Katarzyna Piwowar-Sulej and Qaisar Iqbal
The purpose of this paper is to integrate job demands–resources theory with core self-evaluation theory to examine how and when sustainable project leadership stimulates…
Abstract
Purpose
The purpose of this paper is to integrate job demands–resources theory with core self-evaluation theory to examine how and when sustainable project leadership stimulates sustainable project performance. Psychological empowerment is used as a mechanism between sustainable project leadership and sustainable project performance, whereas core self-evaluation acts as a moderator between sustainable project leadership and psychological empowerment.
Design/methodology/approach
This study adopts a time-lagged two-phase approach to collecting data from 257 software engineers working in medium-sized and large companies in the Polish financial sector.
Findings
This study reveals the direct and indirect (through psychological empowerment) effects of sustainable project leadership on sustainable project performance. It also confirms that the “sustainable project leadership–psychological empowerment” relationship strengthens with increasing level of project team members’ core self-evaluation.
Originality/value
This article explores a unique research framework. It significantly enriches the literature on sustainable project management, increasing the understanding of effective leadership practices that address the needs of software engineering teams to support sustainable project performance.
Details
Keywords
Ghasem Salimi, Azadeh Roodsaz, Mehdi Mohammadi, Fahimeh Keshavarzi, Amin Mousavi and Zamzami Zainuddin
The purpose of this paper is to examine how digital literacy influences knowledge sharing and academic performance among graduate students in online learning environments.
Abstract
Purpose
The purpose of this paper is to examine how digital literacy influences knowledge sharing and academic performance among graduate students in online learning environments.
Design/methodology/approach
Structural equation modeling via AMOS was utilized to test the research hypotheses in this cross-sectional study. Students’ digital literacy, their knowledge sharing, and their academic performance in online learning environments were surveyed by questionnaires. The sample of 330 graduate students was selected from a leading public university in Iran. Based on a stratified sampling approach, the recruited students answered questionnaires based on their degree level and field of study.
Findings
The results demonstrated that digital literacy was a positive and significant predictor of knowledge sharing and students' academic performance. Furthermore, the study revealed that knowledge sharing mediates the relationship between digital literacy and academic performance.
Research limitations/implications
Our findings revealed that digital literacy positively and significantly predicts knowledge sharing and academic performance. This may be attributed to the fact that digital literacy is essential for developing digital learning in higher education. Conducting research on the antecedents and consequences of digital literacy in academic environments may prove attractive to future researchers.
Originality/value
Research on the influence of digital literacy on students’ knowledge sharing and academic performance in online learning environments is scarce. This study suggests that improving students’ digital literacy and knowledge sharing can enhance their performance in online learning environments, and it is a recommendation for university educators and educational technologists. Gaining insight into the influence of digital literacy on how students share knowledge and their academic achievements in virtual learning environments can have numerous managerial ramifications for administrators and instructors in higher education.