Strategic HRM Practices and Digital Capabilities of University Teachers in Shenzhen: Role of Lifelong Learning
Abstract
This study examines how diverse strategic HRM practices contribute towards enhancing digital capabilities among university teachers in Shenzhen, China, taking lifelong learning orientation as a moderating variable. The study used quantitative research using a cross-sectional survey design. The structural equation modelling (SEM) method was applied for analysis using a 360-sampling size. The results suggest that training and development, performance recognition, compensation and organisational supportive environment have a positive impact on enhancing the digital capability of university teachers. However, higher LLO was found to have the strongest positive significant moderation effect on the relationship between performance recognition and training and development and teachers’ digital capability. However, this was opposite in compensation, and there is no significant moderation effect of LLO found on the organisational supportive environment. Universities should strengthen their HRM practices and policies for employee development and cultivating a lifelong learning culture.
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References
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