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Purpose The objective of this study is twofold. First, it examines the relationship between stressor factors (i.e. role overload, role conflict, role ambiguity, interpersonal conflict and organizational constraints) and commitment to change. Second, it investigates the moderating effect of internal communication in the hypothesized link. Design/methodology/approach A total of 225 administrative staff in the public higher education institutions located in the Northern Region of Peninsular Malaysia participated in the study. Structural equation modelling was used to test the hypotheses. Findings Role overload, role ambiguity and organizational constraints pose a substantial influence on commitment to change. Internal communication is a significant moderator in the association between role ambiguity and commitment to change. Research limitations/implications This study contributes to the Social Exchange Theory by assessing stressor factors as the predictors of commitment to change. Future studies can further extend the model by examining other variables related to stressor factors and extending the nomological networks of these factors in relation to commitment to organizational change. Practical implications This study makes explicit the need for management in public higher education institutions to consider stressor factors, particularly role overload, role ambiguity and organizational constraints, which affect the commitment to change. Furthermore, the aspect of internal communication in public higher education institutions deserves further attention by the management in alleviating role ambiguity and boosting commitment to change among the administrative staff. Originality/value The study is one of the pioneers to demonstrate that the presence of internal communication as a moderating factor in assessing the influence of stressors on commitment to change among administrative staff in public higher education institutions. Further, little empirical evidence on commitment to change in terms of normative, affective, and continuance in the setting of Malaysian public higher education institution is available in the literature.

PurposeThe objective of this study is to examine the predicting role of Machiavellianism, locus of control and moral identity on ethical leadership. This study also assessed the moderating role of ethical role modelling in the linkage between Machiavellianism, locus of control, moral identity and ethical leadership.Design/methodology/approachA total of 202 public service leaders in Malaysia participated in the study. A quantitative study was conducted and structural equation modelling was used to test the hypotheses.FindingsMoral identity poses a substantial influence on ethical leadership. Ethical role modelling is a significant moderator in the association between moral identity and ethical leadership.Research limitations/implicationsThis study contributes to the social learning theory by assessing Machiavellianism, locus of control and moral identity as the predictors of ethical leadership among public service leaders in Malaysia. Future study can be further extended to both managerial and support staff to understand the ethical phenomenon in Malaysian public sector.Practical implicationsThe study highlights the need for public sector to give considerable attention to moral identity in boosting ethical leadership among public service leaders in Malaysia's public sector. Furthermore, the element of ethical role modelling should not be neglected as this factor is a valid moderator in nurturing ethical leadership among public service leaders.Originality/valueThe study deepens the knowledge on the importance of ethical role modelling as a moderator in assessing the influence of the predictors on ethical leadership. Further, this study demonstrates that public service leaders who reported high moral identity would have higher ethical leadership if they experienced good ethical role modelling.

PurposeThe present study investigates the predicting role of institutional leadership competencies (namely, achieving goals and outcomes, leadership and leading change, and integrity and justice) in influencing job performance. It also seeks to examine whether proactive personality moderates the purported relationship.Design/methodology/approachData were collected from 103 institutional leaders in various higher education institutions in Malaysia. Partial least squares structural equation modeling (PLS-SEM) technique via Smart PLS 2.0 was used to analyze the data and test the hypotheses.FindingsThe findings indicate that competencies of leadership and leading change and integrity and justice significantly and positively influenced job performance. Proactive personality was found to significantly moderate the relationship between leadership and leading change dimension and job performance.Research limitations/implicationsThis study contributes to the literature by assessing leadership competencies as the predictors of job performance. The moderating role of proactive personality is also substantiated in the leadership and leading change dimension and job performance linkage.Practical implicationsThe significant and positive impact of leadership and leading change as well as integrity and justice on job performance suggests the importance of these leadership competencies in promoting high level of job performance among institutional leaders. Furthermore, in ensuring high job performance among institutional leaders, proactive personality is a crucial attribute that is worth to be given attention by higher education institution (HEI) administrators.Originality/valueThis study aims to provide additional empirical evidence in the leadership competencies domain. The research framework of this study managed to substantiate empirical evidence in partial support on the importance of leadership competencies and proactive personality in predicting job performance.

This study aims to assess the job characteristics and work engagement relationship. This study also investigated emotional intelligence as a moderator in the relationship mentioned above. The respondents were 200 nurses working in public hospitals in the northern states of Peninsular Malaysia. A Partial Least Squares Structural Equation Modelling (PLS‐SEM) technique via Smart PLS 3.0 was used for data analyses. The findings indicated that task significance, autonomy, and feedback were significantly associated with work engagement. However, emotional intelligence failed to moderate the purported relationships. The results contribute to the job demand resources model and job characteristics theory by gauging job characteristics as the predictors of work engagement. The theoretical framework managed to substantiate partial support of the theory. Theoretical and practical implications, limitations, and recommendations for future studies are also presented.