http://dspace.bu.ac.th/jspui/handle/123456789/167 ปริญญาเอก Wed, 06 May 2026 05:28:22 GMT 2026-05-06T05:28:22Z http://dspace.bu.ac.th/jspui/handle/123456789/5977 Title: Examining the mediating role of organizational agility in the relationship between intellectual capital and digital transformation effectiveness Authors: Cheng Gong Abstract: The growing penetration of digital technologies has accelerated tremendous changes in various fields in these years, inevitably driving organizations to embark on a “digital transformation” journey. While agreeing on its growing importance to an organization’s success, the prevalence of such transformation is also seen as both an existential risk and a rewarding opportunity. Digital transformation efforts take twice as long and cost twice as much as anticipated but still hit roadblocks as they require technology and the alignment of factors resides in people, leadership, talent development, strategy, organizational structure and culture, mindset, and strategic alliances. This finding initiated the idea that the success of digital transformation might be highly dependent on intellectual capital as an organization’s hidden intangible assets that put comprehensive resources into action. As a way to manage unpredictable organizational changes when adapting to turbulent and hypercompetitive environments, organizational agility is considered a critical success factor for digital transformation. Nevertheless, empirical research rarely examines the impact of intellectual capital on digital transformation effectiveness in quantitative settings, and how this relationship correlates through organizational agility has not been well understood. Following a post-positivism philosophical lens, this study adopted a quantitative, correlational, and cross-sectional survey research design to examine the influence of intellectual capital on digital transformation effectiveness with the mediating role of organizational agility. A multi-stage sampling design (purposive sampling to select organizations; stratified sampling to select participants) was used to better address the research questions and objectives from the target population. Consequently, data was collected from 10 organizations in China and Thailand (5 organizations in each country), and 265 valid data were retained out of 333 responses. The proposed hypotheses were tested using a hierarchical component PLS-SEM, and a full mediation model was defended. The finding revealed that the effect of intellectual capital on digital transformation effectiveness is fully transmitted with the intervention of organizational agility. This supported the notion that building organizational agility in parallel with enhancing intellectual capital can help improve an organization’s digital transformation effectiveness. Moreover, organizational agility, as a higher-order dynamic capability, is the underlying mechanism through which intellectual capital supports digital transformation effectiveness. This study also proposed the three essential digital transformation pillars consisting of six corresponding sub-dimensions of intellectual capital and organizational agility. This research attempts to remedy an existing literature gap, and the contribution to the knowledge base is twofold. On the academic front, this study clarified the ontological, epistemological, and methodological issues of digital transformation and organizational agility in the extant literature and reconceptualized them more precisely. This correlational research examined the proposed conceptual model and closed the research gap of organizational agility’s mediating role based on empirical evidence. This study not only elaborated on how variables are correlated but also offered preliminary findings for further experimental research in the future. On the practical front, this study offered insight into developing a tested, valid, and reliable survey instrument. It can be potentially beneficial to organizations to identify their strengths and weaknesses in their possible orientation of digital transformation action plans from the organizational agility and intellectual capital perspectives, seeking to maximize their chance of effectively launching digital transformation projects. Description: Thesis (Ph.D.)--Knowledge Management and Innovation Management, Graduate School, Bangkok University, 2023 Tue, 28 Feb 2023 00:00:00 GMT http://dspace.bu.ac.th/jspui/handle/123456789/5977 2023-02-28T00:00:00Z http://dspace.bu.ac.th/jspui/handle/123456789/5976 Title: Analysis of regional and organizational cultures on knowledge-sharing in Philippine higher educational institutions: The case of Philippine Normal University Authors: Malvin Rivera Tabajen Abstract: The educational institution’s knowledge comprises a mix of experiences, values, relevant knowledge, and professional insights of its teachers having diverse cultures, enabling a combination of expertise to create new knowledge. The exchange of knowledge among teachers provides effective learning, which can become a model of knowledge-sharing that promotes knowledge creation, dissemination, and practical application. However, knowledge does not always flow easily and straightforwardly in enhancing knowledge creation. Knowledge-sharing plays a vital role across educational domains. Nevertheless, knowledge-sharing success is affected by one’s behavior to share. A person’s behavior is shaped by environmental influences, such as societal norms, cultural practices, and institutional policies, where he grew up or stayed for a significant amount of time. Through the modeling of behavior, one becomes attuned to and inhabited by the culture transmitted by this environment. This research aims to obtain insights into the cultural values (national cultural dimensions) and organizational factors (organizational culture) manifested in higher educational institutions (HEI). Its primary purpose is to determine cultural values from different levels (national, organizational, academic institution, and local academic institutions) and how these influenced the knowledge-sharing intention transformed into behavior. It administered an online survey of teacher participants from different university branches to obtain insights into the cultural and organizational factors. It determined their influences on the knowledge-sharing behaviors of teachers in HEI. It captured the theoretical or conceptual model of the influences of national culture and organizational culture (exogenous) on knowledge-sharing intentions (endogenous) and the probability of the intentions transformed into actual knowledge-sharing behavior (endogenous). Path analysis, a statistical method used to examine causal relationships, was employed to analyze the proposed models that exhibit causal relationships between cultural factors, of which the outcome knowledge-sharing intention is also a predictor variable of another variable, knowledge-sharing behavior. The path analysis frameworks were tested to check the mediation processes of which relationships were examined and evaluated. The findings suggest that while all cultural variables may appear similar, their impact on knowledge-sharing intentions varies. Therefore, the success of knowledge-sharing in a specific location can be attributed to the comprehensive understanding of cultural factors such as (national) power distance, uncertainty avoidance, collectivism, and communication system (organization) for knowledge-sharing. The university's knowledge-sharing framework reveals that local institutions exhibit varying knowledge-sharing behaviors. The manifestation of cultural traits, their perceptions of knowledge, and the implementation of sharing techniques differ for each institute, underscoring the need for thorough research and analysis. As cultural orientation and beliefs significantly affect the value of shared knowledge, it becomes the responsibility of academic institutions to empower their teachers to participate effectively. Institutions must proactively consider and respect the diversity of cultures and beliefs within their community for successful knowledge-sharing. This necessitates a comprehensive needs assessment in each local institution, considering the influences of national and organizational cultures in formulating policies and programs for knowledge-sharing. The diversity and variability of respondents can provide substantial evidence, fostering a profound understanding of the diversity of behaviors influenced by many distinct cultures. The educational institution's knowledge comprises a mix of experiences, values, relevant knowledge, and professional insights of its teachers having diverse cultures, enabling a combination of expertise to create new knowledge. The exchange of knowledge among teachers provides effective learning, which can become a model of knowledge-sharing that promotes knowledge creation, dissemination, and practical application. However, knowledge does not always flow easily and straightforwardly in enhancing knowledge creation. Knowledge-sharing plays a vital role across educational domains. Nevertheless, knowledge-sharing success is affected by one's behavior to share. A person's behavior is shaped by the environmental influences where he grew up with or stayed for a significant amount of time. Through the modeling of behavior, one becomes attuned to and inhabited by the culture transmitted by this environment. This research aims to obtain insights into the cultural values (national cultural dimensions) and organizational factors (organizational culture) manifested in higher educational institutions (HEI). Its primary purpose is to determine cultural values from different levels (national, organizational, academic institution, and local academic institutions) and how these influenced the knowledge-sharing intention transformed into behavior. It administered an online survey of teacher participants from different university branches to obtain insights into the cultural and organizational factors. It determined their influences on the knowledge-sharing behaviors of teachers in HEI. It captured the theoretical or conceptual model of the influences of national culture and organizational culture (exogenous) on knowledge-sharing intentions (endogenous) and the probability of the intentions transformed into actual knowledge-sharing behavior (endogenous). Path analysis was employed to analyze the proposed models that exhibit causal relationships between cultural factors, of which the outcome knowledge-sharing intention is also a predictor variable of another variable, knowledge-sharing behavior. The path analysis frameworks were tested to check the mediation processes of which relationships were examined and evaluated. Findings insinuate that although all the cultural variables were parallel, this did not mean that each factor had the same degree of effect on knowledge-sharing intentions. The results varied when the direct impact of each cultural factor was tested. Hence, the success of knowledge-sharing in a specific location can be attributed to how comprehensive the program is structured, considering cultural factors such as (national) power distance, uncertainty avoidance, collectivism, and communication system (organization) for knowledge-sharing. Likewise, the university's knowledge-sharing framework indicates that local institutions vary in knowledge-sharing behaviors. The manifestation of cultural traits, their perceptions of knowledge, and the implementation of the sharing techniques vary for each institute. Cultural orientation and beliefs affect the value of shared knowledge, and academic institutions exert efforts to motivate their teachers to participate effectively. For knowledge-sharing to be implemented successfully, the academic institution must take into consideration the diversity of cultures and beliefs of people in the community. Hence, the university will need to conduct a needs assessment in each local institution and consider the influences of national and organizational cultures in formulating policies and programs for knowledge-sharing. The diversity and variability of respondents can elicit more substantial evidence that can draw out a profound understanding of the diversity of behaviors influenced by many distinct cultures. Description: Thesis (Ph.D.)--Knowledge Management and Innovation Management, Graduate School, Bangkok University, 2025 Wed, 01 Jan 2025 00:00:00 GMT http://dspace.bu.ac.th/jspui/handle/123456789/5976 2025-01-01T00:00:00Z http://dspace.bu.ac.th/jspui/handle/123456789/5975 Title: Designing an analytical framework for measuring knowledge mobilization effectiveness in higher education institutions in the Philippines Authors: John P. Natividad Abstract: The study aimed to design an analytical framework for measuring knowledge mobilization in higher education institutions in the Philippines. The exploratory sequential mixed methods design was used to collect and analyze qualitative data to develop a quantitative study. For qualitative data, a mini knowledge audit was employed to develop open-ended questions. This instrument was given to 14 respondents who were either research directors or project research leaders of the selected seven (7) higher education institutions via online in observance of the health and safety protocols due to the corona virus pandemic. A content analysis of the qualitative data gathered guided the researcher in designing the draft of the conceptual model. From this model, the researcher constructed internal and external survey questionnaires which were distributed to the internal and external stakeholders of the same seven (7) HEIs composed of another group of researchers by seniority levels. The quantitative data gathered was treated using multiple regression analysis to observe the direct relationships between the variables. The results of multiple regression analysis were used in designing the initial analytical framework for measuring the knowledge mobilization in higher education institutions. The interviews revealed that HEIs had undertaken projects and activities that fall under the specific knowledge domain mandated by the law that created them that are mostly under science and technology, specifically on the national harmonized agenda of the Department of Science and Technology (DOST), industrial technology, sustainability of technologies such as food technology but also includes education in general, teacher education and teacher technical education and skills development (TESD) in particular; and professional, business and entrepreneurial technology. Also, HEIs used different strategies to measure the effectiveness of the mobilization of their research results such as commercialization of the value of technology transfer or knowledge transfer, collaboration with industry, private organizations, local government units, and/or communities, impact on policy and decision making, public engagement and extension services, and social and economic impact of the research. The results of the survey questionnaires showed that External Knowledge mobilization (EKMb) was largely influenced by the dissemination of research outputs (DRO) and external services (ES) while Dissemination of Research Outputs (DRO), Monitoring and Evaluation of Research Outputs (MERO), Utilization of Research Outputs (URO), and Research Integrity (RI) were significant variables in Internal Knowledge mobilization. Implementing an analytical framework for assessing the effectiveness of knowledge mobilization in Higher Education Institutions could be easily applied as most guidelines were already in place based on the interviews conducted. Further, stakeholders needed to be involved at every stage of the process to ensure their viewpoints were heard and to promote collaborative approach to knowledge mobilization. Among the instruments and strategies that HEIs used to assess the effectiveness of the Knowledge Mobilization of their research results were survey and interviews, impact assessments, feedback and evaluation from their clients, and government directives. The study showed that effective external knowledge mobilization promotes and strengthens social progress, innovation, and productivity with a collaborative community whose dynamic participation can efficiently synthesize the different sources of knowledge made available and accessible to them. But institutions have to put in place a mechanism that will integrate across their operations and strategies a system of recognizing and acquiring external knowledge such as collaborating with other academic institutions and professional organizations, forming consortia or partnership with industries and other universities, and using modern technology such as digital platforms, online communities, and social media to make it easier for individuals and institutions to connect, share, and access external knowledge and to accelerate external knowledge mobilization. Adding Artificial Intelligence (AI) capability to the system and applying it in practical settings will also significantly enhance the effectiveness of HEIs’ research and knowledge mobilization capabilities. Description: Thesis (Ph.D.)--Knowledge Management and Innovation Management, Graduate School, Bangkok University, 2024 Mon, 01 Jan 2024 00:00:00 GMT http://dspace.bu.ac.th/jspui/handle/123456789/5975 2024-01-01T00:00:00Z http://dspace.bu.ac.th/jspui/handle/123456789/5923 Title: Equal voices of theatre: Investigating cognition, emotion and behavior of visually impaired audiences through playwriting and sound design Authors: Manussawee Puatrakul Abstract: The study explores the creation of a stage play paradigm tailored for visually impaired audiences, addressing a significant gap in knowledge and practice. The research is grounded in frameworks, including the Drama Therapy, the acknowledgment of disability as part of the human condition and the promotion of equal rights and opportunities as outlined by the United Nations’ Sustainable Development Goals. The stage play, Turn Left Turn Right: The Musical, was implemented with 15 Thai visually impaired individuals in Bangkok, Thailand, during October and November 2023. Adopting a qualitative approach, an observation was conducted during the stage play and in-depth interviews were conducted after the show. Data analyses reveal that five storytelling elements of the stage play script evoke exaltation and strong audience reactions, however sound is the most crucial element. The participants favor comedy, and narratives that are easy to follow yet contain unexpected endings. Findings not only fill academic gaps in understanding the paradigm for visually impaired stage play, but also enable creators to create impactful and inclusive content. Description: Thesis (Ph.D.)--Communication Arts, Graduate School, Bangkok University, 2024 Mon, 01 Jan 2024 00:00:00 GMT http://dspace.bu.ac.th/jspui/handle/123456789/5923 2024-01-01T00:00:00Z