FACULTY WORK ENGAGEMENT IN THE DIGITAL TRANSFORMATION ERA: THE ROLES OF ORGANIZATIONAL CULTURE AND JOB SATISFACTION IN ACADEMIC HUMAN CAPITAL DEVELOPMENT
DOI:
https://doi.org/10.62985/j.huit_ojs.vol26.no3E.593Từ khóa:
Digital transformation, organizational culture, job satisfaction, faculty work engagement, academic human capital development, higher education.Tóm tắt
Digital transformation has intensified the demands placed on university faculty in teaching, research, and professional development. In this context, academic human capital development (AHCD) is a strategic concern. This study examines the effects of organizational culture and job satisfaction on faculty work engagement and tests its mediating role in AHCD. Using PLS-SEM, the study finds that organizational culture and job satisfaction positively influence work engagement, which fully mediates their impact on AHCD. The findings highlight faculty engagement as the central motivational pathway for human capital growth in the digital era. In this study, digital transformation is treated as an active catalyst that imposes new technological demands, requiring institutional resources to be converted into human capital specifically through the mechanism of engagement.
Tài liệu tham khảo
[1] G. Vial, “Understanding digital transformation: A review and a research agenda,” The Journal of Strategic Information Systems, vol. 28, no. 2, pp. 118–144, 2019, doi: https://doi.org/10.1016/j.jsis.2019.01.003
[2] P. C. Verhoef, T. Broekhuizen, Y. Bart, A. Bhattacharya, J. Q. Dong, N. Fabian, and M. Haenlein, “Digital transformation: A multidisciplinary reflection and research agenda,” Journal of Business Research, vol. 122, pp. 889–901, 2021, doi: https://doi.org/10.1016/j.jbusres.2019.09.022
[3] M. Bond, K. Buntins, S. Bedenlier, O. Zawacki-Richter, and M. Kerres, “Mapping research in student engagement and educational technology in higher education: A systematic evidence map,” International Journal of Educational Technology in Higher Education, vol. 17, Art. no. 2, 2020, doi: https://doi.org/10.1186/s41239-019-0176-8
[4] D. Ifenthaler and J. Y. K. Yau, “Utilising learning analytics for study success: Reflections on current empirical findings,” Research and Practice in Technology Enhanced Learning, vol. 15, pp. 1–17, 2020, doi: https://doi.org/10.1007/978-3-319-64792-0_2
[5] W. B. Schaufeli, “What is engagement?” in Employee Engagement in Theory and Practice, C. Truss, K. Alfes, R. Delbridge, A. Shantz, and E. Soane, Eds. London, UK: Routledge, 2013, pp. 15–35, doi: https://doi.org/10.4324/9780203076965
[6] C. Bailey, A. Madden, K. Alfes, and L. Fletcher, “The meaning, antecedents and outcomes of employee engagement: A narrative synthesis,” International Journal of Management Reviews, vol. 19, no. 1, pp. 31–53, 2017, doi: https://doi.org/10.1111/ijmr.12077
[7] C. Knight, M. Patterson, and J. Dawson, “Building work engagement: A systematic review and meta-analysis investigating the effectiveness of work engagement interventions,” Journal of Organizational Behavior, vol. 38, no. 6, pp. 792–812, 2017, doi: https://doi.org/10.1002/job.2167
[8] A. B. Bakker and E. Demerouti, “Job demands-resources theory: Taking stock and looking forward,” Journal of Occupational Health Psychology, vol. 22, no. 3, pp. 273–285, 2017, doi: https://doi.org/10.1037/ocp0000056
[9] J. A. Chatman and C. A. O’Reilly, “Paradigm lost: Reinvigorating the study of organizational culture,” Research in Organizational Behavior, vol. 36, pp. 199–224, 2016, doi: https://doi.org/10.1016/j.riob.2016.11.004
[10] D. D. Warrick, “What leaders need to know about organizational culture,” Business Horizons, vol. 60, no. 3, pp. 395–404, 2017, doi: https://doi.org/10.1016/j.bushor.2017.01.011
[11] A. Toropova, E. Myrberg, and S. Johansson, “Teacher job satisfaction: The importance of school working conditions and teacher characteristics,” Educational Review, vol. 73, no. 1, pp. 71–97, 2021, doi: https://doi.org/10.1080/00131911.2019.1705247
[12] E. M. Skaalvik and S. Skaalvik, “Motivation and burnout in teachers: The role of school context, job satisfaction, and emotion,” Teaching and Teacher Education, vol. 67, pp. 152–160, 2017, doi: https://doi.org/10.1016/j.tate.2017.06.006
[13] J. F. Hair, J. J. Risher, M. Sarstedt, and C. M. Ringle, “When to use and how to report the results of PLS-SEM,” European Business Review, vol. 31, no. 1, pp. 2–24, 2019, doi: https://doi.org/10.1108/EBR-11-2018-0203
[14] J. F. Hair, G. T. M. Hult, C. M. Ringle, M. Sarstedt, N. P. Danks, and S. Ray, A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM), 3rd ed. Thousand Oaks, CA, USA: Sage, 2021. https://doi.org/10.1007/978-3-030-80519-7
[15] D. R. Denison and A. K. Mishra, “Toward a theory of organizational culture and effectiveness,” Organization Science, vol. 6, no. 2, pp. 204–223, 1995, doi: https://doi.org/10.1287/orsc.6.2.204
[16] P. C. Smith, L. M. Kendall, and C. L. Hulin, The Measurement of Satisfaction in Work and Retirement: A Strategy for the Study of Attitudes. Chicago, IL, USA: Rand McNally, 1969.
[17] W. B. Schaufeli, M. Salanova, V. González-Romá, and A. B. Bakker, “The measurement of engagement and burnout: A two sample confirmatory factor analytic approach,” Journal of Happiness Studies, vol. 3, no. 1, pp. 71–92, 2002, doi: https://doi.org/10.1023/A:1015630930326
[18] M. A. Youndt, M. Subramaniam, and S. A. Snell, “Intellectual capital profiles: An examination of investments and returns,” Journal of Management Studies, vol. 41, no. 2, pp. 335–361, 2004, doi: https://doi.org/10.1111/j.1467-6486.2004.00435.x
[19] M. Subramaniam and M. A. Youndt, “The influence of intellectual capital on the types of innovative capabilities,” Academy of Management Journal, vol. 48, no. 3, pp. 450–463, 2005, doi: https://doi.org/10.5465/amj.2005.17407911
[20] J. Henseler, C. M. Ringle, and M. Sarstedt, “A new criterion for assessing discriminant validity in variance-based structural equation modeling,” Journal of the Academy of Marketing Science, vol. 43, no. 1, pp. 115–135, 2015, doi: https://doi.org/10.1007/s11747-014-0403-8
