Search results

Physical activity is an eminent practice for the maintenance of physical and mental health. Physical fitness always enables students to perform their various tasks efficiently specifically in academic performance. Student health is a principal factor for the performance of all kinds of activities particularly in academic performance. This study aimed to evaluate physical activity among university students and the factors for being inactive.

A questionnaire was designed and distributed among the students via WhatsApp, Skype and email, however, some responses were collected physically to maintain the quality of data. The questionnaire was categorized into demographic factors, current physical activity status and reasons for physical inactivity. Each section was further divided into questions and total 24 questions were asked from each individual for evaluation of inactiveness.

The finding of this research explored that enormous number of students are doing part time jobs and unable to find enough time for relaxation. The research was limited and evaluated limited factors and explored that 60.6% of students had less time for entertainment and this is only 2 h for this 60.6% of students. Among all factors of physical activity walking was preferable for 48.34% of the students. Students want to participate in healthy activities. Moreover, students are unable to perform physical exercise due to busy schedules of jobs (47.02%), part-time job burden (15.89%), study burden (35.10%) and poor health conditions (1.32%).

This study concluded that higher percentage of students have stress of limited resources and under this stress condition they are unable to take a balanced diet which they considered cost-effective. They did not perform maximum in their academic and daily activities and did not participate in sports activities. It was also observed that institutions did not provide a sufficient platform for physical activity for students. The research shows the factors which affect the student’s academic performance as being physically inactive. Evaluation of results explored that numerous students have limited resources during their career development and their attention remain diverted to overcome their limited resources which keep them physically unfit. The findings also explored that physically inactive students have heavy study and job burden which is not overcome and analyzed by their institutions.

Knowledge loss impact on the performance of management information system (MIS) departments due to its influence on absorptive capacity. Furthermore, knowledge retention in human resource management and information system application is also included in the research model, in order to examine their effectiveness in mitigating knowledge loss. The paper aims to discuss these issues.

Survey method and hypotheses are tested with the collected data from 191 Taiwanese IS personnel.

The results not only indicate knowledge loss has impacts on the absorptive capacity and performance of MIS departments while information systems could mitigate knowledge loss, but also provide deeper understanding of knowledge loss and potential issues for academics; as for practitioners, this study could serve as a reference to design and adopt knowledge management (KM) mechanisms.

KM is an important issue for organizations since it is the source of competitive advantages and excellent performance, although the investment in KM is not necessary effective in retaining knowledge. This study conducts survey to examine the influences of knowledge loss in MIS departments, since the high turnover rate of employees and the rapid environmental changes in technical world may worsen the situation. According to dynamic capability theory, absorptive capacity is a critical ability to have while facing turbulent environment.

A growing body of research outlines how to best facilitate and ensure methodological rigor when using dictionary-based computerized text analyses (DBCTA) in organizational research. However, these best practices are currently scattered across several methodological and empirical manuscripts, making it difficult for scholars new to the technique to implement DBCTA in their own research. To better equip researchers looking to leverage this technique, this methodological report consolidates current best practices for applying DBCTA into a single, practical guide. In doing so, we provide direction regarding how to make key design decisions and identify valuable resources to help researchers from the beginning of the research process through final publication. Consequently, we advance DBCTA methods research by providing a one-stop reference for novices and experts alike concerning current best practices and available resources.

This paper aims to examine the relationship between organizational learning (OL) and technology through the lens of strategic factors and to ascertain future research directions.

The systematic literature review method was applied in three stages to the 76 articles obtained from Scopus, Web of Science, Google Scholar and EBSCO databases.

This research revealed the evolution of the role of OL in innovation, performance, knowledge management and technological adoption and showcases a detailed conceptual model relating technology outcomes (technological innovation and capabilities) to OL outcomes (technology absorptive capacity, technological proactivity, as well as information technology [IT] and organization process alignment).

This review includes articles mainly in English and excludes conference proceedings.

This research attempts to guide managers and policymakers to foster an organizational culture conducive to technological adoption and OL. It helps organizations develop strategies for new product development, including strategic alliances and strategic leadership.

This review formalizes the linkages between technological absorptive capacity, technological proactivity and IT with technological innovation and capabilities. It identifies research gaps and elucidates future research directions.

The purpose of the present study is to examine the effect of principals' sense of uncertainty on organizational learning mechanisms (OLMs) in schools.

Data were collected from 130 school principals (90 women and 40 men) from both Tel‐Aviv and Central districts in Israel. After computing the correlation between perceived uncertainty and OLMs, hierarchical regression analyses were conducted to examine the effect of principals' sense of uncertainty and the demographic variables on the OLMs' components.

The results of this study reveal a negative relationship between principals' sense of uncertainty and the extensiveness of OLMs in schools. Hierarchical regression analyses reveal that OLMs are predicted significantly and negatively by the complexity dimension of perceived uncertainty and predicted significantly and positively by seniority in teaching (length of service).

The findings call for ongoing research on the connection between environmental uncertainty, faculty learning processes, and student outcomes.

Contrary to the findings of various studies on business management, the paper shows that the complexity dimension of principals' perceived uncertainty, rather than the changeability dimension, predicted the extensiveness of organizational learning mechanisms in schools.

The notion of organizational learning remains murky and difficult to comprehend, and it is rarely translated into sustained operational structures and processes in school reality. The purpose of this article is to lay out the mystifying concept of organizational learning and, then, to suggest an alternative framework for schools’ development as learning organizations.

After discussing the profound confusion about what organizational learning is and its feasibility, the article presents the notion of organizational learning mechanisms as a possible framework for analyzing schools as learning organizations.

The article presents limitations, implications, and avenues for future research regarding organizational learning mechanisms.

The framework of organizational learning mechanisms may help schools develop processes, strategies, and structures that would enable them to learn and react effectively in uncertain and dynamic environments.

The literature on supply chain risk management (SCRM) has investigated a multitude of supply chain risks. This paper aims to make a case for the importance of managing the risk of knowledge loss in the supply chain management (SCM) function and incorporating knowledge loss as a critical risk within the SCRM process.

This paper adopts a knowledge-based view of the SCRM process and attempts to bring to light insights based on a synthesis of the relevant literature. The authors conducted a systematic literature review of peer-reviewed articles published between 1998 and 2019. Further, a case study was conducted to illustrate the significance of the risk of knowledge loss in the SCM function in terms of how it operates and why it has such a significant impact on performance.

Knowledge loss is a relatively neglected type of supply chain risk that can be added to the existing typologies. This paper argues that knowledge loss in the SCM function has the propensity to significantly impact the performance of the focal firm, exacerbate other types of supply chain risk and impede risk mitigation efforts. We put forth several strategies that supply chain managers can adopt to mitigate the risk of knowledge loss in their function.

This paper generates an exploratory opening that could pave the way for a systematic theory of knowledge loss as a supply chain risk and future empirical research. The study culminates in a number of important insights and initiatives for supply chain managers to recognize and manage the risk of knowledge loss.

This paper argues for the importance of incorporating the risk of knowledge loss in SCRM research and practice. It also provides an examination of some promising angles for future research in SCRM from a knowledge-based perspective.

This paper aims to enhance the understanding of the essence of product innovation capability (PIC) as a dynamic capability by systematically assessing its conceptualization and construct validity. The paper answers the call by numerous researchers to undertake research efforts to better understand and operationalize dynamic capability constructs.

A priori and scholarly contentions based on complementarities between the tenets of three prominent frameworks (Dynamic Capability View, Process Management and Organizational Ambidexterity) were utilized for conducting a theoretical triangulation, as presented in the paper. Established approaches to explication and measurement of multi-dimensional latent constructs were used for guiding this paper.

This paper enhances the conceptualization of dynamic capabilities and identifies a lacuna in frequently adopted PIC operationalization approaches that is pertinent to other dynamic capabilities. It presents substantive and specific prescriptions for enabling the development of superior capability (both dynamic and operational) measurement models in empirical research.

The diverse implications for research and practice are discussed in the paper alongside suggestions for future research.

This paper guides future theoretical and empirical research by reviewing the conception and validity of PIC. It presents a comprehensive conception of dynamic capabilities by extending the dynamic capability definition to address the identified problems. The arguments presented have wide-ranging applications and broad generalizability across multiple research fields.