An Exploration for the Motives Behind Enhancing Senior Banker’s Level of Organizational Resilience: A Holistic Case Study

Sai, Andrew Adjah; Salhin, Gehad

doi:10.2478/msd-2018-0005

Cited by 5 publications

(7 citation statements)

References 30 publications

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“…What may support the relevance and accuracy of these findings is the clarification made by Janssen (2015) and Dee and Leišyt_ e (2016) who indicate that both OL and organizational resilience consider the knowledge and/or information stored, disseminated and used by employees (academics in this case) as an impetus for employees to focus their attention to the external environment, develop a common vision and maintain a transformative dynamic culture as well. This has prompted Mousa et al (2018) to contend that the knowledge employees attain from professional training and development opportunities is a key step toward developing an organization's culture of resilience.…”

Section: Discussionmentioning

confidence: 99%

“…Jamali et al (2009) indicate that OL has recently and over the past decade started to find a place in the academia of developing nations particularly after privatization and penetration of multinational enterprises into their markets. However, Mousa et al (2018) noted that the relationship between OL and many organizational phenomena such as organizational resilience remains unknown.…”

Section: Introductionmentioning

confidence: 99%

“…Later on, this concept was used by researchers from various disciplines of engineering (Hollnagel et al, 2006), positive psychology (Powley, 2009) and management (Sheffi, 2005) as well. In organization-related literature, the concept of "resilience" is still underdeveloped although it has been used by authors (Mallak, 1998;Tierney, 2003;Mousa et al, 2018) to reflect the influx of professional training, development opportunities initiated by highly reliable organizations to manage crisis or anticipate changes or conditions. Manyena (2006) and Oeij et al (2017) draw attention to the lack of quantitative studies on organizational resilience compared with the number of qualitative ones.…”

Section: Introductionmentioning

confidence: 99%

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Organizational learning, organizational resilience and the mediating role of multi-stakeholder networks

Abdelgaffar

Chaouali

Aboramadan

2020

JWL

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Purpose This paper aims to focus on academics in three private foreign universities located in Cairo (Egypt) to explore the influence of organizational learning (OL) on the level of organizational resilience of academics with and without the mediating effect of a multi-stakeholder network. Design/methodology/approach The authors used a comprehensive count sampling in which every academic was handed a questionnaire form to fill. This led to a decrease in the likelihood of research bias. In total, the authors distributed 960 questionnaire forms and collected 576 completed questionnaires, which is almost more than 60% of the total population. The authors used structural equation to determine the effect of OL on academics’ level of organizational resilience. The same equation was later used to assess the mediating role of the multi-stakeholder network on the aforementioned relationship. Findings The findings highlight a statistically significant influence of OL on academics’ level of organizational resilience. Moreover, the results revealed the significant role of the multi-stakeholder network in mediating the relationship between OL and organizational resilience. Originality/value This paper contributes by filling a gap in human resource management and organization literature in the higher education sector, in which empirical studies on the relationship between OL, multi-stakeholder networks and organizational resilience have been limited until now.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Organizational learning, organizational resilience and the mediating role of multi-stakeholder networks

Abdelgaffar

Chaouali

Aboramadan

2020

JWL

Self Cite

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“…Unlike western business schools which have specific educational programs tailored to tackle global responsibility themes (Tilbury et al, 2004;Doppelt, 2009;Springett, 2010;Mousa et al, 2018;Mousa and, academics in the addressed business schools do not have any specialized courses and/or programs to cover social responsibility issues such as climate change, poverty, carbon footprints and global debt. This may raise questions not only about the legitimacy of Egyptian public business schools, but also about their ability to lead any socio-cultural and/or socio-economic transformation in the Egyptian context (Dyllick, 2015).…”

Section: Discussion and Limitationsmentioning

confidence: 99%

Responsible management education in Egyptian public business schools

Abdelgaffar

Ayoubi

2019

JMD

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Purpose Out of 24 public business schools in Egypt, the purpose of this paper is to focus on three in order to investigate how responsible management education is perceived and exercised by academics there. Design/methodology/approach A total of 168 academics were contacted and interviewed in 42 focus groups. The length of each focus group was about 45 min, and all of them were conducted in Arabic because the majority of respondents are not fluent in English. The authors used thematic analysis to determine the main ideas in the transcripts. Findings Based on data analysis of the perceptions of academics concerning business education, research and management process at the target business schools, the authors of this paper found that responsible management education is not considered a priority in the work agendas of the Egyptian public business schools. Furthermore, the authors believe that besides issues with the general acceptance of the need for responsible management education, there are functional, procedural and edu-academic barriers that these schools need to overcome first before proceeding with implementation and expecting positive outcomes. Research limitations/implications This research maybe subject to criticism because the authors address only the perspectives of academics in the chosen business schools while neglecting other academic partners, particularly those in managerial positions, such as rectors and heads of departments. Future researchers may use the same research questions to investigate a managerial level perspective to depict a more holistic picture of the situation. Moreover, including Egyptian private business schools may also enrich the findings. In fact, the authors suggest that scholars from different academic disciplines such as sustainability management, business ethics, higher education, sustainability and cultural diversity work together to produce more interdisciplinary and trans-disciplinary research on the global responsibility themes business schools have to manage. Originality/value This paper contributes by filling a gap in sustainability, HR management, business ethics and higher education literature in which empirical studies on responsible management education and the responsible practices of academics have been limited so far.

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“…Moreover, Piderit (2000) elaborates that the majority of definitions for resistance to change focus only on the opposition and/or employee's unfavorable reactions towards change. However, Mousa et al (2018) point out that sometimes an employee's resistance may help an organization to refine the planned strategy of change. Oreg (2006) has also added that resistance maybe considered beneficial when it stops change that may not be in the interest of the organization.…”

Section: Authentic Leadership and Individual-level Resistance To Changementioning

confidence: 99%

Organizational learning, authentic leadership and individual-level resistance to change

Massoud

Ayoubi

2019

MRJIAM

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Purpose This paper aims to focus on academics in three private foreign universities located in Cairo (Egypt) to explore the effect of organizational learning on individual-level resistance to change with and without the mediation of authentic leadership. Design/methodology/approach A total of 960 academics were contacted and all of them received a set of questionnaires. After four follow ups, a total of 576 responses were collected with a response rate of 60.00 per cent. The author used the chi-square test to determine the association between organizational learning and authentic leadership. Multiple regressions were used to show how much variation in individual-level resistance to change can be explained by organizational learning and authentic leadership. Findings The findings highlight a statistical association between organizational learning and authentic leadership. Moreover, another statistical association is explored between authentic leadership and individual-level resistance to change. Furthermore, the statistical analysis proved that having an authentic leadership in the workplace fosters the effect of organizational learning in alleviating individual’s resistance to change. Research limitations/implications Data were collected only from academics and did not include rectors and/or heads of academic departments, the matter that may lead to an inflation of statistical relationships. Future research could use a double source method. Moreover, focusing only on private foreign universities working in Egypt diminishes the author’s potential for generalizing his results. Practical implications The author recommends establishing a unit for knowledge management inside every university. The function of this unit includes but is not limited to examining prospective socio-political, cultural and economic changes/challenges in the surrounding environment and preparing the possible scenarios for dealing with them. This in turn should comprise involvement and learning opportunities for academics work in these universities. The suggested units should also organize monthly meetings between academics and representatives from different Egyptian sectors such as NGOs personnel, CEOs of private and public companies, environmentalists and politicians to address what change those actors seek universities to undertake to guide academics to fulfill their expectations. Originality/value This paper contributes by filling a gap in HR management and organization literature in the higher education sector, in which empirical studies on the relationship between organizational learning, authentic leadership and resistance to change have been limited until now.

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An Exploration for the Motives Behind Enhancing Senior Banker’s Level of Organizational Resilience: A Holistic Case Study

Cited by 5 publications

References 30 publications

Organizational learning, organizational resilience and the mediating role of multi-stakeholder networks

Organizational learning, organizational resilience and the mediating role of multi-stakeholder networks

Responsible management education in Egyptian public business schools

Organizational learning, authentic leadership and individual-level resistance to change

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