The underlying mechanism between compulsory citizenship behaviors and employee innovative work behaviors and knowledge sharing: A moderated mediation model.

Purpose: This paper draws on conservation of resources theory to advance the literature on extra-role performance behaviors among academics, particularly innovative work behaviors and knowledge sharing, through the lens of work stressors.

Methods: We develop a moderated-mediated model based on multi-source, multi-timed, and multi-level data from a sample of 207 academics and 137 direct supervisors in five higher education institutions in the United Arab Emirates (UAE).

Findings: Results show that academics' compulsory citizenship behaviors positively influence negative affectivity, which, in turn, negatively impacts academics' innovative work behavior and knowledge sharing.

Correction: Organizational Resilience of Higher Education Institutions: An Empirical Study during Covid-19 Pandemic.

[This corrects the article DOI: 10.1057/s41307-022-00272-2.].

Organizational Resilience of Higher Education Institutions: An Empirical Study during Covid-19 Pandemic.

Resilient organizations and academic institutions have been identified as contributing immensely to resilient communities. The majority of organizations showing preparedness to mitigate the impact of COVID-19 have deployed an efficient organizational resilience framework. Yet, there is little research on organizational resilience, and the conceptualization of resilience as a complex variable has not been achieved.

Exploring predictors of teachers' self-efficacy for online teaching in the Arab world amid COVID-19.

The rapid development of information and communication technologies (ICT), and the unexpected transition to online teaching due to COVID-19 necessitates that teachers should have the knowledge, competent skills and strategies to integrate digital tools and platforms effectively. Literature suggests however that many teachers do not feel confident enough or lack perceived capability in teaching using advanced technologies in classrooms, and do not have positive self-efficacy beliefs towards their online teaching. Hence, the purpose of this mixed-method study is to investigate teachers' self-efficacy (TSE) in online learning environments amid COVID-19.