Using theories of human, social, structural, and positive psychological capital to explore the attrition of former public school practitioners

Leveraging Strategic Innovation and Process Capabilities for Intellectual Capital Initiative Performance of Higher Education Institutes (HEIs): A Knowledge-Based Perspective

“…With respect to strategic innovation as a mediator, the results of the study postulate that SC initiatives both directly and indirectly influence the performance of HEIs, thus supporting the hypotheses (H4, H5, H7, and H8). This indicates that academic excellence and quality assurance programs, sufficient documentary and bibliographic resources, and clear strategies for accreditation and certification of degree programs are critical strands of SC initiatives to lead the strategic innovation process in HEIs (Noel & Finocchio, 2022 ; Cricelli et al, 2018 ; Ramírez et al, 2007 ; Lu, 2012 ). This finding is like that of Farzaneh et al ( 2022 ), who asserted that SC initiatives enable the organization to integrate and reconfigure the existing resources in an agile manner to lead the strategic innovation process.…”

“…Given that, the SC of universities is typically associated with “knowledge inputs” that arise from internal systems, structures, and databases (Noel & Finocchio, 2022 ; Cricelli et al, 2018 ; Sharabati et al, 2010 ; Feng et al, 2012 ; Ramírez et al, 2007 ; Lu, 2012 ). It also presents explicit knowledge codified within the archives, bibliographic, and documentary resources of universities, to mobilize the internal production and management of scientific research outputs and valuing of innovative knowledge through commercialization (Nicolò et al, 2021 ; Aversano et al, 2020 ).…”

“…It also presents explicit knowledge codified within the archives, bibliographic, and documentary resources of universities, to mobilize the internal production and management of scientific research outputs and valuing of innovative knowledge through commercialization (Nicolò et al, 2021 ; Aversano et al, 2020 ). Nonetheless, the intrinsic value of SC initiatives can be recognized from universities’ internal management support systems, the procedure for obtaining accreditations and certifications, and diverse academic programs (Noel & Finocchio, 2022 ; Nicolò et al, 2020 ; Córcoles et al, 2011 ; Cricelli et al, 2018 ). Hence, the performance of HEIs can be assessed by leveraging the level of SC initiatives as “knowledge inputs” (Noel & Finocchio, 2022 ; Nicolo, 2020 ; Córcoles et al, 2011 ).…”

“…Nonetheless, the intrinsic value of SC initiatives can be recognized from universities’ internal management support systems, the procedure for obtaining accreditations and certifications, and diverse academic programs (Noel & Finocchio, 2022 ; Nicolò et al, 2020 ; Córcoles et al, 2011 ; Cricelli et al, 2018 ). Hence, the performance of HEIs can be assessed by leveraging the level of SC initiatives as “knowledge inputs” (Noel & Finocchio, 2022 ; Nicolo, 2020 ; Córcoles et al, 2011 ). From that perspective, effective implementation of SC initiatives, for instance, will reduce the knowledge barriers and fill the gap between knowledge production and dissemination to yield higher performance in HEIs (Arun & Shekar, 2020 ; Cañibano & Sánchez, 2008 ).…”

Understanding the effects of COVID-19 on P-12 teachers: a review of scholarly research and media coverage

“…Consequently, the limited practical exposure could increase the likelihood of "transition shock" among new teachers. This phenomenon arises when the realities of the profession do not align with their expectations, potentially causing frustration and leading to early career teacher attrition (Karalis Noel and Finocchio, 2022;LaTronica-Herb and Karalis Noel, 2022).…”