Increasing workforce diversity requires organizations to strengthen effective multigenerational collaboration strategies. This study develops a culturally responsive competency framework for multigenerational teamwork and examines cultural adaptation as a mechanism linking adaptive competency to teamwork effectiveness. An exploratory sequential mixed-methods design was conducted in a technology company and an educational institution in Surabaya, Indonesia. Semi-structured interviews with six purposively selected informants identified three interrelated capabilities: cultural adaptation, value flexibility, and cross-generational empathy. These findings were used to contextualize the quantitative measures. Questionnaire data from 45 employees representing Baby Boomers, Generation X, Millennials, and Generation Z were analyzed using regression and bootstrap mediation. Adaptive competency was positively associated with teamwork effectiveness (β = 0.51, p < 0.001) and cultural adaptation (β = 0.50, p < 0.001). Cultural adaptation remained associated with teamwork effectiveness after adaptive competency was controlled (β = 0.35, p = 0.018). The indirect effect was significant (effect = 0.170, BootSE = 0.078, 95% CI [0.035, 0.342]), indicating partial mediation. The integrated findings show that adaptive competency supports teamwork when translated into culturally responsive communication and behavior. The study highlights the importance of adaptive communication, value flexibility, cross-generational empathy, and mentoring in diverse organizations.
This study examines how four core diversity dimensions and two organizational inclusion conditions are associated with team collaboration and productivity in Afghan workplaces. Drawing on the categorization-elaboration model, inclusion theory, psychological safety, social exchange theory, and the input-mediator-outcome framework, the study distinguishes ethnic/cultural, language, regional, and professional/educational diversity from gender fairness and inclusive climate. A cross-sectional survey of 381 employees from public, private, national non-governmental, and international non-governmental organizations measured these constructs, team collaboration, team productivity, and leadership/organizational support. Reliability analysis, exploratory and confirmatory factor analysis, HC3-robust hierarchical regression, 5,000-resample bootstrap mediation, ten-fold cross-validation, a 321-case sensitivity analysis, and exploratory moderation tests were applied. The nine-factor measurement model showed acceptable approximate fit, although several constructs overlapped. Professional/educational diversity, gender fairness, and inclusive climate positively predicted collaboration. Regional diversity, professional/educational diversity, and team collaboration positively predicted productivity, with collaboration producing the largest unique productivity coefficient. Bootstrap results supported indirect effects through collaboration for professional/educational diversity, gender fairness, and inclusive climate. Ethnic/cultural diversity and language diversity were tested in every corresponding primary path model but did not retain significant unique collaboration, direct-productivity, or indirect effects after adjustment, despite positive bivariate correlations. Exploratory interaction models did not provide sufficiently robust evidence to reclassify gender fairness or inclusive climate as moderator-only variables: the gender-fairness interaction block was jointly significant in a separate model, but its only individual interaction, ethnic/cultural diversity × gender fairness, disappeared when both moderator blocks were estimated together; inclusive-climate interactions were not significant. The study therefore treats gender fairness and inclusive climate primarily as organizational inclusion conditions while reporting the moderation alternative transparently.
The findings support generationally differentiated HR interventions for strengthening human–AI collaboration in higher education and contribute to SDGs 4, 8, and 9.
Wahdaniaht Wahdaniah, Ayyub Yunus, Mujirin M. Yamin· Vifada Management and Social...· 0 citations
This study investigates the structural relationships among transformational leadership, ICT utilization effectiveness, and teacher self-efficacy in relation to teacher innovativeness, examines the mediating role of work motivation, and establishes operational improvement priorities using the SITOREM framework. Using a quantitative survey approach, data were collected from 153 civil servant (ASN) teachers across public senior high schools in West Bogor Regency via multistage random sampling. Data were analyzed sequentially using structural path analysis and SITOREM evaluation in SPSS 26. The findings indicate that all independent variables exert direct, positive, and significant effects on teacher innovativeness, with ICT effectiveness as the strongest predictor (β = 0.425), followed by transformational leadership (β = 0.216), work motivation (β = 0.163), and self-efficacy (β = 0.156). Work motivation significantly operates as a partial mediator across all structural pathways. SITOREM analysis prioritized the pedagogical suitability of ICT tools and teacher proactivity/initiative as the top operational indicators requiring immediate institutional improvement. This research contributes theoretically by advancing an integrative empirical model of teacher innovativeness and, practically, by bridging statistical path analysis and actionable management decision-making. However, the study is limited by its geographical focus on civil servant educators in West Bogor. Future research should expand sampling across broader regional contexts and incorporate variables such as school organizational culture, digital pedagogical competence, and data literacy.
Nidhomul Haq, Jurnal Manajemen, Pendidikan Islam et al.· Nidhomul Haq Jurnal Manajeme...· 0 citations
The increasing participation of students in international mobility programs has created new challenges related to cross-cultural adaptation, particularly in communication processes within unfamiliar cultural environments. The Indonesian International Student Mobility Awards (IISMA) program provides opportunities for students to gain global academic experiences; however, differences in language, cultural values, communication patterns, and social norms may influence their adaptation processes. This study aimed to analyze the role of cross-cultural communication in the adaptation process of 2024 IISMA participants from Mulawarman University based on Young Yun Kim’s Integrative Communication Theory. This research employed a qualitative case study approach. Data were collected through in-depth interviews, observations, and literature reviews, while data analysis followed the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing/verification. The findings indicated that cross-cultural communication played a significant role in supporting students’ adaptation through six dimensions: host social communication, ethnic social communication, personal communication, environmental factors, predisposing factors, and cross-cultural transformation. Interactions with host communities and exposure to local media enhanced cultural understanding, while communication barriers and cultural differences initially generated stress during the adaptation process. Nevertheless, continuous interaction enabled students to develop communication competence, cultural awareness, and a cross-cultural identity. This study concluded that effective cross-cultural communication facilitated the transition from stress to adaptation and personal growth, enabling international students to successfully integrate into new cultural environments.
Ananda Nazeli Ahsan, Johantan Alfando Wikandana Sucipta, Dony Kristian· Jurnal Indonesia Sosial Sain...· 0 citations
This study explored how leadership commitment, organizational conditions, and competency-based training and development (CBT&D) relate to perceived institutional service quality in four Colleges of Teacher Education (CTEs) in Oromia, Ethiopia. Although CBT&D is strongly emphasized in public sector reforms, evidence that integrates these factors within a single framework in teacher education settings remains limited. The study was grounded in Human Resource Development theory, the Resource-Based View, and Institutional Theory, and applied a convergent parallel mixed-methods design. Quantitative data were obtained from 400 respondents (240 academic and 160 administrative staff) using stratified proportional sampling, complemented by interviews with 12 key informants and institutional document review. Analysis involved correlation, hierarchical regression, mediation analysis using PROCESS Model 4, and thematic analysis. Findings show a strong positive relationship between CBT&D and service quality (r = .789, p < .01). In the regression model, leadership commitment produced the highest standardized effect (β = .513, p < .001). Mediation results indicate that CBT&D partially explains the relationship between leadership commitment and service quality. Overall, the results point to an interlinked institutional pattern where leadership, organizational conditions, and CBT&D operate together in shaping service quality outcomes, rather than functioning as isolated factors.
This study aimed to design and validate a comprehensive model of questioning skills for higher education employees by identifying causal, contextual, and intervening conditions, strategic pathways, and individual and organizational outcomes. An exploratory mixed-methods design was employed. In the qualitative phase, 14 semi-structured interviews with academic and administrative experts were conducted and analyzed using grounded theory (open, axial, and selective coding). In the quantitative phase, a questionnaire derived from the qualitative findings was distributed to 322 higher education employees. Data were analyzed through structural equation modeling (SEM) using SmartPLS, with reliability assessed via Cronbach’s alpha and composite reliability, and convergent validity confirmed using AVE. Causal conditions such as organizational loyalty, critical thinking, social intelligence, motivation, and personal growth orientation significantly predicted the core phenomenon of questioning (β=0.562, T=14.395). Contextual (β=0.252, T=7.244) and intervening conditions (β=0.356, T=9.347) influenced strategic actions, while the core phenomenon strongly predicted strategies (β=0.424, T=11.831). Strategies had a robust effect on outcomes (β=0.586, T=15.252). Model fit was confirmed with GOF=0.425, high Q² values, and satisfactory reliability (CR>0.7) and convergent validity (AVE>0.5). The validated model offers an integrated framework for understanding and enhancing questioning skills among higher education employees. It can serve as a practical tool for fostering creativity, systemic thinking, and performance improvement while guiding leaders and policymakers to promote a culture of inquiry and professional growth in universities.
Fatemeh Roasaei, Hamid Taboli, M. Beheshtifar· Management, Education and De...· 0 citations