Digital transformation (DT) is a complex, socio-technical, strategic, and often radical change influenced by various aspects, among which non-technological, organizational factors play significant roles. The literature on DT enablers suggests sensitivity to the organizational context, especially to the technology intensity of companies. This article analyzes the variations in non-technological DT enablers in high-tech and low-tech manufacturing companies. Through a systematic literature review, using coding techniques and cluster analysis, we created 20 aggregated enabler categories. With the Decision Making Trial and Evaluation Laboratory (DEMATEL) method, clustered DT enablers in high-tech and low-tech companies were compared. High-tech companies enable DT with the factors related primarily to organizational flexibility and dynamism. In contrast, low-tech firms propel DT with the enablers connected to more stable, traditional, managerial practices. JEL Classification: 031 and 032

Many companies recruit employees from different parts of the globe, and faking behavior by potential employees is a ubiquitous phenomenon. It seems that applicants from some countries are more prone to faking compared to others, but the reasons for these differences are largely unexplored. This study relates country‐level economic variables to faking behavior in hiring processes. In a cross‐national study across 20 countries, participants (N = 3,839) reported their faking behavior in their last job interview. This study used the random response technique (RRT) to ensure participants’ anonymity and to foster honest answers regarding faking behavior. Results indicate that general economic indicators (gross domestic product per capita [GDP] and unemployment rate) show negligible correlations with faking across the countries, whereas economic inequality is positively related to the extent of applicant faking to a substantial extent. These findings imply that people are sensitive to inequality within countries and that inequality relates to faking, because inequality might actuate other psychological processes (e.g., envy) which in turn increase the probability for unethical behavior in many forms.

Development of blended learning leads to reconceptualization of teaching methods, transformation of assessment tools and frameworks. This paper proves the relevance of the integrative assessment frameworks regarding blended learning environments. The authors introduce the original framework combining both formative and summative assessment perspectives. During the experimental implementation, this framework, based on the modified project management earned value method, demonstrated its effectiveness and appropriateness to blended learning programs.