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Predictors of Digital Competence of Public University Employees and the Impact on Innovative Work Behavior

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  • Larissa Pinon de Carvalho

    (Graduate Program in Administration, Applied Social Sciences Institute, Federal University of Pará, Belém 66075-110, Brazil)

  • Thiago Poleto

    (Graduate Program in Administration, Applied Social Sciences Institute, Federal University of Pará, Belém 66075-110, Brazil)

  • Camila Carvalho Ramos

    (Graduate Program in Administration, Applied Social Sciences Institute, Federal University of Pará, Belém 66075-110, Brazil)

  • Fernando de Assis Rodrigues

    (Graduate Program in Information Science, Applied Social Sciences Institute, Federal University of Pará, Belém 66075-110, Brazil)

  • Victor Diogho Heuer de Carvalho

    (Sertão Campus, Federal University of Alagoas, Delmiro Gouveia 57480-000, Brazil)

  • Thyago Celso Cavalcante Nepomuceno

    (Technology Nucleus, Federal University of Pernambuco, Caruaru 55014-900, Brazil)

Abstract

Digital competence plays an important role in higher education. The literature highlights the adoption and use of digital competence for the development of educational services in Higher Education Institutions (HEIs), but it is still necessary to understand its influence on the innovative behavior of the public official. This study aims to investigate the influence of digital competence, based on the predictors’ infrastructure, integration, and digital management, on innovative work behaviors. The research was applied to 540 public employees of a Federal Institution of Higher Education (IFES) in northern Brazil. The response rate for this study was 33.5%. The Structural Equation Modeling approach by Partial Least Squares (PLS-SEM) was used. Empirical findings confirm that public employees with a high level of perception of digital competence more often develop challenging work to generate new innovative behaviors at work. This research was limited to investigating the influence of digital competence on innovative work behaviors of public employees of a Brazilian IFES. Future studies may address other contextual factors in this relationship. One of the practical implications is the need for managers in the education sector to support the construction of guidelines for educational and technological innovation to expand innovative behavior at work.

Suggested Citation

  • Larissa Pinon de Carvalho & Thiago Poleto & Camila Carvalho Ramos & Fernando de Assis Rodrigues & Victor Diogho Heuer de Carvalho & Thyago Celso Cavalcante Nepomuceno, 2023. "Predictors of Digital Competence of Public University Employees and the Impact on Innovative Work Behavior," Administrative Sciences, MDPI, vol. 13(5), pages 1-25, May.
    • Handle: RePEc:gam:jadmsc:v:13:y:2023:i:5:p:131-:d:1144601
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    References listed on IDEAS

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    1. Mohamed Ashmel Mohamed Hashim & Issam Tlemsani & Robin Matthews & Rachel Mason-Jones & Vera Ndrecaj, 2022. "Emergent Strategy in Higher Education: Postmodern Digital and the Future?," Administrative Sciences, MDPI, vol. 12(4), pages 1-24, December.
    2. Kindermann, Bastian & Beutel, Sebastian & Garcia de Lomana, Gonzalo & Strese, Steffen & Bendig, David & Brettel, Malte, 2021. "Digital orientation: Conceptualization and operationalization of a new strategic orientation," European Management Journal, Elsevier, vol. 39(5), pages 645-657.
    3. Irida Hoti & Blerta Dragusha & Valentina Ndou, 2022. "Online Teaching during the COVID-19 Pandemic: A Case Study of Albania," Administrative Sciences, MDPI, vol. 12(3), pages 1-18, September.
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