mandates can be offset. The inconsistent mediation of autonomy for innovation suggests that the concept of ID is multifaceted and complex, in contrast to the popular view that ID has only negative implications. Drawing upon evidence from a remote, developed economy and secondary data sources, we suggest how MNEs may positively use their formal ID with their subsidiaries.

This study explores the topic of remote work and the changing motivations to working from home after the COVID-19 pandemic-induced exposure to working from home. It examines the effects of that forced work from home (WFH) experience on subsequent motivations for continuing part or all of that changed mode of working. In this study, the authors examine the perspective of front-line knowledge workers regarding the motivation to WFH based on their lived experiences.

Self-determination theory (SDT) provided the theoretical basis for the study (Ryan and Deci, 2000, 2017). The authors employed semi-structured individual and group interviews (with 28 participants) and explored the following questions: How has the competence aspect of motivation to WFH changed due to the shift that occurred during the pandemic? How has the relatedness aspect of motivation to WFH changed due to the shift that occurred during the pandemic? How has the autonomy aspect of motivation to WFH changed due to the shift that transpired during the pandemic?

The findings show that there was a change from an extrinsic motivation based on external factors to one that is more intrinsic, or internal, in nature for knowledge workers who experienced the switch to working from home during the COVID-19 pandemic. The study makes an important contribution by developing a theoretical model based on SDT (Ryan and Deci, 2000, 2017) in the context of WFH. In the first phase (Phase 1), workers experienced many transitional challenges due to the suddenness and intensiveness of the shift. However, over time workers adapted and adjusted (we refer to this as Phase 2 in our model). Ultimately, all three aspects of SDT – competence, relatedness and autonomy – increased motivation to work from home. However, we also found some factors that act as demotivators to knowledge workers for embracing remote work such as those involving career advancement and the expectation of voice. Despite these moderating factors, the overall progression toward the desire to WFH, at least on a hybrid basis, has continued after adjusting to the forced experience of telecommuting during the pandemic.

The contribution of this study is to disaggregate the short-term effects of the sudden transition, to the longer-term effects after adaption and adjustment occurred, and to connect that to a new perspective on work by employees. It does this by extending SDT to the context of motivation regarding work from home. The COVID-19 pandemic provided experience of and opportunities for telework to more employees and changed many of their expectations and motivations. By looking at front-line knowledge workers’ expectations and motivations related to home-based work, we can better understand the increased demand by workers for hybrid work schedules.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

A study from of 373 employees in Dubai’s banking industry concluded that the key predictors of employee motivation, job autonomy and turnover were continuous performance management (CPM) factors. The research also identified the mediation effects of employee motivation and job autonomy between CPM and turnover intention.

The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Digital technology's integration into education has transformed learning frameworks, necessitating the exploration of factors influencing students’ engagement in digital informal settings. This study, grounded in self-determination theory (SDT), proposes a model comprising artificial intelligence (AI) competence, chatbot usage, perceived autonomy (PA), digital informal learning (DIL) and students’ engagement.

The study collected survey data from 409 participants at Saudi Arabian universities, ultimately using 387 valid responses for analysis. This dataset was subjected to a thorough examination to confirm the validity of our proposed model. To decipher the complex interactions within our model, we utilized partial least squares structural equation modeling (PLS-SEM). The study adopted a disjoint two-stage method to formulate a reflective-formative higher-order construct (HOC).

The study's findings showed that cognitive learning (CL), metacognitive learning (MCL) and social and motivational learning (SML) are the essential components of DIL. Significantly, the study determined that AI competence, chatbot usage, PA and DIL markedly affect students’ engagement. Moreover, the R² value of 0.592 for student engagement indicates the model's robustness in explaining 59.2% of the variance, highlighting its effectiveness in identifying key drivers of student engagement in DIL contexts.

This research enhances understanding by detailing the intricate relationships among AI competence, chatbot usage, and students’ engagement in informal digital learning. It extends SDT to emphasize intrinsic motivations and AI capabilities, introducing reflective-formative HOCs for comprehending educational intricacies. It provides practical strategies for enhancing AI abilities and chatbot use in education, promoting personalized, engaging and autonomous digital learning spaces, thereby advancing educational theory and practice.

The integration of digital technologies into education has brought about a profound transformation, fundamentally reshaping the learning landscape. The purpose of this study is to underscore the importance of investigating the factors influencing students’ engagement (SE) in this evolving digital era, particularly within formal digital learning environments. To address this need, the study is grounded in self-determination theory (SDT) and presents a comprehensive model comprising interconnected elements: digital competence (DC), smartphone use (SPU), perceived autonomy (PA), digital formal learning (DFL) and SE.

The research conducted an investigation within Saudi Arabian universities, collecting a robust data set of 392 cases. This data set underwent rigorous analysis to validate the proposed model. To untangle the intricate relationships within the framework, the study used partial least squares structural equation modelling. Given the distinct dimensions of the two constructs under study, the researcher used a disjoint two-stage approach to establish reflective-formative higher-order constructs (HOC).

The findings revealed that digital literacy and digital skills (DS) constitute the foundational constituents of DC. Simultaneously, the study identified facilitation, distraction and connectedness as integral components of SPU. Importantly, the study established that DC, SPU, PA and DFL significantly influence SE. Furthermore, the research illuminated the mediating roles played by SPU, PA and DFL in the complex relationship between DC and SE.

This study advances the literature by delineating the dynamic interplay between DC, SPU and SE in digital learning. It extends SDT within educational contexts, emphasizing the role of internal motivations and DS. Methodologically, it innovates through reflective-formative HOCs, deepening the analysis of complex educational constructs. Managerially, it guides institutions in enhancing DC and integrating smartphones effectively into learning, advocating for tailored strategies to foster engaging and autonomous digital learning environments, thereby enriching both theoretical understanding and practical application in education.